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MMCP Manhattanville Music Curriculum Project

By: Bro Inc.

History
Encouraged and sponsored by the Arts and Humanities Program of the
United States Office of Education.

Run by Manhattanville College from 1965 to 1970. MMCP expanded to other schools in New York and across the United States.

Rationale
MMCP is an alternative educational model to music education as a response
to the declining interest in school music which is often noted in students as they grow older.

MMCP believes presenting music as changing and evolving rather than


static like western art music increases the interest in new creation.

When students act as musicians and not spectators, they discover


comprehensive meaning on many levels of understanding.

Learning Objectives
MMCP learning objectives are to develop positive musical behaviors in students. Cognitive Students using knowledge to solve problems. Attitudinal Students excited about their own creative musical potential and their
aesthetic sensitivity to music.

Skill Dexterous movement behaviours in performing vocally, or on instruments.


Translative notational skill to perform music and Aural music listening behaviours.

Aesthetic Students understanding intrinsic meaning in music.

Focus
Discovery - Learning by creating is the most exciting way to retain,
understand, and learn music.

Concepts & Skills - Going through the task-oriented process of deciding


how to create music using concepts from all styles and periods.
contemporary environment.

Music of Today - Students should understand and create the music of their

Totality - Students gain a complete understanding of music by; composing,


performing, conducting, listening, enjoying, sharing, and reacting.

Sequence
MMCP uses a spiral curriculum that sequentially introduces new concepts in actionoriented cycles that are developmentally appropriate.

Strategy - Teacher presents a framework for introducing a musical problem (often in


the form of a question) that inspires creative thought. The problem must be welldefined, well-diversified, and able to be solved creatively by all students.
composition projects by developing a musical hypothesis and testing it using aural logic. Critical thought should be used in solving the problem, and all students are encouraged to experiment.

Composing & Rehearsing - Students solve the musical problem in group

Sequence (Continuation)
Performance - After groups rehearse their compositions, a performance typically takes place
to share ideas. From the experimenting process in designing their composition, the students have developed necessary musical skills needed to perform. Critical Evaluation - Students may have an oral discussion after the performance to discuss and evaluate themselves. They may also record the performance for critical analysis at a later time. Listening - Students listen to music for pleasure or as a resource to discover new ideas. The teacher's role in this sequence is the creator of the musical problem yet an unobtrusive observer. Students should view the teacher as a resource rather than an evaluator. A teacher does not impose judgement on students' creations, but rather acts as the "facilitator of discovery."