PK-8
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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.