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About the Curriculum:
Imagine breaking creative boundaries through experimentation and problem solving, empowering you to develop your creative abilities and approach music as a life-long pursuit.
This music course is designed to cultivate a deep appreciation for music and the socialization it provides. Additionally, it emphasizes the importance of teamwork and collaboration, which are essential skills for success beyond school. These skills are developed in the classroom through collaborative music-making and team projects. By breaking creative boundaries through experimentation and problem solving, students are empowered to develop their creative abilities and approach music as a life-long pursuit. Overall, this music course provides a supportive environment for personal growth, socialization, achievement, and social change through music making and collaboration. In essence, the course aims to inspire a passion for music, foster important life skills, and encourage students to push the boundaries of their creative potential.
Jocelyn Kagoro
Jocelyn Kagoro
Good music teaching involves creating meaningful musical experiences for our students. These include experiences that students help design or have expressed interest in. Part of creating meaningful experiences in the music classroom involves knowledge of culturally responsive teaching and being mindful of students’ individualities. Diversity creates a rich learning environment and quality musical experiences. A rich learning environment is one that the “good teacher” creates by incorporating content that deepens students’ critical thinking and cooperation/collaboration skills. The curriculum that fits well with this vision includes one that utilizes student choice for content, one in which the teacher acts as a facilitator, and one that is equitable in its fundamental design (all students have equal opportunity for success).
“We are free to change the world and start something new in it.”
Hannah Arendt, Crises of the Republic, 1972
Some instructional practices that are defensible given this vision are informal assessments or progress check-ins, a time in which students can voice their opinions in regards to the way in which content is presented and a safe space in which they can be heard. Professional development activities and experiences should include networking so that teachers can share their ideas with one another and be creative in the way they adapt those ideas to their own classroom. By sharing these ideas, teachers are motivating each other to be agents of change and contributing to their school and the profession.
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