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Adjustments in curriculum, pedagogy and resource allocation to strengthen content-based writing instruction

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Adjustments in curriculum, pedagogy and resource allocation to strengthen content-based writing instruction

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I think one of the most valuable adjustments to be made in the elementary/secondary instrumental performance classroom that would enhance content-based writing instruction would be frequent use of musical composition in the classroom. This is a "writing" skill that would demonstrate fluency and competence pertaining to musical literacy. It would also develop a stronger sense of independence and creativity.

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I admit to shying away from asking students to write lengthy works in Music class because the writing levels are so vast. Depending on the topic, a short answer response is used and is appropriate; however, as Lynn stated, I do not see my students every day. With that being said, I admit that I can encourage my students to write me. If I am honest, I don´t because I will get caught up in assessing poor grammar, lack of capitalization, use of slang, and use of text language or street language to express themselves in their writing.

I need tools to help assess student writing at all levels.

During assessments, there is at least one short answer response question on every quiz and/or exam.

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In general the curricular approach gives students the opportunity to engage in a wide variety of instructional tasks that broaden their skillsets in other subject areas.

In 9th Grade Chorus - students participate in class discussions that allow the opportunity to express their various responses to a wide range of choral music (culture, genre, styles).

In High School Band - students reflect on their performances, especially after a concert performance. They engage in higher order thinking by giving constructive feedback to the ensemble as well as themselves. These reflections encourage students to use positive language that validates their progress and acknowledges areas where they need development.

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I give students an opportunity to listen and analyze all different types of music and genres. We studied popular music in American history, listening to two examples each day and students used specific music vocabulary to comment on each song. Students were able to understand the social context of different songs, analyze musical elements, and learn about popular songs that influenced the music they listen to today. They were able to share and discuss with the class as well. I have had students compose rhythms, write lyrics, create melodies. I always have the students reflect on the process afterwards. I have encouraged students to keep a log of the songs they listen to outside of class and to be aware of what elements stand out to them as they are active listeners in their daily lives.

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In terms of reflection, I believe I provide my students with the opportunity to reflect on playing through the use of Grading rubrics to accurately reflect on work that “was completed-“ assessing specific criteria, then zooming out, away from the rubric in order to formulate an approach in order to gain more comfortability playing music from unique origins. Students understand the variations in approaches based off of the specific course taken. Allowing for diversity in approach allows a saxophonist to reflect on his/her work similarly/differently than said student would in a jazz setting. (As oppose to regular band/ nyssma/ etc)

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I find that when I was teaching General Music, I used ELA reading/writing skills more frequently, almost in every lesson. In a GM setting, being able to connect with various genres of music, composers, ELA , Math and other Core subject standards was easy. Now working exclusively with a performing group, this flexibility to incorporate some of these components drastically changes. With the pressures of several performances, especially at such a young age there is very little time to incorporate more than just quick theory and Concert repertoire. I absolutely love when we get a chance to break away from the performance pressures, and engage in lessons that incorporate student compositions and small group work projects. I currently incorporate a lot of my music literacy skills through interactive games using dry erase boards for quick assessments as well as collaborative composition projects.

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Over the past few years, it seems as students change very quickly and adjustments need to made sometimes daily. I approach literacy through exploration. I hand out new music to the students weekly to grow their knowledge of different genres. This gives me a Chance to also expose potential problems in the learning process and what material I need to review or introduce. C. Mordhorst

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My biggest takeaway, that was touched upon in this presentation several times, is that every one of these briefs is inherent in the way in which we teach music. We are constantly asking students to analyze what they see and hear. Students are consistently asked to respond using musical vocabulary that will help them speak in a sophisticated manner about the music. Students are always asked to reflect on what works and doesn't work. Their collaboration in ensemble work forces them to use taught skills to focus on balance and blend as well as dynamics and phrasing in order to put forth the highest quality performance.

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I typically use the 3-2-1 exit ticket strategy which encourages students to reflect on and summarize their learning, while identifying areas that require more attention. This allows me to reflect on my own teaching practices to better meet the needs of my students. It's a quick way to have students write in class and let's you know what students' are thinking. :)

-Steph

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HS curriculum assignments include reflective writing, rubrics and artists statements. During quarter 3 we cover Art Criticism with written reflection and analysis on professional and personal artwork.

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My students have the opportunity to practice art literacy in the form of written responses and self-reflections of their own artwork. Students are asked to incorporate art specific vocabulary we have learned this year in their writing. We use Google docs as the means for students to respond.

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Our curriculum allows students to engage in literacy skills via prompt-based guided questioning, explanation of projects/aesthetics and more organically through gallery walks in which students respond to their peers' work on post-its. I find that if I commit to always including specific writing tasks for each project, then they don't get lost in the busyness of instruction. So I try to implement the same written tasks regardless of the project (artists statement/explanation of project, prompt-based question on classroom based on content and a post-it crit gallery walk). Google classroom is essential in this process!

And Nick agrees :)

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Areas of strength for writing different genres comes from dissecting works of art, creating comic books, identity portraits, and brainstorming ideas. Another strength is student reflective writing in the form of artist statements and exit tickets. Students can analyze and interpret their own work and the work of others.

-Hertzberg

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Art Literacy:  Google Apps for Ed are an essential tool in my curriculums.  For teaching Photoshop there is an extensive lexicon for having student use the software. I include Google Docs, Slides and Forms for click by click instructions with text, images and animations, videos etc. Students are requried to read,  edit and interact as part of their participation grade and aids in the sucess of the projects. Now Google Translate has the ability to translate entire documents - ALMA

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Art Literacy:  Google Apps for Ed are an essential tool in my curriculums.  For teaching Photoshop there is an extensive lexicon for having student use the software. I include Google Docs, Slides and Forms for click by click instructions with text, images and animations, videos etc. Students are requried to read,  edit and interact as part of their participation grade and aids in the sucess of the projects. Now Google Translate has the ability to translate entire documents - ALMA

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I think my curricular approach does give students the chance to write for different audiences. Sometimes the response is for me, sometimes it's for themselves only, or it can even be an artist statement that is meant to be read by those viewing their artwork.

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My curriculum allows students to engage in relevant and culturally relevant frameworks, that put the student as the focal point of the classroom. By utilizing this approach, the students have been able to find the joy of music within the classroom, and making music with their peers.

Professional developments on creating engaging and insightful activities may help revamp the direct teaching style.

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In the beginning of the year, one of my goals for my students was to incorporate more writing/composing into my curriculum. However, when it came down to it, I always found that I never seemed to have enough time to fit everything in.

Although, we do not do much writing in music, I do incorporate accountable talk in most if not all of my lessons.

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I believe literacy and music literacy go hand in hand. In my music lessons, I give the children an opportunity to practice writing and strengthen their skills with games and singing.

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I think my curricular approach in Music gives students a chance to practice skills such as being self-reflective (i.e. This song makes ME feel, this song reminds me of, etc.)

while also being able to identify core literacy elements in a song (i.e.- "the composer's message in this song is...", "this song is appropriate for Martin Luther King Day because...")

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I have leaned more into music literacy since my discovery of Feierabend. It linked the games, movement, singing and general spirit of how I love to teach in a way to reinforce more reading and writing. Also having taken Literacy for Music Educators while student teaching was helpful and stuck with me all these years.

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My students this year are doing more music writing than before. My goal this year was to hit all the standards in all of my lessons. I have backed away from that, but the students' favorite standard is creating, so we've kept that as a part of our lessons.

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We are able to create a literacy environment through vocabulary, giving background knowledge and exposing students to cultural elements they may have not been aware of. Hanging student artwork, exploring various texts, written statements and exit tickets can all aid to the development of reading language in our classrooms. - L.Scarola

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I think that the way I approach my curriculum assists students use vocabulary words and understand how to apply key art terms conversationally and to describe their artists process.

An area that I could improve on is possibly collaborating with the kindergarten teachers to see how they apply writing into their class, so that I can keep consistency in their working style but also enhance their writing skills by writing about their art.