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Understanding Curriculum and Assessment in Music Education: A Constructivist Approach

This section explores the essence of curriculum and assessment in music education, emphasizing the constructivist model where learning is rooted in students' experiences. It details the scope and sequence of what is to be learned, while introducing four curricular models: materials-centered, content-centered, method-based, and experience-based. The text highlights the importance of adaptability for special learners, including modifications and accommodations, as well as assistive technology that supports diverse student needs. This comprehensive approach encourages a student-centered environment rooted in the philosophies of Dewey, Vygotsky, and Bandura.

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Understanding Curriculum and Assessment in Music Education: A Constructivist Approach

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Presentation Transcript

  1. Ch 6: Curriculum & assessment

  2. What is a curriculum? • Latin for “story” • The story of what is supposed to happen in your classroom • Scope and sequence • Scope: what is in the radar to be learned • Sequence: when each step towards the scope is to be taken and in what order

  3. 4 kinds of curricular models4 kinds of plot frameworks • Materials-centered • Use of series texts • Take a look at a scope/sequence • Use of stuff • World Drums • Content-centered • Music literature creates the goals • Show “Get America Singing..again” materials • Method approach • Orff/Kodaly/Gordon/ect • Experience-based/constructivist approach • Student learning experiences

  4. Constructivist curricular model • Learning is a social process • Understanding is constructed through individual learning experiences • New understanding comes from building on prior understanding • John Dewey • Lev Vygotsky • Bandura

  5. Constructivist = Student centeredfigure 6.1 (p.124) • Teacher centered lesson • Objectives have very firm parameters • Students work individually • Students are assessed individually by teacher • Student centered lesson • Objectives have flexible parameters • Students work in social groups • Students self- and peer-assess

  6. Constructivist teaching has elements of surprise. End outcomes are not always known, • AKA, Mike and the didgeridoo

  7. 4 important teaching practices • Modality • Aural • Visual • kinesthetic • Pacing • How quickly material is covered • Size • How much material is covered at once • Color • Processing aid • Organization aid

  8. Adaptations • To the degree that you change • Modality • Pacing • Size • Color • Is the degree to which the lesson is adapted for special learners • Modifications • accommodations

  9. Let’s do a little lesson now, shall we? • Aquarium • Ask yourself: • Modalities? • Pace? • Size? • Color?

  10. Two kinds of adaptations • Modifications • Changing the expectations of how much can be covered and/or understood • Accommodations • Changing the expectations of how the information will be presented and/or processed

  11. Field trip time! Leave your things here • Come to the library.

  12. To recap: • As stated in syllabus: • 1. Find a series text lesson that lists an adaptation for a student with a disability. • 2. Synopsize the lesson: where it was found, what the main concepts, objectives, activities are • 3. Describe the adaptation as either a modification or an accommodation and explain why. 4. Place in the drop box.

  13. Some accommodations are achieved through assistive technology

  14. Assistive Technology • AT Device- any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customize, that is used to increase, maintain, or improve functional capabilities of a child with a disability.

  15. Assistive Technology • may serve as a leveraging agent • greater academic success and independence.

  16. Assistive technology mentioned in the IEP for the music classroom should be paid for using music department funds. • FALSE • Special education needs come from Special Ed funds • Don’t be shy about needing AT • Don’t be shy about getting on the IEP team

  17. Music teachers say…. • 85.6% : responsible for adapting music education goals for students with disabilities, • 61% :not involved in the IEP development for students with disabilities that they teach. • McCord, 2005

  18. Types of assistive technology • Seating and Positioning Aids • Computer/Musical Aids • Communication Aids • Vision/Reading Aids

  19. Types of assistive technology • Seating and Positioning Aids • Computer/Musical Aids • Communication Aids • Vision/Reading Aids

  20. Seating/Positioning Aids • Music teachers were most familiar with seating and positioning aids (52.7%).

  21. Seating and Positioning Aids

  22. Wheelchair instrument mount

  23. Adaptive mallets

  24. Adaptive recorder

  25. Wheelchair mount

  26. Velcro percussion adaptation

  27. Adaptive autoharp pick

  28. Assignment for Wiki • 1) Find a suggested commercial musical aid for any disability. • 2) On the class wiki, describe the adaptation in 1-3 paragraphs, Include: • a) the company that sells the product • b) price of the product. • c) contact information for company • Make link as appropriate • d) description of what the product will do for what disability.

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