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Deerfield School District 109 Presentation to Board of Education January 26, 2009. General Music Curriculum Renewal and Redesign Phase II. PROCESS.

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deerfield school district 109 presentation to board of education january 26 2009
Deerfield School District 109Presentation to Board of EducationJanuary 26, 2009

General Music Curriculum

Renewal and Redesign

Phase II

process
PROCESS

In this first portion of the presentation, we will take you through the process district teachers went through in revising the District 109 General Music Curriculum.

Sarah Jankiewicz, Wilmot Elementary

process1
PROCESS
  • Staff
  • All District 109 general music teachers were involved in the curriculum revision process:

Paula Owsiak, Curriculum and Instruction

Nancy Burnett, Administrative Liaison

Susan Ferdon, Kipling (chair)

Carey D’Amore, Kipling

Mary DeRosier, South Park

Mary Furlong, Kipling (now retired)

Cynthia Fremling, Shepard

Darlene Hoffenberg, Caruso

Sarah Jankiewicz, Wilmot

Maryann Loda, Wilmot/South Park

Madeline Morris, Walden

Jim Thompson, Wilmot (now retired)

Christine Wells, Walden

process2
PROCESS
  • Staff
  • 2007-2008
  • Work was completed, in part, during Music Department meetings each month.
  • Remainder of the work was completed during release-time meetings.
  • Elementary and middle school teachers met separately, on occasion, to focus on grade-specific details.
  • First task was to identify strengths of current program and target areas for revision.
process3
PROCESS
  • Staff
  • 2007-2008
  • Strengths

Strengths

  • Aligned with Illinois Learning Standards.
  • Goals 25 and 26 are addressed comprehensively and detail provides clear guidance.
  • Format of Scope and Sequence.
  • Goals 25, 26 and 27 are each assessed at primary, intermediate and middle school levels.
process4
PROCESS
  • Staff
  • 2007-2008
  • Strengths
  • Target Areas
  • Competencies relating to Goal 27 lack depth, breadth, and detail.
  • District initiatives must be addressed.
  • Current technology and best practice must be considered.
  • Update Materials - Current textbooks are from the early 1980s; teacher resources (Share the Music Teacher Edition and CDs) are from 1995.
  • Determine instruments and equipment needed to deliver the curriculum.
process5
PROCESS
  • Staff
  • 2007-2008
  • Strengths
  • Target Areas
  • Revisions

2007-2008 Revisions

  • Competencies related to Goals 25 and 26 were fine-tuned.
  • Preliminary work was begun on Goal 27.
  • Vocabulary and Repertoire Lists developed.
  • District initiatives addressed: Differentiation, Global Awareness, Critical Thinking, SDL.
  • Initial look at curriculum materials.
process6
PROCESS
  • Staff
  • 2007-2008
  • Strengths
  • Target Areas
  • Revisions

Summer, 2008

  • A sub-committee of three teachers worked in August.
  • Work continued on competencies; they double-checked against Illinois Learning Standards.
  • All documents to full staff for review and feedback.
process7
PROCESS
  • Staff
  • 2007-2008
  • Strengths
  • Target Areas
  • Revisions

Fall/Winter, 2008-2009

  • Final revisions to were made to Competencies, Experiences and Assessments.
  • Preliminary revisions to district assessments.
  • Research and planning related to technology.
  • Examination and recommendation of curriculum materials.
  • Professional Development Plan created.

curriculum document
CURRICULUM DOCUMENT

In this portion of the presentation, we will take you through the documents that comprise the 2009 General Music Curriculum.

Susan Ferdon, Kipling

curriculum document1
CURRICULUM DOCUMENT
  • Philosophy

Philosophy of General Music

  • The first page of the curriculum document presents the Philosophy of the General Music Program.
  • The heart of the general music curriculum is the belief that Deerfield children should have access to a sequential general music education of the highest quality.
curriculum document2
CURRICULUM DOCUMENT
  • Philosophy
  • ILS

Illinois Learning Standards

  • Next you will find information regarding Illinois Learning Standards and Performance Descriptors.
  • The National Association for Music Education (MENC/formerly Music Educators National Conference) Opportunity to Learn Standards were used as a resource and links to the MENC website are provided.
curriculum document3
CURRICULUM DOCUMENT
  • Philosophy
  • ILS
  • Current Program Statistics

Current Program Statistics

  • The Current Program Statistics section includes information relating to class structure, performance opportunities, equipment, and facilities.
  • The curriculum document details how proposed changes in curriculum and materials will allow us to better meet the MENC Opportunity to Learn Standards.
curriculum document4
CURRICULUM DOCUMENT
  • Philosophy
  • ILS
  • Current Program Stats
  • Competencies

Competencies, Experiences and Assessments are the “meat” of the general music curriculum.

curriculum document5
CURRICULUM DOCUMENT
  • Philosophy
  • ILS
  • Current Program Stats
  • Competencies

Competencies, specific skills and understandings, are listed by grade, goal, and standard.

curriculum document6
CURRICULUM DOCUMENT
  • Philosophy
  • ILS
  • Current Program Stats
  • Competencies

Experiences listed are based upon materials currently on hand. As new materials are acquired, this section will be updated.

curriculum document7
CURRICULUM DOCUMENT
  • Philosophy
  • ILS
  • Current Program Stats
  • Competencies

Formal and informal assessments are included. As the new curriculum is implemented, assessments will undergo further revisions.

curriculum document8
CURRICULUM DOCUMENT
  • Philosophy
  • ILS
  • Current Program Stats
  • Competencies
  • Scope & Sequence

The format of the Scope and Sequence is such that the continuum of skill development and conceptual understanding is clear.

curriculum document9
CURRICULUM DOCUMENT
  • Philosophy
  • ILS
  • Current Program Stats
  • Competencies
  • Scope & Sequence
  • Specific skills and concepts related to Goals 25 and 26 are listed by topic.
  • Topics are: Rhythm, Pitch, Expression, Instruments and Voices, Form, Aural Discrimination, Processes, Tools, Technologies, Perform, and Create.
  • Competencies that don’t fit into other categories are listed by goal: 25B, 27A, and 27B.
curriculum document10
CURRICULUM DOCUMENT
  • Philosophy
  • ILS
  • Current Program Stats
  • Competencies
  • Scope & Sequence
  • Additional Documents

Vocabulary

Vocabulary lists were developed and include terms that are new foreach grade as well as key terms fromprevious grade levels.

curriculum document11
CURRICULUM DOCUMENT
  • Philosophy
  • ILS and MENC
  • Current Program
  • Competencies
  • Scope & Sequence
  • Additional Documents

Repertoire List

Songs of cultural and historical significance are part of the general music curriculum in Deerfield.

A RepertoireList was developedto help ensureconsistency fromyear-to-year andschool-to-school.

curriculum document12
CURRICULUM DOCUMENT
  • Philosophy
  • ILS and MENC
  • Current Program
  • Competencies
  • Scope & Sequence
  • Additional Documents

Differentiated Instruction

  • Background information regarding differentiated instruction and specific examples of tiered instruction are included.
  • These examples can be used with students and provide models for teachers as they modify instruction.
  • Links to additional Differentiated Instruction resources are listed.
curriculum document13
CURRICULUM DOCUMENT
  • Philosophy
  • ILS and MENC
  • Current Program
  • Competencies
  • Scope & Sequence
  • Additional Documents
  • District Initiatives are addressed in the General Music Curriculum.
  • Global Awareness: Information and links to online resources are included.
  • Reading and Writing Across the Curriculum: Competencies and proposed curriculum materials directly support this focus.
  • Critical Thinking and Self-Directed Learning: In addition to information in this document, additional resources will soon be available in a shared network folder or on SharePoint.
curriculum document14
CURRICULUM DOCUMENT
  • Philosophy
  • ILS and MENC
  • Current Program
  • Competencies
  • Scope & Sequence
  • Additional Documents

Conclusion

  • In the Curriculum Materials section you will find the rationale for purchase of Spotlight on Music curriculum materials.
  • The Assessment section provides a description of recent revisions and our next steps.
  • The Professional Development Plan includes training supplied by textbook publisher, and the use of Inservice days and department meeting time.

curriculum materials
CURRICULUM MATERIALS

In this portion of the presentation, we present materials selected to support the 2009 General Music Curriculum. Samples are also available for your review.

Mary DeRosier, South Park

curriculum materials1
CURRICULUM MATERIALS
  • Spotlight on Music
  • Samples of the two leading textbooks series for general music, Spotlight on Music (Macmillan McGraw-Hill) and Making Music (Silver Burdett), were evaluated.
  • General music teachers voted unanimously to request adoption of Spotlight on Music for students in grades K-8.
curriculum materials2
CURRICULUM MATERIALS
  • Spotlight on Music
  • Rationale for Selection
  • Aligned more closely with District 109 General Music Curriculum.
  • Song selection is more age-appropriate, less dated, and better suits the sophistication level of our students.
  • Formal assessments are more consistent, and include open-ended, critical thinking questions and writing components.
  • Informal assessments, student self-assessment, and critical thinking throughout.
curriculum materials3
CURRICULUM MATERIALS
  • Spotlight on Music
  • Rationale for Selection
  • Technology components and connections are greater in number and variety, are more closely aligned with district 21st century goals, and represent more current trends in music technology.
  • Materials strongly support district goals and programs: Critical Thinking, 21st Century Skills, Writing Across the Curriculum, ELL, Special Learners, and Spanish.
curriculum materials4
CURRICULUM MATERIALS
  • Spotlight on Music
  • Rationale for Selection
  • Sample Materials

Student Edition

Pupil Editions offer a wealth of songs, listening selections, movement, instrumental parts, and other activities in a student-engaging format.

curriculum materials5
CURRICULUM MATERIALS
  • Spotlight on Music
  • Rationale for Selection
  • Sample Materials

Student Edition

Books are organized in four sections:Concepts …

curriculum materials6
CURRICULUM MATERIALS
  • Spotlight on Music
  • Rationale for Selection
  • Sample Materials

Student Edition

Music Reading …

curriculum materials7
CURRICULUM MATERIALS
  • Spotlight on Music
  • Rationale for Selection
  • Sample Materials

Student Edition

Performance …

curriculum materials8
CURRICULUM MATERIALS
  • Spotlight on Music
  • Rationale for Selection
  • Sample Materials

Student Edition

… and Celebrations.

curriculum materials9
CURRICULUM MATERIALS
  • Spotlight on Music
  • Rationale for Selection
  • Sample Materials

Student Edition

There are formal assessments …

curriculum materials10
CURRICULUM MATERIALS
  • Spotlight on Music
  • Rationale for Selection
  • Sample Materials

Student Edition

.. and informal assessmentsthroughout.

curriculum materials11
CURRICULUM MATERIALS
  • Spotlight on Music
  • Rationale for Selection
  • Sample Materials

Teacher’s Edition

Teacher's Editions incorporate best practice in music education: Kodaly, Orff, and Dalcroze approaches.

curriculum materials12
CURRICULUM MATERIALS
  • Spotlight on Music
  • Rationale for Selection
  • Sample Materials

Teacher’s Edition

Footnotes section at the bottom of each page features a wealth of information including Special Learners, ELL, History and Culture, Pronunciation/Translation, Curriculum Links and Assessment.

curriculum materials13
CURRICULUM MATERIALS
  • Spotlight on Music
  • Rationale for Selection
  • Sample Materials

Audio CD Package

Audio CD Packages contain the highest quality recordings of songs and authentic listening selections; song recordings include stereo vocal tracks, instrumental tracks, as well as vocal-only practice tracks for every song.

curriculum materials14
CURRICULUM MATERIALS
  • Spotlight on Music
  • Rationale for Selection
  • Sample Materials

Teacher’s Resource Masters

Teacher’s Resource Masters feature additional opportunities for enrichment in Spotlight on Music™; including assessments, more listening maps, sign language versions of songs, as well as scripts ofthe Broadway for Kids musicals.

curriculum materials15
CURRICULUM MATERIALS
  • Spotlight on Music
  • Rationale for Selection
  • Sample Materials

Electronic Student Edition and Projectables

Electronic Student Editions contain complete student pages in an electronic format. Teachers can project the pages and conveniently zoom in and out on notation as needed.

curriculum materials16
CURRICULUM MATERIALS
  • Spotlight on Music
  • Rationale for Selection
  • Sample Materials

Supporting Materials

  • A variety of World Music materials are available, including a Spanish Songbook, Festival of World Music Songbook, and Global Voices DVD.
  • Software provides students with real-world application of music skills and concepts.
  • Skill-building software has progress-monitoring capabilities.

implications for instruction
IMPLICATIONS FOR INSTRUCTION

In this portion of the presentation, we present an overview of ways in which classroom instruction will be positively impacted by the proposed General Music Curriculum.

Maryann Loda, South Park and Wilmot

implications for instruction1
IMPLICATIONS FOR INSTRUCTION
  • ComprehensiveMusic Education

Revisions to the District 109 General Music Curriculum will allow students to experience a more comprehensive music education.

  • Goals 25, 26 and 27 are thoroughly addressed.
  • Spotlight on Music materials will provide up-to-date, high-quality support for all areas of the general music curriculum.
  • Print,audio, video, software, and online resources will support the varying needs of our children.
implications for instruction2
IMPLICATIONS FOR INSTRUCTION
  • ComprehensiveMusic Education
  • Spotlight on Music Teacher Edition notes and the ELL Handbook will provide additional in-class support for our English Language Learners.
  • Greater access to materials and technology will make it possible to provide a wider range of experiences, particularly for those students in need of greater challenge or additional support.
implications for instruction3
IMPLICATIONS FOR INSTRUCTION
  • Comprehensive Music Education
  • Consistency

Revisions to the District 109 General Music Curriculum will allow students to experience a more consistent music education.

  • Deerfield children will be provided with more similar educational opportunities – curriculum materials, instruments, equipment – regardless of which school they attend.
  • Currently four of ten music classrooms are equipped with a computer and projector for use in class. Plans are being made to increase that number.
implications for instruction4
IMPLICATIONS FOR INSTRUCTION
  • Comprehensive Music Education
  • Consistency
  • Availability of common materials, including textbooks and classroom instruments, will improve consistent quality of instruction.
  • Proposed purchases of materials and equipment will allow Deerfield to meet most of MENC’s “minimal” standards and, in isolated instances, meet “desirable” standards.
implications for instruction5
IMPLICATIONS FOR INSTRUCTION
  • Comprehensive Music Education
  • Consistency
  • Authenticity

Revisions to the District 109 General Music Curriculum will allow students to experience a more authentic music education.

  • Spotlight on Music materials include numerous authentic applications of skills and concepts when performing and creating music.
  • The ability to use online resources with students, in each music classroom, will open up a world of authentic learning opportunities for Deerfield children.
implications for instruction6
IMPLICATIONS FOR INSTRUCTION
  • Comprehensive Music Education
  • Consistency
  • Authenticity
  • Just as word processing has transformed the writing process for authors, composition and notation software has transformed the process for music.
  • As we integrate technology into music instruction, children will have greater opportunity to engage in authentic music tasks.
  • Students will use the same processes and tools that real-world musicians and composers use.
implications for instruction7
IMPLICATIONS FOR INSTRUCTION
  • Comprehensive Music Education
  • Consistency
  • Authenticity
  • Students will have the opportunity to work with content more independently, construct their own learning, and build critical thinking skills.
  • Online resources, like graphic organizers, are available on the Macmillan website and may be used to help scaffold these skills.

vision
VISION

In this portion of the presentation, we present our vision for the future of music education in the Deerfield Public Schools.

Christine Wells, Walden

vision1
VISION
  • Where We Are
  • District philosophy of music education.
  • Appreciation of continued support.
  • Illinois Learning Standards.
vision2
VISION
  • Where We Are
  • Alignment with District Initiatives
  • Reading and writing across the curriculum
  • Critical thinking and self-directed learning
  • Global awareness
  • Authentic learning
  • Differentiated Instruction
  • Assessment
vision3
VISION
  • Where We Are
  • Alignment with District Initiatives
  • Vision for the Future
  • Continued commitment to excellence
  • Consistency
  • Curriculum materials
  • Technology
  • Professional development
budget
BUDGET

Paula Owsiak, Assistant Superintendent

of Learning

deerfield school district 109 presentation to board of education january 26 20091
Deerfield School District 109Presentation to Board of EducationJanuary 26, 2009

General Music CurriculumRenewal and Redesign Phase II

Paula Owsiak, Curriculum and Instruction

Nancy Burnett, Administrative Liaison

Carey D’Amore, Walden

Mary DeRosier, South Park

Susan Ferdon, Kipling (chair)

Mary Furlong, Kipling PT (now retired)

Cynthia Fremling, Shepard

Darlene Hoffenberg, Caruso

Sarah Jankiewicz, Wilmot

Maryann Loda, Wilmot/South Park

Madeline Morris, Walden

Jim Thompson, Wilmot (now retired)

Christine Wells, Walden