Learners have clear goals to work towards and an opportunity to share their learning

Learners are constantly led by doing, as well as by being given instructions

• Big ideas and outcomes from Instrumental Music 6-7 are repeated, reinforced and expanded upon throughout this course.

• New skills and concepts are taught, practiced, assessed, and reused through to Instrumental Music 9 allowing for more learner driven and experimental concepts from grade 10-12.

• Learner centered

1. Gaining attention (reception) - podium as a focal point / rehearsal beginning gestures

2. Informing learners of the objective (expectancy) - learners aware of the goal / outcome prior to the learning experiences

3. Stimulating recall of prior learning (retrieval) - recalling and employing learning from Instrumental Music 6-7, value and transfer opportunities

4. Presenting the stimulus (selective perception) - organized and effective rehearsal techniques to introduce new content

5. Providing learning guidance (semantic encoding) - modeling and guiding learners through rehearsals

6. Eliciting performance (practise) - rehearsals

7. Providing feedback (reinforcement) - formative throughout rehearsals and summative

8. Assessing performance (retrieval) - using the information at the concerts

9. 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.

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?

    1. Identify desired results - (group) Artistic performance of selected repertoire

    2. Determine acceptable evidence - What do we need to hear / see learners do to show an artistic performance (group/individually)

    3. 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).

• 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