Four Pillars of Education Lonis & Haley.
Music is a progressive skill. Even master musicians continue to practice, work on, and improve themselves and their craft daily. Therefore working with early musicians my goal is to inspire, drill the skill, and guide students to be as artistic as we can to produce beautiful music while continually striving to improve our technique.
Spiral Design Bruner
Learning is: repetition, reflection, repetition. Students learn best and retain information through constant repetition of concepts and skills. All skills are practiced and concepts are revisited from course to course and year to year. Students will be expected to approach tasks and performances with increased independence and at gradually increasing levels of difficulty and complexity. Throughout this process, students will be expected to reach mastery at all stages and eventually become more and more independent and intrinsically motivated. The skills/concepts addressed in the repertoire will be revisited routinely throughout the learning process to solidify understanding and emphasize the importance of their synthesis for the performance.
Backwards Design McTighe & Wiggins
Music is a performing art. I want all students to experience some kind of performance during their musical education course. With the performance as our end goal, I work backwards from this assessment to ensure students have the necessary experiences to be successful with their final performance.
10 Axioms of Curriculum Design Peter Oliva
This model allows the developer to arrive at wanted outcomes with great control. The sequencing process is linear and addresses a beginning and end even though the process allows for built-in continuous revision. This method is deductive and proceeds from the general ( needs of the community) to the specific (the subject matter that will be taught)
First Principles of Instruction M.David Merrill's
Five first principles are elaborated: (a) Learning is promoted when learners are engaged in solving real-world problems. (b) Learning is promoted when existing knowledge is activated as a foundation for new knowledge. (c) Learning is promoted when new knowledge is demonstrated to the learner. (d) Learning is promoted when new knowledge is applied by the learner. (e) Learning is promoted when new knowledge is integrated into the learner's world.