In the music classroom we have a very child centered, inquiry based approach to learning music. We discovery learn which means we experience rhythm, meter, form, melody, harmony, music composition, music listening, etc. prior to giving those experiences definitive labels. This allows for every child to process the experiences in their own way before having any sort of lecture on the material. We do a lot of educational play, group work, experimental questioning, student led instruction and hands on learning. Music is inherently a cross curricular subject and whenever appropriate, those connections are highlighted for students including, but not limited to: science, technology, engineering, math, poetry, dance & movement, visual arts, theater arts, history, reading, foreign language and social & emotional development.
Link to District 64 General Music Curriculum
(Learning Targets, Objectives by Grade Level, Common Assessments, etc)
Grading PolicyStudents are assessed in certain curricular concepts and skill sets with a 1-4 scale in district 64.
Students are assessed* on the following:
*Each of these categories is purposely left open-ended. There are a variety of specific assessments that are used in the music classroom to guide the final grades for the above standards. These include observation, essays, student interviews, performance tasks, student portfolios, student journals, formal tests & quizzes, rubrics, self evaluations, peer evaluations and written work. Sometimes a single assignment in class can achieve a score for more than one of the above standards. MOST music assignments and student work are done in class but there are exceptions. A student may be required to bring a music composition or instrument booklet page home with them on occasion. if you have any questions, please feel free to email me. |
Curriculum EnhancementsIn addition to a well rounded music curriculum, we also incorporate researched based pedagogy into music instruction. This pedagogies below enhance and support our district music curriculum.
Orff-Schulwerk PedagogyAll children can and should be actively making music. The Orff-Schulwerk Pedagogy highlights music making through speech which transfers to instrumental pieces, cultivating an atmosphere of musicianship with others and active music making.
Please click HERE if you would like to learn more about the Orff-Schulwerk approach and how it benefits your students.
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Behavior and Discipline
Washington ROARS |
Roosevelt 5 BEEs |
We use our WA school R.O.A.R.S. in music:
Students who demonstrate positive R.O.A.R.S. in music will be featured as our noteworthy student of the day. |
We use our RO 5 BEEs in music
Students who demonstrate our 5 BEEs in music will be featured as our noteworthy student of the day. |
In addition to the above School Wide behavior policies, the expectations listed below are posted in the music room.
*Enter and exit the room quickly and quietly
*Listen
*Show kindness to classmates
*Follow directions the first time they are given
*Cooperate
*Participate
*Treat music Instruments and materials with respect
*Keep our hands, feet and objects to oneself
*Stay on Task
When students fail to follow directions, the following consequences could ensue:
*Warning (class and individual) "Go"
*Time away from group/ "Rest Stop"
Behavior Reflection Sheet (RO) / (WA)
*Loss of Recess or other privilege
*Referral to the Office
*Call/E-mail Home
*Enter and exit the room quickly and quietly
*Listen
*Show kindness to classmates
*Follow directions the first time they are given
*Cooperate
*Participate
*Treat music Instruments and materials with respect
*Keep our hands, feet and objects to oneself
*Stay on Task
When students fail to follow directions, the following consequences could ensue:
*Warning (class and individual) "Go"
*Time away from group/ "Rest Stop"
Behavior Reflection Sheet (RO) / (WA)
*Loss of Recess or other privilege
*Referral to the Office
*Call/E-mail Home