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Music K-12 [Presenters put your name here]

“He who rejects change is the architect of decay. The only human institution which rejects progress is the cemetery. “

– Harold Wilson

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That was then…

That was then…

That was then…

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That was then...

That was then...

That was then...

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That was then…

Turn to a partner and share a few memories you have of that year.

– Where were you in 1997 and what subjects were you teaching? If you were not teaching, what were you doing at that time?

– What might be some differences between classrooms back in 1997 and classrooms today?

– How would you describe any changes in student learning needs between then and now?

– What are your predictions for how classrooms will look and function 10 years from now?

History of the TEKS

• 74th Legislature charged SBOE with clarifying essential knowledge and skills in 1995

• Fine Arts TEKS originally written in 1997

• Center for Educator Development in Fine Arts (CEDFA) established in 1998 to aid with implementation

Prepare for Change

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…This is now

Update of the TEKS

• Fine Arts TEKS review committees first meeting in May 2012

• TEKS Revisions first read at SBOE meeting in January 2013

• 2nd round of public comments in January 2013

• SBOE Approval of Revised Fine Arts TEKS on April 19, 2013

Foundation of the New Fine Arts TEKS

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Apply

Analyze

Evaluate

Create

Remember

Understand

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

A New Taxonomy for 21st Century Skills

Creativity is a Highly Valued Skill

“Creativity is the #1 leadership competency for the future.”

—IBM 2010 Global CEO Survey

1,500 leaders in 60 countries say…

21st Century Skills Learning & Innovation • Creativity & Innovation • Critical Thinking & Problem Solving • Communication & Collaboration

Information, Media, and Technology Skills • Information Literacy • Media Literacy • Information, Communication & Technology Literacy

Life & Career Skills • Flexibility & Adaptability • Initiative & Self-Direction • School & Cross-Cultural Skills • Productivity & Accountability • Leadership & Responsibility

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Reflection

During the past school year, when have you observed students developing these kinds of skills?

In what sorts of activities were they engaged?

Take a few minutes to make note of recent experience you’ve had.

Evolution of the Fine Arts TEKS

Eyewitness Report

• TEKS Committee Formation

• Writing Sessions

• Revision and Approval Process

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May 10-12, 2012 Committee first Met

• Committee Members List – link below

• http://www.tea.state.tx.us/index2.aspx?id=2147499973

• Music TEKS High School Level I-IV

• Music TEKS Middle School 6-8 (now Level 1-3)

• Music TEKS Elementary K-2 and 3-5

June 25 – 28, 2012

• Proposed Music TEKS K-12, including vertical alignment

• Created two categories for high school: performance-based and non-performance based

• Added courses under general requirements with separate PEIMS numbers, including innovative courses such as Music and Media Communications

July 19, 2012 SBOE Meeting

• Board heard from one member of each committee and each expert reviewer

• Board members asked questions

• Board members appeared to be knowledgeable about the TEKs and were interested in why changes were being made

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July – September 2012

• All drafts of Fine Arts TEKS were posted for informal feedback.

September 20 – 22, 2012

• Reviewed expert and public feedback

• Committee made adjustments based on feedback

• SBOE members attended this meeting

• TEKS K-12 posted for viewing on Texas Education Agency website

April 2013

• A vote on final adoption of the proposed revisions scheduled for April 2013.

• In mid-April final approval was made.

• K-12 Music TEKS will be implemented in the 2015 – 2016 school year.

• Some districts are including the new TEKS along with the current TEKS in their curriculum documents.

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Where to find new Fine Arts TEKS

Adopted New 19 TAC Chapter 117, Texas Essential Knowledge and Skills for Fine Arts,

http://www.tea.state.tx.us/index4.aspx?id=2206

• Subchapter D, Elementary, • Subchapter E, Middle School, and • Subchapter F, High School

Music TEKS §117 Introduction

§117 (b) Introduction

(1) The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas.

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§117 (b) Introduction (cont’d.)

These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving.

§117 (b) Introduction (cont’d.)

The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life.

§117 (b) Introduction (cont’d.)

Students develop aesthetic and cultural awareness through exploration, leading to creative expression.

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§117 (b) Introduction (cont’d.)

Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child.

Music TEKS §117 Introduction

(2) Four basic strands

Comparison of Current and New Strands — Music

Current strands: New strands (2015):

Perception

Creative expression/ performance

Historical and cultural heritage

Response/ evaluation

Foundations: music literacy

Creative Expression

Historical and Cultural Relevance

Critical Evaluation and Response

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Knowledge and Skills

Foundations: Music Literacy — Music

(c) Knowledge and Skills

(1) Foundations: music literacy. The student describes and analyzes music and musical sound. The student demonstrates fundamental skills appropriate for a developing young musician.

(2) Foundations: music literacy. The student reads and writes music notation using an established system for rhythm and melody.

Creative Expression — Music

(c) Knowledge and Skills

(3) Creative expression. The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory.

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Historical and Cultural Relevance — Music

(c) Knowledge and Skills

(4) Historical and cultural relevance. The student relates music to history, culture, and the world.

Critical Evaluation and Response — Music

(c) Knowledge and Skills

(5) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings.

TEKS Organization — Courses

1997 Fine Arts TEKS

Elementary

• K-5 – Art, Music, Theatre

Middle School

• 6-8 – Art, Music, Theatre

2013 Fine Arts TEKS

Elementary

• K-5 – Art, Music, Theatre

Middle School

• Art, Middle School 1, 2, & 3

• Dance, Middle School 1, 2 & 3

• Music, Middle School 1, 2, & 3

• Theatre, Middle School 1, 2, & 3

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New Courses at the Secondary Level — Music

HS Level: Music (performance)

Courses include:

• Band I - IV

• Choir I - IV

• Orchestra I - IV

• Jazz Ensemble I - IV

• Jazz Improv I – IV (PREVIOUSLY

INNOVATIVE)

• Instrumental Ensemble I - IV

• Vocal Ensemble I - IV

• World Music Ensemble I – IV (NEW)

• Applied Music I – IV (LEVELS III & IV ARE

NEW)

• Mariachi I – IV (NEW)

• Piano I – IV (NEW)

• Guitar I – IV (NEW)

• Harp I – IV (NEW)

Music Studies (non-performance) Courses include:

• Music Theory I-II • Music Appreciation I-II • Music Business I-II - NEW • Music Composition I-II –

CURRENTLY INNOVATIVE • Music Production I-II - NEW • Music and Media

Communications – CURRENTLY INNOVATIVE

• AP Music Theory • IB Music SL & HL

TEKS at Work

Activity: Jingle Redesign

1. Use the creative problem solving process with divergent and convergent thinking.

2. Experience the 7E model of lesson design.

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Creative Problem Solving

7E Lesson Framework

• Who can sing us the jingle for Nationwide Insurance?

• Describe the tone.

• How does it make you feel?

• What does it promise you about working with Nationwide?

Elicit

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• In groups search the internet for a jingle that you feel conveys an effective message.

Engage

• Work with your group to set the words of your jingle to new music.

• Use the SCAMPER technique to help you brainstorm this process.

Explore

• Report out – share your new jingle with the group

Explain

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• Now groups are going to work together to think of a cause that needs a new jingle.

• Use mind-mapping or word-listing techniques to get you started.

• Use Finale Notepad to create your new jingle.

Elaborate

http://www.finalemusic.com/notepad/default.aspx

• As a group, self-evaluate.

• Consider other groups’ products.

Evaluate

1. What part of this activity might you implement immediately?

2. What part of this activity might you modify for your students?

3. What part of this process will you investigate further and/or share with others?

Extend

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Music Strands

• Foundations: music literacy

• Creative expression

• Historical and cultural relevance

• Critical evaluation and response

Vertical Alignment with the New Fine Arts TEKS

“The most important thing is to never stop questioning.” – Albert Einstein

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“They always say time changes things, but you actually have to change them yourself.” – Andy Warhol

“All great changes are preceded by chaos. ”

– Deepak Chopra

Vertical Alignment

Creative Expression (3)

Primary (K-2)

Intermediate (3-5)

Middle School (6-8)

High School (9-12)

(3)(A) sing tunefully or play classroom instruments, including rhythmic and melodic patterns, independently or in groups;

(3)(A) sing or play classroom instruments with accurate intonation and rhythm independently or in groups;

(3)(A) demonstrate, alone and in groups, characteristic vocal or instrumental timbre;

(3)(A) demonstrate increasingly mature, characteristic sound appropriate for the genre;

Vertical Alignment continued

Creative Expression (3)

Primary (K-2)

Intermediate (3-5)

Middle School (6-8)

High School (9-12)

(3)(A) sing tunefully or play classroom instruments, including rhythmic and melodic patterns, independently or in groups

(3)(A) sing and play classroom instruments with accurate intonation and rhythm independently or in groups

(3)(C) perform independently and expressively, with accurate intonation and rhythm, developing fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques

(3)(C) demonstrate rhythmic accuracy using appropriate tempo;

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Vertical Alignment continued

Creative Expression (3)

Primary (K-2)

Intermediate (3-5)

Middle School (6-8)

High School (9-12)

(C) explore new musical ideas using singing voice and classroom instruments.

(B) create melodic phrases through improvisation or composition; and (C) create simple accompaniments through improvisation or composition.

(C) interpret music symbols and terms referring to keys; clefs; dynamics, including crescendo, decrescendo, piano, and forte; tempi, including accelerando and ritardando; and articulations, including staccato and legato, appropriately when performing; and;

(E) create and notate or record original musical phrases at an appropriate level of difficulty.

Let’s Adapt!

• Think about how this activity could be adapted and used with a different strand or a different section of the Creative Expression strand. Use the Scope and Sequence spreadsheet to help you find the vertical alignment for a concept(s).

• Consider the following:

– What concepts/steps would remain?

– What concepts/steps would you modify?

– How would the overall activity look different at your selected grade level?

– How are you building the skills students will need at the next grade level?

Activity: Vertical Alignment

Training Wrap Up

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Steps to Website Login

Complete Training Survey

1. Take survey at http://TOTsurveyFATEKS.questionpro.com

2. Sign up to get materials after presentation

MUSIC AND MEDIA COMMUNICATIONS PROFESSIONAL DEVELOPMENT

The University of Texas at Austin (UT-Austin) College of Fine Arts in partnership with the Texas Cultural Trust and the Center for Educator Development in Fine Arts (CEDFA) will provide an in-depth professional development session for the Music and Media Communications course that will be held on the UT-Austin campus on Saturday, June 14, 2014, 9:00 a.m. – 5:00 p.m. The session will serve as a Post-Summit session following the Texas Fine Arts Summit XV, hosted by CEDFA, at the Airport Hilton Hotel in Austin, Texas, Thursday-Friday, June 12-13, 2013. Participants in the UT-Austin Music and Media Communications professional development session will receive state Continuing Professional Education credit.

If interested in attending this professional development session on Saturday, June 14 on the UT-Austin campus, it will be necessary to complete and submit the application provided and mail to the address below postmarked no later than Thursday, October 31:

Thomas H. Waggoner

Program Director of Fine Arts Education

College of Fine Arts – Office of the Dean

The University of Texas at Austin

1 University Station D1400

Austin, TX 78712

The professional development session will be held in a UT-Austin campus computer laboratory, so enrollment will be limited to a maximum of twenty participants. If accepted as a participant, a $65.00 registration fee will be required for the professional development session, which will include continental breakfast, lunch, and parking.

Digital literacy is the future of communication and commerce and creates learning experiences that develop students' capacities for critical think ing, creativity, imagination, and innovation.

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Save the Date! — CEDFA 2014