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Curriculum Design types Materials-centered –Series text, method book Content-centered –Concert literature Method approach –Orff, Kodály Experience-based/constructivism

Experience-based Constructivist Approach Emphasizes learning as a social process Students make (construct) their own meanings from experiences. Student centered –Not teacher centered

Four techniques to consider Modality Pacing Size Color

Modality Aural Visual Kinesthetic Rondo Alla Turka

Pacing How much is being covered? How can less be covered by some? How can coverage be elongated?

Size How big and/or long is the musical work? –Big= harmonic texture, instrumentation, reading difficulty, range/technical difficulty Size of print, amount of information on a line/score –Hush –Long= length of time

Color Black & white can be hard to process Color coding can assist in the chunking process I Did It

So how do you determine if learning occurred? Assessment of objectives –Objective=What will be learned in this lesson? –Assessment=Did this get learned? How do you know? More on all of this when we cover lesson planning

Which brings us to curriculum planning… Curriculum is the culmination of all your desired objectives –What do you want them to learn over the course of a month? A year? K-12? –Your curriculum strategy will determine much of this Materials-based Content-centered Method approach Constructivist

So, what were the curricular goals (long term) in these lessons? I Did It Hush Rondo alla Turka

What were the objective goals (short term) in these lessons? I Did It Hush Rondo alla Turka

IUP lesson plan format Student teaching handbook sez…. 1.Header 2.Rationale/background 3.Objectives 4.Concept 5.Resources/materials 6.Procedures 7.Evaluation

Header Your name Grade of class/subject Estimated amount of time

Rationale/background Rationale: “Why bother?” –Relevance of lesson topic –Materials/content cnetered/meothod/constructivitst philosophies will make a big difference here. Background: “What do students know?” –Developmentally appropriate Known (what they already know) New know (what they will learn after this lesson) This may need to ‘flex’ for special needs students

More than IUP asks for…. KNOWN –What do students already know? –Where does the lesson developmentally start? –What point in the spiral? NEW KNOWN –What little piece of a big concept will students learn? –This will begin as the ‘unknown’ somewhere in the lesson. –Sensory experience through unknown for learning.

How do you know what they know? National Standards can help School District Curriculum can help Scope & Sequence overviews can help

Lesson objectives Sometimes sub-titled – ‘behavioral objectives’ –‘aesthetic objectives’ –‘performance objectives’ What will happen today if all goes well? –Can be good indication of developmental inappropriateness –How many things can be done in a day?

Resources/Materials Resources: –Songs/pieces –Texts you might refer to –Websites –People you contact Materials –Stuff you need to remember to bring/prep –Instruments –Manipulatives –Artifacts –CD

Concept The FERGUSON BIGGIE!!!!!! –Melody –Harmony –Rhythm –Form –Timbre –Expression Tempo Articulation dynamics

Procedures 3 parts to IUP’s plan –Introduction: how will topic be introduced? –Lesson body: Procedures/activities to bring about learning the topic –Closure: What to do to signal the end of the lesson/recap learning In music plans….these 3 divisions –Often feels artificial

Evaluation How can the teacher be assured students have a ‘new known’? –Quiz –Assessment

What might this look like? Ferguson plan Boardman plan Short-hand plan Lots of other formats Series Text plans –Search and destroy mission