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Making MEANINGFUL CONNECTIONS with Core Content Curriculum in the Urban Music Class

Making MEANINGFUL CONNECTIONS with Core Content Curriculum in the Urban Music Class. Based upon THE SCAMPERS PROJECT School No. 25 Paterson, New Jersey Michele A. Flagg NJMEA February 23, 2006. THE SCAMPERS PROJECT A Year Long Action Research Project.

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Making MEANINGFUL CONNECTIONS with Core Content Curriculum in the Urban Music Class

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  1. Making MEANINGFUL CONNECTIONS with Core Content Curriculum in the Urban Music Class Based upon THE SCAMPERS PROJECT School No. 25 Paterson, New Jersey Michele A. Flagg NJMEA February 23, 2006

  2. THE SCAMPERS PROJECTA Year Long Action Research Project • Supporting Core Curriculum Artistically Musically Physically Ensuring Real SUCCESS!

  3. Cross discipline lessons promote deeper understanding and inquiry while providing “the red thread” to stitch many relevant facts together. • Core content integration is here to stay…and it SHOULD be! • Music becomes OUR RED THREAD to tie information together • More Connections = Deeper Understanding = Life Long Learning • There is NO ACHIEVEMENT GAP in our subject area

  4. THE SCAMPERS PROJECT Data Driven results established: • Deeper student learning • Students are making new connections • GEPA scores up substantially • 85% of choral & band students proficient • Collaboration Validation Communication • No evidence of the achievement gap • Special subject monthly meetings • A UNITED FORCE FOR THE ARTS

  5. Weave core content through the music lesson? Don’t we already do that? • In one class period we teach: • Math • Language Arts • Science • Social Studies & Geography • Foreign Language • Physical Education • Art History • Character Building & Morals Can the classroom teacher teach MUSIC??? WE ARE THE WEAVERS… MUSIC LEARNING IS THE RED THREAD!

  6. “A ROCK PILE CEASES TO BE A ROCK PILE THE MOMENT A SINGLE MAN CONTEMPLATES IT, BEARING WITHIN HIM THE IMAGE OF A CATHEDRAL” A. de Saint - Exupery • Urban students need to make meaningful connections to anchor their learning • Expand your vision FIRST: See behind the song, the meter, the rhythm… show them the connections • My students are my cathedrals • Teach to the connections… and the students will retain more information

  7. A Sampling of lessons to ponder…Music Theory made easy • Can a 5 year old draw a Treble clef correctly? Absolutely!! “Can you make these three letters?” “Please draw a j, then turn it into a p, end with a capital G” (sing it as you do it) What are we teaching in addition to music? Did you make the connection? This works K through 12 as well! Music Theory, Spelling, Art, Language Arts Fine motor skills, spatial relationships It’s really a fancy “G”…

  8. The “Star Spangled Banner”Why is it called a National Anthem? glare early banner brave gallantly perilous ramparts bursting proof gleaming Start with a spelling test Give a one word definition Connect the words to the poem Discuss 5 facts about the SSB Get creative! Use the worksheet or construct your own! Art, Music, Lang. Arts, Social Studies, Geography : Grades 4 – 12 Multicultural Connection as well

  9. “Perhaps the musical experience turns out to be a general motivator, and ultimately produces superior performance on a gaggle of nonmusical tasks” Howard Gardner 2000 We have been training to do what we do longer than many other subject teachers! Explore your options Get creative Make the lesson Work for YOU!

  10. Making Music the Red Thread • Multiplication in 2/4, 3/4 or 4/4 rhythms • Movement in Geometrical shapes • Dancing the Alphabet • Music Theory is not a dirty word! • Note readers become better word readers • Math Jingles & Grammar Jingles www.harcourtschool.com CREATE YOUR OWN CONNECTIONS

  11. The New Collaborative Teaching Team • When other specialists in the building team up with you a new and powerful collaborative teaching team emerges • Turn this into a part of your PIP • Gather meaningful data to support your position • Search for commonalities among other specials and minimize the differences • Change the culture and the climate of your school to better support learning

  12. Making MEANINGFUL CONNECTIONS with Core Content Curriculum in the Urban Music Class • Use what works and keep it simple • Whether you say it with a song, a crayon, a ball or in a different language CORE CONTENT WEAVING WORKS FOR OUR URBAN STUDENTS – WATCH FOR THE TEACHING THREADS TO PULL IT ALL TOGETHER – GOOD LUCK! M. Flagg 2006

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