1. Welcome back

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

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

4. Four techniques to consider Modality Pacing Size Color

5. Modality Aural Visual Kinesthetic Rondo Alla Turka

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

7. 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

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

13. 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

14. 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

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

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

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

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

19. 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

20. 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.

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

22. 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?

23. 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

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

25. 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

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

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