co-constructing curriculum
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Co-Constructing Curriculum. Creating Musical Experiences in the Context of Our Students’ Lives. The Art of Co-Construction… Democratic Education. Setting & Description: w orking with what I’ve got…. The “Studio Workshops” …where learning communities are formed. - PowerPoint PPT PresentationTRANSCRIPT
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Co-Constructing Curriculum
Creating Musical Experiences in the Context of Our Students’ Lives
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The Art of Co-Construction… Democratic Education
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Musical Instruments Electronic Equipment Technology
16 classical guitars 1 portable P.A. system 1 classroom computer2 acoustic pianos 1 guitar amplifier 1 Smartboard1 electric keyboard 1 mixer Laptops & computer lab1 drum set 2-3 microphones Video cameras & digital cameras1 electric bass/amp 1 digital audio recorder 1 Polycom video-conferencing unit
Setting & Description: working with what I’ve got…
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Large Group: Discussion, Jam,
Strategize, Reflect & Share
The “Studio Workshops” …where learning communities are formed
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Large Group: Discussion, Jam,
Strategize, Reflect & Share
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I-pods, CD’s, & use of Portable P.A. system
The Listening
Studio
Aural copying & imitation of whole, authentic songs of their choice (holistic)
Group instrumental practice, strategizing
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The Resource
Center
Computer, Internet, Print Resources, Instruments, Smart board, Networks, Video Tutorials, Blogs, etc.
Research, consult knowledgeable others, brainstorm, develop learning techniques
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The Recording
Studio
Audio & Visual recording equipment, laptop, drum machine, amps, microphones, mixer, instruments
Record process for reflection, assessment, and exhibition of group learning processes
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The Tech-Free Zone
Acoustic instruments & written “notes” only (explore personalized notation systems; tabs, chord, lyrics, notation, etc)
Memory work, problem solving & planning for future steps in project
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Self-Directed Learning (SDL)
Self-Directed Learning: (Silén, 2008)
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SDL: Modes of Thinking
Self-Directed Learning: (Silén, 2008)
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How do students learn best? Constructivism, PBL, Democratic Education, Self-Directed Learning, Informal Music Practices
Who says so? Bruner, Dewey, Bloom, Piaget, Katz, Green, Holt
Berglund Center, 2010
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Critical Musicality
• Listening with understanding• Analytical awareness
Autonomy
• authentic experiences• curiosity & self-directed learning
Capacity to be Musical
• innate abilities• prior knowledge
Over-Arching Goals: Informal Music Practices
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Inquiry & Reflection Curiosity
Listening Perceptively
Striving for Accuracy & Precision
Integration of Technology &
Personal RelevancePersistence
Thinking Interdependently
Creating, Imagining & Innovating
Learner Autonomy
Learning Dispositions: High School Guitar Class
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Musicality Outcomes
Expressive Outcomes
Autonomous Outcomes
Outcomes & Driving Purpose
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Stage 4/5: Writing your own
Music & Show What You Know
STAGE 1: Holistic Learning in the
"deep end"Project Stages: (in studio workshops)
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New Knowledge
Modeling & Coaching
Responding, Thinking,
Problem Solving Connecting
prior & present experiences
Ongoing Process in Project Stages: Informal Learning
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Observe Diagnose Demonstrate
Role of the Teacher: Project-Based Learning (PBL)
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Role of the Student: Self-Regulated Learning (SRL)
Plan
Set Goals
Organize
Self-monitor
Self-Evaluate
(Zimmerman, 1990)
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Multiplicity
Assessments: Evidence of Learning
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Level 3 I can perform a two or three note riff on one string.I can play one or more chords using three strings
I can use a basic strum pattern and repeat it
I can perform my own part but find it difficult to keep in time with the rest of the group or the CD
I can hear if I’m doing it wrong
Level 4 I can play three to four notes on more than one string.I can play chords using all six strings
I can change between chords and/or change the strum pattern I am using
I am able to keep in time and in tune with my group or the CD for most of the song
My piece has a beginning, middle and end, or more than one section
Level 5 I can play a range of notes on several stringsI can play a song using standard chord progressions
I can play syncopated rhythms
I can play confidently with or without the CD and keep in time with my group
I can create contrasting sections in my piece using different riffs or rhythms
Level 6 I can play chord sequences using a rhythmic and varied strum pattern
I am always listening to the rest of my group and can adapt my playing during the performance if necessary
I am aware of how each individual in the group contributes to the overall performance
I can use the elements of music to shape my piece (e.g. dynamics, timbre, phrasing)
Level 7 I can pick melodies or play a complex chord sequence
Without my contribution, the group does not make progress in the lesson
I can make suggestions to help the group improve over the project
Level 8 I can improvise with confidence and musicality
I lead my group during the performance and help them stay in time
I know how the song fits into the work of the band and this influences my performance
Musical Futures Levels:ELECTRIC GUITAR
“I Can…” Assessment, Hertfordshife, Musical Futures
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Level Criteria Achievement tick box
3 I can perform a two or three note riff on one string. I can play on or more chords using three strings.
4 I can play three to four notes on more than one string. I can play chords using all six strings.
5 I can play a range of notes on several strings. I can play a song using standard chord progressions.
6 I can play chord sequences using a rhythmic and varied strum pattern.
7 I can pick melodies or play a complex chord sequence.
8 I can improvise with confidence and musicality.
Name:Class:Name of band:Name of Piece:Comments about this unit:If you need some ideas for your comments please choose from the statements below:
I have enjoyed working as part of a group I have learnt new skills I have not enjoyed this unit
I have learnt how to play a new instrument in this project It was hard I feel like I have achieved well in this unit
I would like to do more projects like this My group worked well together It was easy to recreate the song
Specific Instrument Assessment: Electric Guitar
Morpeth Self Assessment: Musical Futures