Co-Constructing Curriculum

Creating Musical Experiences in the Context of Our Students’ Lives

The Art of Co-Construction… Democratic Education

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…

Large Group: Discussion, Jam,

Strategize, Reflect & Share

The “Studio Workshops” …where learning communities are formed

Large Group: Discussion, Jam,

Strategize, Reflect & Share

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

The Resource

Center

Computer, Internet, Print Resources, Instruments, Smart board, Networks, Video Tutorials, Blogs, etc.

Research, consult knowledgeable others, brainstorm, develop learning techniques

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

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

Self-Directed Learning (SDL)

Self-Directed Learning: (Silén, 2008)

SDL: Modes of Thinking

Self-Directed Learning: (Silén, 2008)

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

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

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

Musicality Outcomes

Expressive Outcomes

Autonomous Outcomes

Outcomes & Driving Purpose

Spiral Curriculum

The Learning Spiral

Stage 4/5: Writing your own

Music & Show What You Know

STAGE 1: Holistic Learning in the

"deep end"Project Stages: (in studio workshops)

New Knowledge

Modeling & Coaching

Responding, Thinking,

Problem Solving Connecting

prior & present experiences

Ongoing Process in Project Stages: Informal Learning

Observe Diagnose Demonstrate

Role of the Teacher: Project-Based Learning (PBL)

Role of the Student: Self-Regulated Learning (SRL)

Plan

Set Goals

Organize

Self-monitor

Self-Evaluate

(Zimmerman, 1990)

Multiplicity

Assessments: Evidence of Learning

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

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