RSU4

G/T Performing Arts   

1. Demand high-level music quality (performances, compositions etc.) 

2. Teach research skills (taught something new everyday). 

3. Teach the thinking process analytical and aurally.  

4. Modify pace of instructional (based on they learn more rapidly). 

5. Teach methods for self-direction, independence, and self-evaluation. 

6. Present curriculum that is broad based instruction in music and performance. 

Curriculum Process:  Refers to the thinking process.

1. Open ended process. 

2. Design affects the challenge of content presentation. 

3. Creative thinking, problem solving, critical thinking. 

4. Think like the expert. 

5. Negotiable instruction. 

6. Making changes in the depth of the acquisition. 

7. Discuss the inevitable changes of music structure. 

8. Designed use of materials at various levels.  

9. Levels of higher cognitive process - core content, deeper cognitive content.

Curriculum Goals:

1. Increased learning, challenges, and success in musical achievement. 

2. Enhance internal motivation for acquisition of music concepts. 

3. Refine aural analytical skills (ear training). 

4. If Student already knows the skills, move on. Test-out of material. 

5. Innovation or creative works for performance or composition. 

 Identification Process G/T      

1. Identify only those who you can serve.

2. Students may be screened due to parent or teacher request. 

3. Once, it is determined which students entering grades 6-8 should be formally included in the identification process then, the identification team determines fair and appropriate identification tools… 

4. Performing Arts evidence shown regarding longevity and depth of performance, or outstanding performance over time. 

5. The same process may be used for individual students during grades 3, 4, and 5 on a case-by-case basis; a student may not be discriminated against due to modality preferences…  

6. The screening and identification process is begun as described above or if a student has been previously served in a G/T music program in another district. 

Characteristic Chart G/T          

The following information shows the relationship among the characteristics of the gifted, the principles of a differentiated curriculum, and the curricular response.  A comparison is noted between the regular curriculum objectives and the differentiated curriculum objectives.  A parallel is drawn between the objective and the corresponding principle.  This example is based upon a sixth grade melody/form unit.

 CHARACTERISTICS:

1. Hears more unusual pitch relationships  

2. Better at retaining musical information

3. Intense musical interest

4. Stronger need to know *

5. Learns more rapidly

   PRINCIPLES: 

Develop abstract level thinking skills and integration of multiple disciplines.

Allow for the in-depth learning of a self- selected topic within the area of study.

Encourage the development of self- understanding in both the affect and cognitive domains.

  Content:

Regular:  The student will be able to recognize the basic musical elements and demonstrate them aurally or on sheet music.

Advanced:  The student will be able to recognize common harmonic patterns, which occur in music and demonstrate them.

  Process:

Regular:  The student will be able to explain the songs harmonic structure and share it. 

Advanced:  The student will be able to formulate a hypothesis by developing criteria in which they analyses a classical composer’s usage of harmonic patterns and share it in a narrative.

  Product:

Regular:  The student will be able to perform expressing basic musical elements.

Advanced:  The student will be able to perform masterpieces of works. (Vocal or instrumental)