Co-Constructing Curriculum Creating Musical Experiences in the Context of Our Students’ Lives

Musical InstrumentsElectronic EquipmentTechnology 16 classical guitars1 portable P.A. system1 classroom computer 2 acoustic pianos1 guitar amplifier1 Smartboard 1 electric keyboard1 mixerLaptops & computer lab 1 drum set2-3 microphonesVideo cameras & digital cameras 1 electric bass/amp1 digital audio recorder1 Polycom video-conferencing unit Setting & Description: working with what I’ve got…

Large Group: Discussion, Jam, Strategize, Reflect & Share The Listening Studio The Resource Center The Recording Studio The Tech- Free Zone The “Studio Workshops” …where learning communities are formed

Large Group: Discussion, Jam, Strategize, Reflect & Share

I-pods, CD’s, & use of Portable P.A. system The Listening Studio Aural copying & imitation of whole, authentic songs of their choice (holistic) Group instrumental practice, strategizing

The Resource Center Computer, Internet, Print Resources, Instruments, Smart board, Networks, Video Tutorials, Blogs, etc. Research, consult knowledgeable others, brainstorm, develop learning techniques

The Recording Studio Audio & Visual recording equipment, laptop, drum machine, amps, microphones, mixer, instruments Record process for reflection, assessment, and exhibition of group learning processes

The Tech- Free Zone Acoustic instruments & written “notes” only (explore personalized notation systems; tabs, chord, lyrics, notation, etc) Memory work, problem solving & planning for future steps in project

Self-Directed Learning (SDL) Self-Directed Learning: (Silén, 2008)

SDL: Modes of Thinking Self-Directed Learning: (Silén, 2008)

How do students learn best? Constructivism, PBL, Democratic Education, Self-Directed Learning, Informal Music Practices Who says so? Bruner, Dewey, Bloom, Piaget, Katz, Green, Holt Berglund Center, 2010

Critical Musicality Autonomy Capacity to be Musical Listening with understanding Analytical awareness authentic experiences curiosity & self- directed learning innate abilities prior knowledge

Inquiry & Reflection Curiosity Listening Perceptively Striving for Accuracy & Precision Integration of Technology & Personal Relevance Persistence Thinking Interdependently Creating, Imagining & Innovating Learner Autonomy Learning Dispositions: High School Guitar Class

Outcomes & Driving Purpose

Spiral Curriculum The Learning Spiral

Stage 4/5: Writing your own Music & Show What You Know STAGE 3: Revisiting the Deep End.... with new eyes STAGE 2: Teacher as guide, Aural Modeling STAGE 1: Holistic Learning in the "deep end" Project Stages: (in studio workshops)

New Knowledge Modeling & Coaching Responding, Thinking, Problem Solving Connecting prior & present experiences Ongoing Process in Project Stages: Informal Learning

ObserveDiagnoseDemonstrate Role of the Teacher: Project-Based Learning (PBL)

Role of the Student: Self-Regulated Learning (SRL) Plan Set Goals Organize Self- monitor Self- Evaluate (Zimmerman, 1990)Zimmerman, 1990

Multiplicity RecordingsSharingCoachingDiscussingPerforming Problem- solving ComposingImprovisingWriting Assessments: Evidence of Learning

Level 3I can perform a two or three note riff on one string. I can play one or more chords using three strings I can use a basic strum pattern and repeat it I can perform my own part but find it difficult to keep in time with the rest of the group or the CD I can hear if I’m doing it wrong Level 4I can play three to four notes on more than one string. I can play chords using all six strings I can change between chords and/or change the strum pattern I am using I am able to keep in time and in tune with my group or the CD for most of the song My piece has a beginning, middle and end, or more than one section Level 5I can play a range of notes on several strings I can play a song using standard chord progressions I can play syncopated rhythms I can play confidently with or without the CD and keep in time with my group I can create contrasting sections in my piece using different riffs or rhythms Level 6I can play chord sequences using a rhythmic and varied strum pattern I am always listening to the rest of my group and can adapt my playing during the performance if necessary I am aware of how each individual in the group contributes to the overall performance I can use the elements of music to shape my piece (e.g. dynamics, timbre, phrasing) Level 7I can pick melodies or play a complex chord sequence Without my contribution, the group does not make progress in the lesson I can make suggestions to help the group improve over the project Level 8I can improvise with confidence and musicality I lead my group during the performance and help them stay in time I know how the song fits into the work of the band and this influences my performance Musical Futures Levels: ELECTRIC GUITAR “I Can…” Assessment, Hertfordshife, Musical Futures

LevelCriteriaAchievement tick box 3 I can perform a two or three note riff on one string. I can play on or more chords using three strings.  4 I can play three to four notes on more than one string. I can play chords using all six strings.  5 I can play a range of notes on several strings. I can play a song using standard chord progressions.  6 I can play chord sequences using a rhythmic and varied strum pattern.  7 I can pick melodies or play a complex chord sequence.  8 I can improvise with confidence and musicality.  Name: Class: Name of band: Name of Piece: Comments about this unit: If you need some ideas for your comments please choose from the statements below: I have enjoyed working as part of a groupI have learnt new skillsI have not enjoyed this unit I have learnt how to play a new instrument in this project It was hard I feel like I have achieved well in this unit I would like to do more projects like this My group worked well together It was easy to recreate the song Specific Instrument Assessment: Electric Guitar Morpeth Self Assessment: Musical Futures