Applying the National Core Music Standards in Your

Applying the National Core Music Standards in Your Classroom Music Education • Orchestrating Success

Artistic Literacy Philosophical Foundations and Lifelong Goals The Arts as Communication The Arts as Creative Personal Realization The Arts as Culture, History, and Connectors Arts as Means to Wellbeing The Arts as Community Engagement Music Education • Orchestrating Success

Comparing 1994 to 2014 Focus 1994 – hard copy 2014 - online Skills & Knowledge Understanding Independence Music Literacy Overarching 9 Content Standards Structure 3 Artistic Processes Anchor Standard EUs and EQs Process Components Outcomes Performance Standards (13 -19 per level) Achievement Standards (25 -34 per level) Connections To Other Arts To Other Subjects Assessment Tools Separate Publications Music Education • 11 Common Anchors Embedded within the 3 Artistic Processes Model Cornerstone Assessments Benchmarked Student Work Orchestrating Success

What’s New About The Standards • Focus is on the processes of Creating, Performing, and Responding. Music Education • Orchestrating Success

Music Education • Orchestrating Success

http: //nafme. org/standards D Music Education • Orchestrating Success

The National Arts Standards Web http: //www. nationalartsstandards. org Music Education • Orchestrating Success

use the NAf. ME MCAs and not these – better format Music Education • Orchestrating Success

Courses Music Education • Orchestrating Success

Grade Bands • • Pre. K-2 3 -5 6 -8 Ensembles – Novice – Intermediate – Proficient – Accomplished – Advanced Music Education • Orchestrating Success

2014 Design Pre. K-2 3 -5 6 -8 High School Novice Intermediate Proficient General Music Traditional & Emerging Ensembles Theory & Composition Harmonizing Instruments Technology Music Education • Orchestrating Success Accomplished Advanced

The Order Artistic Process Anchor Standards EUS and EQs Artistic Process Component Performance Standards Music Education • Orchestrating Success

Coding System for the Standards Example: MU: Re 7. 2. 2 a MU=Music Re=Responding Process 7=Common Anchor Standard for all the art forms 2=Process Component for Music 2=grade 2 a=first standard in the process component Music Education • Orchestrating Success

Conceptual Framework Music Education • Orchestrating Success

Music Education • Orchestrating Success

Three Artistic Processes Creating Performing Responding Imagine Select Plan and Make Analyze Interpret Evaluate and Refine Rehearse Evaluate and Refine Evaluate Present Connecting Music Education • Orchestrating Success

What Else Will Supplement the Standards? Knowledge and Skills • Resources • Templates Model Cornerstone Assessments • Creating • Performing • Responding Opportunity to Learn Standards • Curriculum & Scheduling • Staffing • Materials & Equipment • Facilities Music Education • Orchestrating Success

Knowledge and Skills Template Creating / Imagine Music Education • Orchestrating Success

Knowledge and Skills Dispositions Habits of Mind 21 st Century Skills Continuum of Creativity Music Education • Orchestrating Success

Model Cornerstone Assessments: What are they? • curriculum-embedded • recur over grades, becoming increasingly sophisticated over time • authentic application of skills and knowledge • performance evaluated with established rubrics/measures • provide authentic examples of learning Music Education • Orchestrating Success

What are they not? • NOT designed to meet teacher evaluation requirements • NOT evaluations of teaching • NOT intended to measure the quality of a music program • NOT intended to be a standardized measure – However, the data they generate about student learning could be used by teachers to illustrate to their administrators what, and to what extent, students are learning Music Education • Orchestrating Success

MCA • For Perform • For Create • For Respond Connecting is embedded throughout üDeveloped for grade 2, 5, 8 üMiddle & High Ensembles üHarmonizing Instruments üTheory/Composition Music Education • Orchestrating Success

Pilot • In wide-variety of schools across the country • Identify usefulness, authenticity, & validity • Confirm consistency of scoring student achievement • Provide illustrative examples to guide music teachers as the new standards are implemented. Ø Come to a deeper understanding of how musical learning (skills, processes, and knowledge) can be measured and documented. Music Education • Orchestrating Success

th 5 Grade Create MCA Step 1 - Imagine Echo patterns Music Education • Orchestrating Success

Step 2 - Imagine Call and Response Music Education • Orchestrating Success

Step 3 - Imagine Music Education • Orchestrating Success

Step 4 -6 - Imagine Step 4 – Students brainstorm ideas why music was created – celebrations, ads, movies, etc. Step 5 – Students determine how their musical ideas connect to a specific purpose and context. Step 6 – Students improvise musical phrases choosing which items from the Elements of Music Menu best represent the connection to the specific purpose and context they have chosen (minimum of 3). Document (notate or record) ideas. Save this draft. Music Education • Orchestrating Success

Step 7 Plan & Make Step 7 – Complete worksheet discussing the connection of the music to a specific purpose and context. Music Education • Orchestrating Success

Step 8 -10 Step 8 – Students review their musical ideas (notated or recorded) Step 9 – Students determine what musical ideas they like that connect to a specific purpose and context. Step 10 – Students save draft to be evaluated by teacher/peers/self using the rubric. Music Education • Orchestrating Success

Step 12 – Evaluate & Refine Step 12 – Rehearse and record to evaluate the composition. Refine as needed. Share (show or perform) with the teacher/peers to gather feedback. Music Education • Orchestrating Success

Step 13 - Present Step 13 – present final product for evaluation Music Education • Orchestrating Success

Unpack Performance Standards Compose and improvise melodic and rhythmic ideas or motives that reflect characteristic(s) of music or text(s) studied in rehearsal. 1. Compose melodic ideas as or motives that reflect characteristic(s) of music or text(s) studied in rehearsal. 2. Compose rhythmic ideas or motives that reflect characteristic(s) of music or text(s) studied in rehearsal. 3. Improvise melodic ideas as or motives that reflect characteristic(s) of music or text(s) studied in rehearsal. 4. Improvise rhythmic ideas or motives that reflect characteristic(s) of music or text(s) studied in rehearsal. Music Education • Orchestrating Success

Unpacking Creating- Blue Music Education • Orchestrating Success

Performing- Purple (note K&S and Vocabulary) Music Education • Orchestrating Success

Responding - Red Music Education • Orchestrating Success

Connecting - Orange Music Education • Orchestrating Success

Tasks to be completed in district Music Education • Orchestrating Success

Pilot Volunteers Sign up to be a pilot teacher at: http: //www. nafme. org/standards Music Education • Orchestrating Success

Questions and comments? Music Education • Orchestrating Success