M.Ed. in Curriculum and Instruction: Technology

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TEC 510

Curriculum and Instruction
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Module 3 /TEC 510H -Module 2

Rubric
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            I examined four of the various activities I use in my music classes. To grade their effectiveness in a brain-based classroom according to Jensen’s Teaching with the Brain in Mind, I created a rubric. On a scale from 1-3, I scored the activities and averaged the total points. I used the revised ?xml:namespace prefix = st1 ns = "urn:schemas-microsoft-com:office:smarttags" /><st1 st="on" state="#DEFAULT" w="#DEFAULT"><st1 st="on" place="#DEFAULT" w="#DEFAULT">Arizona</st1></st1> arts standards (Arizona Department of Education, 2006) and the national standards (Music Educators National Conference, 1994) to check which standards are to be referenced. Two of the activities are effective and the other two are not.

           The rubric created for this portfolio is designed to assist instructors in evaluating current practices in the music classroom. Once one can evaluate those practices, they can make any adjustments to instruction as needed. Music content proficiency is required to fully understand how to determine which adjustments are needed. The activities included as examples in this paper include movement activities and singing activities that are designed for classes with varying musical skill. This variety is needed to motivate students to engage in General Music.
AZ- Arizona Academics Standards
Subject: Music (2006)
Subject/ Grade/ Domain: General Music Standards Grades K-8
Strand: Strand 1: Create
Concept: Concept 1: Singing, alone and with others, music from various genres and diverse cultures.
Grade: Grade 1
Performance Objective: PO 1. singing on pitch loud/soft, fast/slow, high/low.
Performance Objective: PO 2. following a steady beat while singing.
Performance Objective: PO 3. echo singing using syllable names.
Performance Objective: PO 4. responding properly to basic conducting cues. (e.g., start/stop).
Grade: Grade 2
Performance Objective: PO 1. singing an ostinato on pitch with an appropriate tone quality.
Performance Objective: PO 2. performing a steady beat while singing.
Performance Objective: PO 3. singing using syllable names.
Performance Objective: PO 4. responding properly to basic conducting cues. (e.g., start/stop).
Grade: Grade 4
Performance Objective: PO 1. singing partner songs on pitch with an appropriate tone quality.
Performance Objective: PO 2. singing unaccompanied with correct timing and intonation.
Performance Objective: PO 3. reading and singing using pitch names.
Performance Objective: PO 4. responding properly to formal conducting cues. (e.g., 3/4, 4/4).
Grade: Grade 5
Performance Objective: PO 1 singing songs with descants on pitch with an appropriate tone quality, diction and posture.
Performance Objective: PO. 2. - none
Performance Objective: PO 3. singing short songs from written notation.
Performance Objective: PO 4. responding expressively to conducting cues (e.g., legato, dynamics).
Concept: Concept 5: Reading and notating music.
Grade: Grade 1
Performance Objective: PO 1. recognizing melodic movement as up and down.
Performance Objective: PO 2. Identifying quarter and eighth notes and quarter rests (e.g., Ta, Ti Ti).
Performance Objective: PO 3. - none
Performance Objective: PO 4. demonstrating melodic line and texture through nonstandard musical notation
Performance Objective: PO 5. - none
Grade: Grade 2
Performance Objective: PO 1. recognizing steps, skips and repeated notes in music.
Performance Objective: PO 2. reading/ decoding quarter notes, eighth notes and quarter rests.
Performance Objective: PO 3. - none
Performance Objective: PO 4. reading and notating nonstandard musical notation.
Performance Objective: PO 5. identifying parts/symbols in a musical score: staves and clefs
Grade: Grade 4
Performance Objective: PO 1. - none
Performance Objective: PO 2. reading/ decoding dotted half notes and dotted quarter notes.
Performance Objective: PO 3. identifying the letter names for the lines and spaces of the treble clef.
Performance Objective: PO 4. reading and notating music using standard musical notation.
Performance Objective: PO 5. identifying parts/symbols in a musical score: accidentals, phrasing marks and key signatures
Grade: Grade 5
Performance Objective: PO 1. - none
Performance Objective: PO 2. reading/ decoding sixteenth notes and sixteenth note patterns and simple syncopation in 2/4, 3/4 and 4/4 time signatures.
Performance Objective: PO 3. identifying the letter names for the lines and spaces of the treble clef.
Performance Objective: PO 4. reading and notating music using standard musical notation.
Performance Objective: PO 5. defining terms and symbols used in music notation as identified in previous grade levels.
File Attachments:
  1. Effectiveness of Music Activities Effectiveness of Music Activities
    Includes a description of four sample activities from different grade levels and the rubric used to grade their effectiveness.

Module 7/ TEC 510H Module 5

Curriculum Map
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Attached is a curriculum map for a 3rd grade General Music class for the first quarter. I included both the Arizona Arts standards and the NETS for Students standards. This curriculum map lists time frame, critical concepts and skills, addressed standards, assessments, suggested learning strategies/technology integration, and suggested differentiation methods that can be used.
AZ- Arizona Academics Standards
Subject: Music (2006)
Subject/ Grade/ Domain: General Music Standards Grades K-8
Strand: Strand 1: Create
Concept: Concept 1: Singing, alone and with others, music from various genres and diverse cultures.
Grade: Grade 3
Performance Objective: PO 3. reading and singing using syllable names.
Performance Objective: PO 4. responding properly to basic conducting cues. (e.g., start/stop).
Concept: Concept 5: Reading and notating music.
Grade: Grade 3
Performance Objective: PO 2. reading/ decoding half notes, whole notes and corresponding rests.
Performance Objective: PO 3. identifying the letter names for the lines and spaces of the treble clef.
Strand: Strand 2: Relate
Concept: Concept 2: Understanding music in relation to history and culture.
Grade: Grade 3
Performance Objective: PO 1. identifying music from various genres and diverse cultures.
Strand: Strand 3: Evaluate
Concept: Concept 1: Listening to, analyzing, and describing music.
Grade: Grade 3
Performance Objective: PO 1. identifying steps, skips, leaps and repeats within a given piece of music.
Performance Objective: PO 3. describing AB, ABA, and rounds.
USA- ISTE: National Educational Technology Standards for Students: The Next Generation
Standard: 2. Communication and Collaboration- Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Indicator: Students: d. contribute to project teams to produce original works or solve problems.
Standard: 4. Critical Thinking, Problem-Solving & Decision-Making- Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.
Indicator: Students: a. identify and define authentic problems and significant questions for investigation.
Standard: 6. Technology Operations and Concepts- Students demonstrate a sound understanding of technology concepts, systems and operations.
Indicator: Students: b. select and use applications effectively and productively.
Indicator: Students: d. transfer current knowledge to learning of new technologies.
File Attachments:
  1. Curriculum Map Curriculum Map
    Curriculum Map for 3rd Grade General Music-1st Quarter.
Author: David Anderson
Last modified: 03/12/2009 4:52 AM (UMST)