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Combining CMP and ArtsPROPEL for a Balanced Approach to Music Education

Combining CMP and ArtsPROPEL for a Balanced Approach to Music Education. A brief history: Developed in a series of seminars from 1965 – 1967 in the Northeastern United States

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Combining CMP and ArtsPROPEL for a Balanced Approach to Music Education

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  1. Combining CMP and ArtsPROPEL for a Balanced Approach to Music Education

  2. A brief history: Developed in a series of seminars from 1965 – 1967 in the Northeastern United States Intended to create a deeper musical understanding and a life-long attachment to music of subtlety and artistry than performance alone. Began with experimental pilot programs as early as 1965. Comprehensive Musicianship through Performance (CMP)

  3. A planning process which teachers can apply to any level and type of musical learning situation. Fosters programs which emphasize the interdependence of musical knowledge and performance. A philosophy – NOT a curriculum Teacher as facilitator and guide “Performance with understanding” What IS Cmp?

  4. MMCP and Hawaiian Music Curriculum Projects IOWA CMP site Wisconsin CMP site Illinois CMP Site Community Center CMP Video Funwanialafia CMP Links, Lesson Plans, Curricula

  5. Developed by researchers at Harvard Project Zero, Educational Testing Service consultants, and teachers in the Pittsburgh (PA) schools to determine how students learn in the arts and how that learning could be assessed. Teacher as facilitator/mentor and student as researcher/knowledge-constructor. Arts PROPEL

  6. Students are constructors of knowledge. Optimized when the student is motivated to pursue understanding actively. Students should confront open-ended questions, just like adults and pros do. A mix of structured activities and relatively unstructured ones. Produce, perceive, and reflect. Arts Propel – principles of learning

  7. Harvard’s Project Zero site Propel Schools Pittsburgh CLO (Musical Theater) Wisconsin Dept. of Instruction Arts PROPEL links and examples

  8. Teacher as facilitator/mentor Student as knowledge “constructor” or seeker. Open-ended questions and projects Portfolios Ongoing self-, peer-, and instructor assessment processes CMP – “About music” and PROPEL – “How to” CMP and ArtsPropel together?

  9. Natural component of instructional practice. Involve students in self- and peer-assessment, embedding assessment into instruction on an ongoing basis. Portfolios – recordings, compositions, testing Assessment

  10. Students must know the target of learning beforehand, and should be part of the decision-making process. Students must have multiple opportunities to apply new understandings, analyze results, and revise product and process. This should be done through collaborative, not competitive, effort. Students must know if they are “getting there” – and why. They should learn this through ongoing assessments embedded into the instruction. Important notes

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