Curriculum Development

Step 1: History of School Based Music Education in the United States

Historical perspective is important to understanding humanity. It helps educators see how past decisions have impacted where the music profession is today. There are three key points to looking into the history of music education. First, studying history includes immersion in the context of the time period being researched. Second, studying history is about analyzing the decision people made and the key actions they took based on their perceptions of that context. And third, reporting historical research is an act of presenting an informed interpretation of the context and the impact of decisions made. As educators your history as a guide, the momentum of a transformative curriculum can begin. If the department stays the course of providing a transformative curriculum based on historical trends, the musical needs of the students and community can be adequately met.

Step 2: Developing a Rationale for Music Education

It is important to understand that rationales differ from advocacy statements. What needs to occur in this step is to explain and clarify how music education meets the real needs of students and society, can guide us in our professional practice, and can serve as a rubric against which to measure our work. To develop such a rationale requires the department to address both the nature of music and the purpose and roles of K-12 schools. The rationale should be developed through declarations made about music, philosophies of music, and other rationales. Part three also serves as a check in with the department and school district mission statement and values.

Step 3: Curricular Models, Pedagogical Approaches, and Content

There are two main design approaches to curriculum design that are used to help determine the final model. These include Technical-Scientific, and Nontechnical-Nonscientific. In technical-scientific, students are taught scientifically and then systematically tested to determine what was learned and what needs to be readdressed. The nontechnical- nonscientific approaches are congruent with critical pedagogy. This approach is non-linear and child-centered and recognizes that students are not interchangeable and do not all learn at the same pace. Content are the genetics and substance of education and musical interactions and learning. Determining the content of the districts music curriculum is informed by three things: 1) the musical ecology of the community and interests of the students, 2) the purpose of music education as articulated in a comprehensive rationale for music education and 3) the needs of students and society for success both today and in the future. The organization should occur according to previous curricular models and the pedagogical approaches discussed above. The content should also be audited with the National Standards for Music Education as well as the Pennsylvania Department of Education Standards for the Arts and Humanities. At this time assessment activities and levels of proficiency should be added. The next is creating the curriculum guide which should consist of the following parts:

Curriculum Development
Curriculum Guide Components I. II. III. Rationale for Music Education Historical overview of music in the US schools Demographics and Musical Ethnography of the School Community a. Demographics of the Community b. Musical Ethnography of the Community and Student Interests Environmental Scan a. School/District strategic plan/goals b. Cross curricular concerns c. Skills needed for academic and employment success Curriculum Content a. Musical Practicums b. Action Ideals for Each Practicum c. Sample Domain Projects d. Sample Critical Pedagogy Lesson Plans National and State Standards Audit Sample Assessment/Evaluation Strategies & Tools Bibliography

IV.

V.

VI. VII. VIII.