PK-8

PK-8: Scheduling

Music education can and should occur in all scheduling models. Scheduling should be coordinated so that synchronous or asynchronous music instruction/learning does not conflict with other subjects during the school day. Participation in music should be required for all students, regardless of scheduling model. Engage in Project-Based Learning with classroom teachers to provide students with rigorous cross-curricular learning opportunities.

Step 1:

  • See or have contact remotely with all students over the course of the week.

Step 2/Step 3:

Music in the Classroom

  • Allow time between classes for sanitization and aeration. Allow aerosols to dissipate between classes. Classes should not be more than 45 minutes long.

  • See students in cohorts for several weeks for a regular or extended time class and provide short remote lessons for the rest of the students. Rotate cohorts throughout the year so all eventually get equal time.

  • Engage in Project-Based Learning with classroom teachers to provide students with rigorous cross-curricular learning opportunities.

Music Outdoors

  • Utilize outdoor spaces to allow for ventilation during and between music classes. Allow for time between classes for aeration. Outdoor spaces should have a covering for shade and weather.

Music on a Cart

  • Allow time between classes for travel, transitioning and sanitization.

  • Ensure that equipment (including cart) is practical - sound system, computer, instruments, etc.

  • Provide individual music “kits” that contain any needed rhythm instruments or recorders, worksheets, music paper, etc.

PK-8: Instructional Strategies

Step 1:

  • Teachers create videos to deliver new and/or review previously taught content.

  • Teachers and students utilize a Learning Management System like Google Classroom or Seesaw for assigning work, providing assessments, and keeping class materials organized.

  • Teachers offer virtual "office hours" to students and parents for help or extra enrichment.

  • Teachers and students/parents schedule individual Zoom or Google Meets lessons for vocal or instrumental instruction.

Step 2:

Primary (In Person) Instruction

  • Teachers present new concepts focusing on Create, Respond, Connect Learning Targets (LTs).

  • Teachers consider addressing Perform LTs through movement, or non-wind instruments.

Extension (Remote Instruction)

  • Teachers provide videos to review instructions for assignments and practice.

  • Students practice performance-based skills, and may submit videos of their work, or schedule a video meeting for feedback.

  • Assignments allow for student voice and choice; students set personal goals, choose from a wide variety of ways to show progress (written submissions/assessments, videos, recordings).

  • Teachers provide singing instruction/activities/assignments.

Step 3:

  • Teachers adapt songs and dances to adhere to physical distancing guidelines.

  • Teachers focus on percussive music (drumming, body percussion, Orff instruments), or instruments such as guitar, ukulele, drum set, electric bass (Modern Band) that do not require singing.

  • Teachers or staff sanitize instruments between classes; students do not share instruments.

  • Music teachers collaborate with classroom and arts teachers to provide opportunities for music integration across content areas.