By now all music educators (should) have worked the National Core Arts Standards into their curriculum, instructional planning, and teaching. From the outset, we have all understood creating, performing, and responding to music, because these are things we have always had our students do. These actions were couched in new contexts, and given new objectives, … Continue reading The Creative Process of Connecting
Over the years, one of the things I have found that often confounds music educators, is how to go about writing instructional objectives, or even what exactly are instructional objectives. One little piece of the confusion is the term instructional. These objectives can more accurately be called, as they once often were, behavioral objectives. Thinking … Continue reading Verbs for Instructional Objectives in Music
Music educators now have essential questions on which to base their instructional units and by extension the lesson plans within those units. These questions are meant to get at the heart of the discipline of music. They are not like questions students might be asked such as "what is binary form?" or "who was John … Continue reading What Are The Answers To Music’s Essential Questions?
For as long as any of you reading this have been alive, music has been taught in the context of so-called musical elements. Though one can find variations on just what is included in a list of musical elements, most will agree that it includes rhythm, dynamics, melody, harmony, timbre, texture, and form. Some of … Continue reading What Are The Elements of Music?
Many school districts engage administrators and faculty in doing curriculum work over the summer. It is a good time for this type of work, because teachers are not encumbered with planning and providing instruction for and to students, respectively, and many teachers benefit from writing curriculum from a position of being able to reflect on … Continue reading Essential Things To Consider When Writing Music Curriculum
Lesson plans are only as good as the learning they bring about. For that to happen, the lesson plan must be executed well by the teacher, and the students must complete the learning tasks that are part of the plan. This is a dynamic process, not a static one. In other words, teaching a lesson … Continue reading An Approach to Lesson Planning
Imagine you are going to build a deck for your home. We've all heard the adage, "measure twice, cut once." So you take out your measuring tool, and measure out your lumber. But in my example, there's a catch. Your measuring tool only has feet marked on it. You need a piece cut to 7 … Continue reading Restoring the Practice of Subdivision
I'm pretty sure many of us use sports analogies with our students. Whether it's a point to be made about teamwork, the importance of practice, or any of a number of other important subjects, sports seems to be an effective way to make this kind of thing relevant to students. I believe that the most … Continue reading Things We Can Learn About Teaching from Coach Belichick
When I was a high school student, I was sure I knew what dissonance in music was. If it sounded wrong, it was dissonant, and if it sounded right, it was consonant. An interval of a 2nd, or a try tone, or a seventh was dissonant, and all the others were consonant. Then in college, … Continue reading What Is Musical Dissonance?
Today I would like to discuss expectations, but not the usual sort. Often, when expectations in education are discussed, they are the kind teachers have of students. These may be behavior or performance expectations, and both are important. There is, though, another sort of expectation that is embedded in the how successfully people perceive and … Continue reading The Other Expectations