Question Detail

How are Music teachers (Chorus and General Music) incorporating CCSS into their curriculum without losing the "arts" part of the arts? Are there sample documents available?

Sep 4, 2013 2:35pm

I am the sole member of the music department in my high school with an unsupportive and uncooperative administration looking to take the music out of music. For instance: received a U for a lesson in which the chorus rehearsed their repertoire 14 days before a concert with the accompanist (that we only see twice before the show).

  • Arts
  • 9-12
  • Common Core

3

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    • Nov 14, 2013 7:14am

      Great ideas BJ! At the core of the CC is the expectation that we will expect higher levels of thinking and engagement. As music teachers we want to use every minute of rehearsal time to rehearse. On the surface, taking time to have students read and/or write during that time may appear to be a waste of time but if we can find a reasonable balance and teach our students to reflect and actively evaluate their own performance we will create a win-win. Less is sometimes more.

      • Mar 1, 2014 1:15pm

        Utilize W and R standards from Social studies, L and SL standards from ELA are all we need. At the HS level looking at math standards will never match up, our math is too easy for the HS standards.

        We need to change our long standing goals from "how do we have great concerts?" to the essential question "how do we become independent and reflective musicians?" Utilizing ELA L standards provide vocabulary standards and SL when we have students speak, for example when they identify what is going on in the music (compositional techniques) and strategies to improve performance - articulation, intonation, phrase etc, by continually asking, "why" and "what evidence supports your ideas". Why requires deeper thinking (meeting literacy claims) and looking for evidence again meets literacy claims.

        The kicker is using SL or WHST standards to have students report out what they know and are able to do AFTER the concert. Refection on personal and ensemble goals (which can be established using WHST 4 earlier in the unit) and then you can have presentations using SL if you have time or have students reflect on their practice through WHST 1 or 2 depending on what you are after. Have students listen to concert performances more than once, with music in hand will assist in students gathering evidence. Go beyond the concert to address the big ticket items in the standards. Then we will actually know what every child in the band is thinking about their learning as musicians without hurting rehearsal time. Create your performance assessment at the same time you chose you concert pieces so you know where you want your students to go and what goals you can help them reach as developing independent and reflective musicians.

        • May 6, 2014 5:45pm

          Music is intertwined in daily life. Perhaps integrating ways to have students connect to lyrics of songs, the historical or cultural or social contexts in which compositions were created and continued, and/or what they learn about themselves as music-makers and others may enhance students' own process of relating the music they are learning to their lives today.