Pedagogy described offers ways to assist students in the development of their skills and knowledge in music.  Staff is encouraged to review and incorporate those pedagogy that are most effective in helping all students reach their potential for this discipline.  A description of pedagogy, along with resources for further exploration is provided below.

 Pedagogy      Description    
Resources and Links-
Click on the picture for each example.
The Kennedy Center offers a definition for Arts Integration, along with some examples within their site. 
Combines fine arts with other academic subjects to enhance arts learning and authenticity.  Benefits: offers multi-sensory options to demonstrate concepts, increases knowledge in subject areas explored, builds connections between the arts and other content areas, enhances understanding and appreciation of performing and visual arts.

Cross-CurriculumSet of three teaching artists interviews describing programs. 

What are some arts integration connections that are useful across curriculum areas?

Ten Years of Arts Integration- 7 min. video from US Department of Education

Authentic, project-based instruction that challenges students to use problem-solving skills in real-life application of musical skills.  Practices reflection as a skill.  Utilization of previously acquired knowledge and skills to reach a deeper level of understanding of music applications.
Comprehensive Musicianship through Performance focuses on the relationship of musical content to performance.  Teacher facilitates students to investigate all aspects of music to get deeper understanding of application.
Centered on understanding fundamental music concepts and meanings while making connections to other arts and activities.  Incorporates rhythmic movement, ear training and improvisation.  Dalcroze is based on the philosophy of Emile Jaques-Dalcroze, which focuses on improvisational skills and child centered activities.
Dalcroze Eurythmics- 15 min. from Pro Teachers Video
This methodology focuses on three modes of musical representation: the inactive,  the iconic, and the symbolic to support the musical development of skills and knowledge in the learner.  Eunice Boardman shaped this methodology, which encourages teachers to develop skills in the musical elements through student observation, imitation, and repetition.   Demonstration of learner knowledge is showcased through learner in moving, singing, and playing activities.  Music maps are commonly used within this methodology to show "musical roadmaps" and elements significant to the piece for learners to focus on.   
Music Listening Project-  WMEA site
For additional resources, seek information from researchers- Eunice Boardman, Margaret S. Barrett, J. Gromko, and R. Upitis.
KODALY  Based in Child Development and utilizes sequenced skills introduced at the child’s pace.  When skills are developed, students are shown how to notate the skill.  Kodaly incorporates instruction that is: experiential, student directed, repetitious, integrates games and movement. 
Kodaly Method description and activities
Cup Game- 2 min.
MUSIC LEARNING THEORY Audiation:  the ability to think and understand music in the mind (similar to understanding a second language) and using this ability to develop students’ tonal and rhythmic learning.  Based on extensive field testing and research by Edwin Gordon and others.  Allows teachers to establish sequential curricular goals that align with students’ learning with teaching styles and beliefs. 


Edwin E. Gordon Music Learning Theory Overview Part 1 - 8 min.

Edwin E. Gordon Music Learning Theory Application- 9 min.

 ORFF  A full-body, experiential curriculum that uses singing, acting, dancing and use of percussion instruments to help students understand music at their developmental level.  Engages the full self-mind and body-in music learning using improvisation and a child’s natural sense of play.
Take Five- Orff Clap Sequences

Elementary Orff Ensemble

Student-Centered Learning in the Arts-
SCLA is an action research group comprised of arts teachers.  The focus of the group is student engagement and learner investigation of their own educational journey.  The learning partnership (teacher and student) offers enhanced achievement, motivation, supportive climate, self-direction, and fewer discipline problems for the learner.  Another outcome tends to be enhanced creative processing.