Band 11/12
Educational Influences
The KSS Band 11/12 curriculum and instructional design is influenced by, connected to, and aims to embed the design principles, theories, and tenets presented below:
Product Centered Learning
Learners have clear goals to work towards and an opportunity to share their learning
Modeling
Learners are constantly led by doing, as well as by being given instructions
Bruner's Spiral Design
Existing (prior) skills and concepts are practiced, reinforced and expanded upon throughout the course, leading to more learner driven and experimental concepts.
Learner centered
Gagne 9 Levels of Learning
Gaining attention (reception) - podium as a focal point / rehearsal beginning gestures
Informing learners of the objective (expectancy) - learners aware of the goal / outcome prior to the learning experiences
Stimulating recall of prior learning (retrieval) - recalling and employing learning from Instrumental Music 6-7, value and transfer opportunities
Presenting the stimulus (selective perception) - organized and effective rehearsal techniques to introduce new content
Providing learning guidance (semantic encoding) - modeling and guiding learners through rehearsals
Eliciting performance (practise) - rehearsals
Providing feedback (reinforcement) - formative throughout rehearsals and summative
Assessing performance (retrieval) - using the information at the concerts
Enhancing retention and transfer (generalization) - transferring the skills and concepts learned (or new level on the spiral attained) to next piece of music that requires it ** and figuring out when each is required.
McTighe and Wiggins
Jay McTighe and Grant Wiggins’ approach to discovering what to teach/assess (learner centered).
Begin by answering the question what learners need to know at the end of grade 8
Each activity is chosen by first thinking what is the purpose of doing this?
Identify desired results - (group) Artistic performance of selected repertoire
Determine acceptable evidence - What do we need to hear / see learners do to show an artistic performance (group/individually)
Plan learning experiences and instruction - Consider what skills and concepts will be required to achieve the desired results. What activities will equip learners with these skills and concepts? What needs to be taught and how for learners to achieve the skills and concepts? What materials and resources are needed to best achieve the goal? (repertoire selection based on learner need).
Lonis & Haley 4 Pillars
- Artistry
Multiple opportunities for learners to practice skills and understand concepts leading towards automatization.
Checklist of skills and concepts required for beauty under the Curricular Outcomes umbrellas.
Combine learners’ unique experiences through ensemble rehearsal and performance.
- Philosophy
Backwards design starts with the goal in mind
Educators play a critical role in learners’ journey towards creativity in performance.
Acknowledging the stage learners are in ( inspiration, drill the skill, or creating).
Building trust amongst ensemble members …..
Consistent goals and assessment are the basis for developing the learning activities
Collaboration between ensemble members and educators leading to increased engagement and satisfaction. (Product centered learning through ensemble).
Accountability to the learners, to each other, and towards a beautiful performance.
Due but not Done. Scaffolding the skills and concepts throughout the year and from prerequisite and future courses.
- Psychology
Identify where learners are on the continuum of extrinsically to intrinsically motivated and guide them forward.
Find what motivates each group (competition, beauty)
Apply Bloom’s tenets
Utilize multiple intelligences (Garner) to increase engagement
- Pedagogy
Formative assessment throughout
Consistent expectations and assessment for and of learning.
Co-construct performance goals
Create and assessment plan