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
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