Virginia Music Educators Conference 2019

Designing and Implementing Curriculum for the 21st Century Music Program
Online Courses on Curriculum Design and Implementation, Integrating Technology and 21st Century Orff
Schulwerk.
A mailing list is available which pushes out notifications of course registration and related information. VanderCook
College of Music, Chicago
Please use these materials for your own PD and please do not share them. This would be greatly
appreciated.

Artistic Literacy

“Artistic literacy is the knowledge and understanding required to participate authentically in

the arts. Fluency in the language(s) of the arts is the ability to create,
perform/produce/present, respond, and connect through symbolic and metaphoric forms
that are unique to the arts.

It is embodied in specific philosophical foundations and lifelong goals that enable an

artistically literate person to transfer arts knowledge, skills, and capacities to other subjects,
settings, and contexts.”- National Coalition for Core Arts Standards

Summary: Understanding by Design

v Way of thinking
v Develop and deepen student understanding
v Understanding is revealed when students inherently make sense of and transfer their
learning through authentic performance-
v Indicators of understanding: explain, interpret, apply, shift perspective, empathize and
self-assess
v Curriculum is planned backward from long term desired results – Desired Results,
Evidence, Learning Plan
v Emphasis: Teachers teach for understanding of transferable knowledge and skills
while giving students multiple opportunities to apply their learning in meaningful
contexts.
v Assessments measure knowledge that has not just been acquired recently but
measure whether S know when, where, and why to use what they’ve learned.

Resources
Wiggins, G. P., & McTighe, J. (2008). Understanding by design. Alexandria, VA: Association
for Supervision and Curriculum Development.
https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
https://www.ascd.org/ASCD/pdf/books/mctighe2004_intro.pdf

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 Virginia Music Educators Conference 2019
Designing and Implementing Curriculum for the 21st Century Music Program
Summary: Teaching for Understanding Framework
v 1988: Howard Gardner, David Perkins and Vito Perrone
v Facilitated a group of school and university educators to develop a research based,
classroom tested approach to teaching for understanding. Result: Teaching for
Understanding Project.
o Teaching for Understanding Framework is a tool for designing, conducting and
reflecting on practices that nurture student understanding.
v Difference between Knowing and Understanding
o Knowing: bring forth on demand, speak about the knowledge, demonstrate
the skill
o Understanding is subtler and goes beyond knowing
v View of Understanding –
o Performance perspective –
§ consonant with common sense
§ and sources in contemporary cognitive science
o Understanding is being able to do a variety of things with a topic
§ Explaining
§ Finding evidence and examples
§ Generalizing
§ Applying
§ Analogizing
§ Representing the topic in new ways
o Ongoing Assessment
o Not evaluation
o It informs students and teachers what students currently understand and
how to proceed with subsequent teaching and learning
o It is integrated with feedback
o This integration is called Ongoing Assessment
Resources
Teaching for Understanding Guide by Tina Blythe
Free website with great tools http://www.pztools.org/login

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 Virginia Music Educators Conference 2019
Designing and Implementing Curriculum for the 21st Century Music Program
Summary: Universal Design for Learning UDL
Universal design for learning (UDL) is a framework to improve and optimize teaching and
learning for all people based on scientific insights into how humans learn.
http://udlguidelines.cast.org/

Summary: 21st Century Framework

http://www.battelleforkids.org/networks/p21/frameworks-resources

Curriculum
v Specific learning standards, lessons, assignments, and materials used to organize and
teach a particular course
o Knowledge and skills
o Learning standards/Learning objectives
o Units and Lessons
o Assignments and projects
o Books, materials, presentations, videos, readings etc.
o Tests and Assessments

v Curriculum is developed to decide

o What to teach, When to teach it, and How much of it to teach
v Scope of a curriculum is the breadth of the curriculum. It describes broad skills and
competencies.
v Sequence is the specific order in which each concept is presented and continually
refined.
v Good curriculum development
o Asking teachers to document the content and skills they teach, discuss content,
objectives, skills, standards, discuss assessment practices that provide
feedback on the achievement of taught skills
o Providing opportunities for them to talk with one another about their real
classroom teaching and how those practices affect our students- Heidi Hayes
Jacobs, 1997
v Curriculum Development
o Student focused
o Structures, organizes, and delivers lessons and assessments in ways that
facilitate, accelerate, optimize student learning
o Aligns with Standards
§ Standards provide a structural framework for the written curriculum.

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 Virginia Music Educators Conference 2019
Designing and Implementing Curriculum for the 21st Century Music Program
§ Aligning standards and curriculum
§ Align content, skills, and implemented assessments to the standards
§ Compare standards to what we do vertically and horizontally – scope
and sequence
§ Write it out in the standards language
v Designing Curriculum
o Begin with the end in mind
§ Outline general objectives of the program
§ What do the students need to know when they graduate or exit from the
program?
§ What content knowledge and skills will be spiraled. This is topical
organization of the concepts and skills that all students should know
and be able to do throughout their experience in the program.
o Define Concepts
§ Develop the sequence through which each concept will unfold
§ Define the attainable goals for each grade/level
o Define Skills
§ Develop the sequence through which each skill will unfold
§ Define the attainable goals for each grade/level
o Create a curriculum grid for the program
o Write out learning outcomes in standards-based language and/or language
based on cognitive taxonomy
§ https://education.ohio.gov/getattachment/Topics/Teaching/Educator-
Evaluation-System/How-to-Design-and-Select-Quality-
Assessments/DOK-Compared-to-Blooms-Taxonomy.pdf.aspx

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 Virginia Music Educators Conference 2019
Designing and Implementing Curriculum for the 21st Century Music Program
“Assessment is a continuous, ongoing process that involves examining and observing

children's behaviors, listening to their ideas, and developing questions to promote

conceptual understanding." William Badders In the Orff Schulwerk, guided imitation and

exploration structures, provide scaffolding, whereby students improvise and compose within

incrementally expanding frameworks, using building blocks. Gradually the scaffolding

decreases, and students work independently toward creating their own music. Students’

creations are culminating performances of understanding. Performances of understanding

are activities that both develop and demonstrate students’ current understanding.

A rubric is a coherent set of criteria for students' work that includes descriptions of levels of

performance quality on the criteria. The main purpose of rubrics is to assess performances.

Performances themselves are not learning outcomes. They are indicators of learning

outcomes. Standards, curriculum goals, instructional goals and objectives are the sources for

types of performances students should be able to do.

Constructing a Rubric

Constructing a rubric using a 4-point Scale and general terms used to describe the

differences in degree.

Degrees of Degrees of Degrees of Degrees of Degrees of Degrees of Clarity

Understanding Frequency Effectiveness Independence Accuracy
§ Thorough/Complete § Always/Consistently § Highly Effective Completes tasks § Independently § Exceptionally
§ Substantial § Frequently/Generally § Generally § Independently § With minimal clear/easy to follow
§ Partial/Incomplete § Sometimes/Occasion Effective § With minimal assistance § Generally clear/able to
§ Misunderstandings/Misc -ally § Somewhat assistance § With moderate follow
onceptions § Rarely/Never Effective § With moderate assistance § Lacks clarity/difficult to
§ Ineffective assistance § With follow
§ With considerable § Unclear
considerable assistance
assistance § Only with
assistance

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 Virginia Music Educators Conference 2019
Designing and Implementing Curriculum for the 21st Century Music Program
Sample Standards Rubric
4
1 2 3
Standards
Score
Statements Advanced
Developing Approaching Mastery Mastery of Standards
Mastery

Create
MU:Cr1.1
MU:Cr2.1
MU.Cr3.1
MU.Cr3.2

Perform
MU:Pr4.1
MU:Pr4.2
MU:Pr4.3
MU:Pr5.1
MU:Pr6.1

Respond
MU:Re7.1
MU:Re7.2
MU:Re8.1
MU:Re9.1

Connect
MU:Cn10.0
MU:Cn11.0

Home Page

Manju’s Publications with Hal Leonard

Technology in Today’s Music Classroom
InterAct with Music Assessment Level 1, InterAct with Music Assessment Level 2

InterAct with Music Assessment for Devices and Print
Dancing Around the World: Music Express Magazine Vol 18 and Vol 19
Website – Still building it. http://www.interactwithmusick8.com/

Online and On-Campus Courses
Online: Fall 2019- Integrating Technology Into the 21st Century General Music Classroom -
http://www.vandercook.edu/programs/meca_teching-gm/
Online: Spring: Orff Schulwerk: A Sustainable Model for 21st Century Music Education (Register
through February
Online/On-Campus: Curriculum Design, Standards and Assessments in Elementary General Music

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 Virginia Music Educators Conference 2019
Designing and Implementing Curriculum for the 21st Century Music Program
Some Additional Resources
Ascd. (n.d.). Chapter 1. What Are Rubrics and Why Are They Important? Retrieved from
http://www.ascd.org/publications/books/112001/chapters/What-Are-Rubrics- and-Why-Are-They-
Important¢.aspx
Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield,
MA: CAST Professional Publishing, an imprint of CAST.
Perkins, D Berry, J. (2018). The importance of communication. [online] jillberry102. Available at:
https://jillberry102.blog/2018/05/07/the-importance-of-communication/ [Accessed 13 May 2018].
Blythe, T. (2009). The teaching for understanding guide. San Francisco, Calif.: Jossey-Bass
Publishers.
Keetman, G. and Murray, M. (1974). Elementaria. London: Schott.
Keller, W. (1974). Introduction to music for children. Mainz: Schott.

McTighe, J., & Wiggins, G. P. (2006). Understanding by design professional development

workbook. Heatherton, Vic.: Hawker Brownlow Education.
Shamrock, M. E. (2007). Orff Schulwerk: Brief history, description and issues in global dispersal.
Cleveland: American Orff-Schulwerk Assoc.
Walter, A. (1977). “The Orff-Schulwerk in American Education” in Orff Re-Echoes. Cleveland:
American Orff-Schulwerk Assoc.
Warner, B. (1991). Orff-Schulwerk: Applications for the Classroom. Englewoods Cliffs, New Jersey:
Prentice-Hall, Inc.

Apps
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