Secondary Methods midterm

Creates professionals that are willing to question accepted school practices and will work to bring about change benefiting both themselves and students

Teachers and students individually and collectively help one another grow and become more responsible community members

Results of an observation, including classroom routines, styles of teaching content, ways of interacting with students, and other facets of what it means to teach

The content drives instruction

The students’ needs drive instruction

Subject area knowledge, skills, dispositions, and the ability to transform that knowledge into meaningful instruction.

Essential for core knowledge, the knowledge that a teacher has about their specific subject.

Head of the board of education in Mass, enabled Lowell Mason

First music teacher, 1838

Education reformer, believed in whole child education

Training the head, hand and heart

System in which do is the tonal center in all major keys and la is tonal center in minor keys

Hear the notes, then sing them, then read them

Music suffered because literacy declined

First music training school, 1922

Introduced musical performances of high quality into the classroom

Generated curriculum studies in diversity of academic and artistic subject areas

Composers went into the classrooms as music teachers, resulted in CMP

Established through the young composer’s project, encouraged educators to utilize performance, analysis, and composition in music activities.

1963, followed woods hole conference, problems facing contemporary music education, music materials and music performance, resulted in Juilliard Repertory project

Research and compile high quality music for students

1965, Ronald Thomas, developed curriculum development for grades 3-12 called synthesis and early childhood called interaction.

Comprehensive curriculum for grades 3-12

Early childhood curriculum in music

Apply to all types of music, including form, melody, timbre, texture, dynamics, harmony, rhythm

Apply only to music of a specific historical period or specific area of the world

1967, evaluated the role of music in American society and in education and concluded that education must have as major goals the art of living, building personal identity, and nurturing of creativity

Evaluated present activities and establish additional viable programs in music education

Recommended that every student have access to arts education, identify specific skills and knowledge for students

Allowed educators to interact with each other and with psychologists in an attempt to bring about a greater understanding of how children learn when they learn music

Focuses specifically on issues and concerns of topics related to teaching and learning of music

79% long for higher standards, 78% a teacher that tries to make it fun helps learning, 24% think their teachers do that now

• Sociocultural characteristics of adolescents
• Given meanings by the larger society and mainstream American culture in which they exist, including gender, race, ethnicity, culture, socioeconomic status.

The crossroads between girls and women is marked by a series of disconnections or dissociations which leave girls psychologically at risk and involved in a relational struggle.

Boys also are forced to go underground by societal pressures to repress emotions, compete for and win honors and attention, and even use violence and force to solve problems.

Girls choose math/science careers in disproportionately low numbers.

A group that shares a common ancestry, culture, history, tradition, and sense of peoplehood.

Students formed and maintained relationships based on actions, not color.

The ever-changing values, traditions, social and political relationships, and worldview created and shared by a group of people bound together by a combination of factors.

A microcosmic society of students formed as they live and work within the institution of school.

An array f student characteristics that qualify individual students to receive special services.

The unique ways whereby an individual gathers and processes information and are the means by which an individual prefers to learn.

Means of classifying students according to their intelligence, Gardner

Managing student behavior in effective, respectful, and trustful ways.

The ways in which a teacher organizes the classroom environment so that he or she and the students can work together cooperatively on worthwhile academic activities.

Things that could happen at different times

Things happening at the same time

Things that happen at a rapid pace

Unexpected things in class

How your class is viewed from a public perspective

What happens how compared to the past

The influence of student characteristics on negotiations

Result of your K-12 experiences on how to teach

Know how to use every moment of classroom time for learning activities

Spend as little time as possible on non-instructional activities.

An occasion when students are formally engaged in an instructional activity for the purpose of acquiring or applying knowledge or skills.

Let students know when they should perform certain tasks an dhow learning experiences are structured.

Open communication, dewey’s scientific method, build self-confidence to make decisions

How to belong, teacher determines motivation of students through observation or questions

Teachers focus students attention on undesirable behavior, behavior contract, teacher determines parameters of acceptable behavior

Student behavior can be modified to acceptable standards, teachers use reinforcement, contingency contracting

Establish a classroom environment that provides an optimal learning environment, verbally limit student misbehavior

Use effective body language, employ effective incentive systems, provide personal help efficiently.

Physically moving near to a student

Helping a student identify a problem behavior that can be defined, assisting the student in devising a means for charting this behavior, and reinforcing the student’s appropriate use of self-management

An attempt to provide early adolescents with models of schooling that meet their developmental needs.

Obedience and control

Body of content that is usually contained in an official framework

Believe that intended curriculum will convey core knowledge and values to students

What is taught to students in classrooms and schools

The transformation of official knowledge into classroom lessons

Ideas that are not part of the intended curriculum, but are implicitly taught by teachers

Powerful part of the taught curriculum

What students actually learn in school

Need to develop and implement curricula that are culturally relevant

Past traditions of the school curriculum

Formal purposes of schooling, official content, buried assumptions about knowledge, and the organization and relationships within classrooms, schools, and districts

Consortium of National Arts Education Associations

Standards, high-stakes testing,

The school and the classroom

Textbooks, characteristics of students and the community, and developmental age of students

• Analysis
• Broad descriptions
• Background information
• Elements of music
• Analyzing compositional devices and elements of music
• The heart of music
• Things to accomplish with the composition
• Cognitive outcomes
• Affective outcomes
• Bloom’s taxonomy