Rigor in the General Music Classroom Cecilia Prater, Presenter 2013 Floyd County PD Academy

What is rigor?

“ Rigor is a quality of instruction that requires students to construct meaning for themselves, impose structure on information, integrate individual skills into processes, operate within but at the outer edge of their abilities, and apply what they learn in more than one context and to unpredictable situations.” Robyn R. Jackson, author of “How to Plan Rigorous Instruction”

Bloom’s Taxonomy

CREATING EVALUATING ANALYZING APPLYING UNDERSTANDING REMEMBERING

“Making Musical Meaning” by Elizabeth Sokolowski Adaptation of Bloom’s TaxonomyExample Creating Creating a beautiful melody on one’s instrument using the scale/tonality Evaluating Recording and then self-assessing through active listening the utilization of the scale/tonality appropriately throughout the performance of the repertoire Analyzing and Synthesizing Observing the melodic and technical aspects of the repertoire in relation to the scale/tonality Applying Reading/Connecting the notation for the scale to playing the scale effectively Comprehending Playing the scale correctly Knowing Learning to play a scale utilizing the musical alphabet

Depth of Knowledge

Our Challenge in the Arts DOK refers to cognitive processing. It does not accurately define what arts students should be doing in class – creating and performing. According to DOK, a student performing a state-level violin solo or tackling the lead role in the school play is performing at the Skill/Concept Level of DOK 2. Steve Williams, MMEA Conference 2009

DOK 1 Emphasis is on facts and simple recall of previously taught information. This also means following simple steps, recipes, or directions. Can be difficult without requiring reasoning. At DOK 1, students find “the right answer,” and there is no debating the “correctness,” it is either right or wrong. Steve Williams, MMEA Conference 2009

Examples of DOK 1 in Music Items Name the notes of the C Major scale Name 4 periods of classical music Know that a sharp raises a note ½ step Why is this DOK 1? Simple recall of pre-learned knowledge Simple recall, but must be taught Identify a #, recognize that it raises a pitch Steve Williams, MMEA Conference 2009

DOK 2 Requires comparison of two or more concepts, finding similarities and differences, applying factual learning at the basic skill level. Main ideas – requires deeper knowledge than just the definition. Students must explain “how” or “why” and often estimate or interpret to respond. Steve Williams, MMEA Conference 2009

DOK 2 in Music This is where the student begins to play an instrument or sing in context. Students learn notes and fingerings in DOK 1, then apply the skill at DOK 2. Students use basic aural skills such as hearing intervals or adjusting pitch. Steve Williams, MMEA Conference 2009

Examples of DOK 2 in Music Items Read and perform a simple rhythm,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, Play a simple melody or accompaniment Why is this DOK 1? If the student interprets the rhythm (as opposed to repeating) it is DOK 2. Student must make sense out of written notation and perform Steve Williams, MMEA Conference 2009

DOK 3 Students must reason or plan to find an acceptable solution to a problem. More than one correct response or approach is possible. Requires complex or abstract thinking, and application of knowledge or skill in a new and unique situation. Steve Williams, MMEA Conference 2009

DOK 3 in Music Students begin to use knowledge of scales to compose melodies. They improvise over a single key center and experiment with their own creativity. They perform in an ensemble and adjust pitch, expression, and dynamics, and follow the cues of a conductor. Steve Williams, MMEA Conference 2009

Examples of DOK 3 in Music Items Improvise a simple melody ;;;;;;;; Perform as a member of a conducted ensemble Compose a single line melody Why is this DOK 1? New application of complex processes Students make individual choices about performance New application of complex processes Steve Williams, MMEA Conference 2009

DOK 4 At this level, students typically identify a problem, plan a course of action, enact that plan, and make decisions based on collected data. Usually involves more time than one class period. Multiple solutions are possible. Students often connect multiple content areas to come up with unique and creative solutions. Steve Williams, MMEA Conference 2009

DOK 4 in Music Students compose with 2 or more voices Requires application of harmony, pre-planning and extended time Students improvise over a chord progression Requires knowledge of chords, spontaneous decision-making and advanced aural skills Students rehearse/perform solo or in a small ensemble Students make decisions about style, interpretation, balance, and expression without the aid of a teacher Steve Williams, MMEA Conference 2009

Examples of DOK 4 in Music Items Compose using 2 or more parts ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; ; Improvise over a given chord progression ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;; Perform in a student-led ensemble or solo with accompaniment Why is this DOK 1? Requires application of harmony, voice leading, cadence Requires student to apply all previous learning in a new and novel situation Student makes all choices Steve Williams, MMEA Conference 2009

The Rigor & Relevance Framework Model

Strategies

Identifying similarities and differences Summarizing and note-taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic Representation Cooperative Learning Setting Objectives and Providing Feedback Generating and testing hypotheses Cues, questions and advance organizers “Making Musical Meaning” by Elizabeth Sokolowski

21 st Century Skills Framework

Creativity and InnovationA musical means to these skills… Think creativelyPerforming solo or in an ensemble Work creatively with othersEngaging in ensemble Implement innovationsImprovising, composing, arranging Critical Thinking and Problem SolvingA musical means to these skills… Communicate clearlyReading notation and producing music Use systems thinkingReading and analyzing music Make judgments and decisionsMaking musical and expressive decisions Solve problemsStudying and rehearsing music “Making Musical Meaning” by Elizabeth Sokolowski

Communication and CollaborationA musical means to these skills… Communicates clearly with othersExpressing yourself musically Collaborate with othersPlaying/singing in ensemble Collaborate with othersUnderstanding the relationship between music and other arts, history and culture Life and Career SkillsA musical means to these skills… Flexibility and adaptabilityEngaging in ensemble Initiative and self-directionThe discipline of studying/practicing music and primary instrument Social and cross-cultural skillsUnderstanding the relationship between music and other arts, history and culture Productivity and accountabilityMusical performance solo and in ensemble Leadership and responsibilityThe art of being a musician “Making Musical Meaning” by Elizabeth Sokolowski

Resources Jackson, Robyn R. How to Plan Rigorous Instruction. Virginia: ASCD, Sokolowski, Elizabeth. Making Musical Meaning. Chicago: GIA Publications, Williams, Steve. Depth of Knowledge in Music. PowerPoint for MMEA, b3MDMwRjb2xvA2FjMgR2dGlkA1ZJUDI1MF8x/SIG=12cg13ved/EXP= /**http%3a// b3MDMwRjb2xvA2FjMgR2dGlkA1ZJUDI1MF8x/SIG=12cg13ved/EXP= /**http%3a//