welcome back. curriculum design types materials-centered –series text, method book...
TRANSCRIPT
Welcome back
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
4xA
B
C
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. Header2. Rationale/background3. Objectives4. Concept5. Resources/materials6. Procedures7. 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