Student Opinions on "Interestingness" in a Music Curriculum
Presented at the NYSSMA Winter Conference ~ Saturday, December 6th, 2014
Teacher Researchers:
Mark Robin Campbell, The Crane School of Music
John Bernstein, Monticello Central Schools
Melinda Feldmann, Vernon-Verona-Sherrill Schools
Kathryn Hess, Vernon-Verona-Sherrill Schools
Matthew Wurtzel, Patchogue-Medford Schools
Mark Robin Campbell, The Crane School of Music
John Bernstein, Monticello Central Schools
Melinda Feldmann, Vernon-Verona-Sherrill Schools
Kathryn Hess, Vernon-Verona-Sherrill Schools
Matthew Wurtzel, Patchogue-Medford Schools
Purpose:
The purpose of this study is to explore students' opinions of interestingness within a music curriculum. The following questions are used to structure data generation:
The purpose of this study is to explore students' opinions of interestingness within a music curriculum. The following questions are used to structure data generation:
- What makes a music class interesting?
- What are interesting things that should be happening in a music class?
- What things are currently happening in music class that should be gotten rid of because they are not interesting? Why are these things not interesting and what would be better replacements?
Methodology:
Data Sources
Students' opinions of interestingness within a music curriculum were obtained through interview and survey using the questions that guide the study. The pool of students consist of 169 Elementary-age, 4 Middle School-age, and 40 High School-age participants.
Analysis
For each research question, student responses were categorized by
Responses were then coded using an inductive constant comparative approach. A set of preliminary themes were generated and organized by school and grade/type of class. A final set of themes was generated across all four schools in an effort to show commonality among student responses.
Data Sources
Students' opinions of interestingness within a music curriculum were obtained through interview and survey using the questions that guide the study. The pool of students consist of 169 Elementary-age, 4 Middle School-age, and 40 High School-age participants.
Analysis
For each research question, student responses were categorized by
- School
- Grade
- Type of class in which the responses were collected
Responses were then coded using an inductive constant comparative approach. A set of preliminary themes were generated and organized by school and grade/type of class. A final set of themes was generated across all four schools in an effort to show commonality among student responses.
Brief Summary of Findings, arranged by teacher:
John Bernstein - Monticello Central Schools
Question 1: What makes a music class interesting?
Similarities: Most students found class more interesting when they could choose the music they wanted to work on, rather than being assigned or forced to play something. Many noted that this freedom gave them a real creative outlet to express themselves and they felt they gained more from these experiences.
Differences: A few expressed that they liked the opportunity to play in front of others and perform for their classmates. These were mostly the students that had taken the class several times, which shows that the comfort level of performing in class increases over time.
Student Quote
“Being able to choose music you like and learn how to play it on an instrument of your liking. We are not given required music, we choose our own” - Alanis, Grade 11
Question 2: What are interesting things that should be happening in a music class?
Similarities: A majority of students noted that they wanted more opportunities to collaborate with their peers, as well as more group playing/performance activities, as opposed to individual music creation. While they have plenty of opportunity to do this, they might need more structured collaborative activies to provide more direction and get the ball rolling.
Differences: Several students suggested more listening opportunities, as well as the opportunity to learn more about the instruments they are learning. While we do plenty of listening (almost every class) this may be an interesting avenue to explore the possibilities of different listening activities.
Student Quote
“There should be more encouragement for collaboration. In my music class, everyone is situated into their own cliques and you never know what could happen if two musical students are brought together.”- Dan, Grade 12
Question 3: What things are currently happening in music class that should be gotten rid of because they are not interesting? Why are these things not interesting and what would be better replacements?
Similarities: Many of the students answered they disliked practicing and performing. While this is obviously a big part of “Performance Skills”, what might help is looking at how the class is structured and creating a variety of different practicing and performing opportunities.
Differences: A few students mentioned that they didn’t like the other activities in class (listening, music theory/history) because it took away from their practice time. In addition, some mentioned that standard notation should not be taught because its “boring”. While we do look at several types of notation, this is an interesting take on that and could be investigated further as to what we could do to make that “less boring”.
Student Quotes
“Notation should be taken out of the advanced section of the class”.--Tim, 10th Grade
“Standard notation & too many rules turns kids off from learning instruments. You should give them an option on what they want to learn.” - Brianna, Grade 9
“Its tiring practicing for too long. It should be separated into sessions with lessons, practicing and group work, with less focus on notation.” Jamison, Grade 9
John Bernstein - Monticello Central Schools
Question 1: What makes a music class interesting?
Similarities: Most students found class more interesting when they could choose the music they wanted to work on, rather than being assigned or forced to play something. Many noted that this freedom gave them a real creative outlet to express themselves and they felt they gained more from these experiences.
Differences: A few expressed that they liked the opportunity to play in front of others and perform for their classmates. These were mostly the students that had taken the class several times, which shows that the comfort level of performing in class increases over time.
Student Quote
“Being able to choose music you like and learn how to play it on an instrument of your liking. We are not given required music, we choose our own” - Alanis, Grade 11
Question 2: What are interesting things that should be happening in a music class?
Similarities: A majority of students noted that they wanted more opportunities to collaborate with their peers, as well as more group playing/performance activities, as opposed to individual music creation. While they have plenty of opportunity to do this, they might need more structured collaborative activies to provide more direction and get the ball rolling.
Differences: Several students suggested more listening opportunities, as well as the opportunity to learn more about the instruments they are learning. While we do plenty of listening (almost every class) this may be an interesting avenue to explore the possibilities of different listening activities.
Student Quote
“There should be more encouragement for collaboration. In my music class, everyone is situated into their own cliques and you never know what could happen if two musical students are brought together.”- Dan, Grade 12
Question 3: What things are currently happening in music class that should be gotten rid of because they are not interesting? Why are these things not interesting and what would be better replacements?
Similarities: Many of the students answered they disliked practicing and performing. While this is obviously a big part of “Performance Skills”, what might help is looking at how the class is structured and creating a variety of different practicing and performing opportunities.
Differences: A few students mentioned that they didn’t like the other activities in class (listening, music theory/history) because it took away from their practice time. In addition, some mentioned that standard notation should not be taught because its “boring”. While we do look at several types of notation, this is an interesting take on that and could be investigated further as to what we could do to make that “less boring”.
Student Quotes
“Notation should be taken out of the advanced section of the class”.--Tim, 10th Grade
“Standard notation & too many rules turns kids off from learning instruments. You should give them an option on what they want to learn.” - Brianna, Grade 9
“Its tiring practicing for too long. It should be separated into sessions with lessons, practicing and group work, with less focus on notation.” Jamison, Grade 9
Melinda Feldmann - Vernon-Verona-Sherrill Schools
Question 1: What makes a music class interesting?
Similarities: Students tended towards responses related to the classroom environment, including teacher, organization, and oddities within the room. They also demonstrate an interest in hands-on activities. Playing more instruments placed highly in all three grade levels.
Differences: Students displayed more similarities than differences. The main difference in the data would be the specificity of student response. Many students answered broadly, with terms such as “everything” and “music,” whereas some students wrote a more detailed response, such as “What makes music class interesting is trying new clefs and instruments.”
Student Quotes
These quotes illustrates hands-on activities that allow for student creativity:
“When we write songs and play boomwhackers with them.” - Molly F, Grade 5
“I think learning about the instruments and how to play them.” -Luke M, Grade 6
Question 2: What are interesting things that should be happening in a music class?
Similarities: Students showed an overwhelming desire to playing more instruments. Most responses were non-specific, such as “instruments,” though several specified guitar, piano, drum, and recorder.
Differences: Again, students showed much more similarity than difference. Videos/Movies encompassed creating more videos, exploring the internet, and watching more movies, such as musicals. The Other category included responses related to listening, dancing, games, and music history. Exploring Genres refers to students who desired to learn more about specific genres, such as country music.
Student Quotes
These quotes illustrates student desire to actively learn how to play different instruments, as well as find avenues for personal expression and exploration through creative activities, such as songwriting and composition:
“Learning how to play instruments from different places.” - Andon H, Grade 4
“I think that it would be cool if we were taught how to write a song - writing words but then figuring out how to play them on an instrument.” - Spencer W, Grade 6
Question 3: What things are currently happening in music class that should be gotten rid of because they are not interesting? Why are these things not interesting and what would be better replacements?
3a - Similarities/Differences: The majority of students who responded indicated a strong desire to get rid of reading/writing based activities, such as the Facebook Station. A smaller percentage of students desired to change areas involving other aspects of music, such as eliminating singing, listening, note-reading, and boomwhackers. Some students responded with a desire to change instructional method, namely bellringers and the white board.
3b - Similarities/Differences: The majority of students who responded seemed to split between a dislike of writing, and being bored or disinterested with the activity. Many responded with No Opinion.
3c - Similarities/Differences: The highest response for replacement activities related to creative activity, such as singing, dancing, and playing instruments. In 5th and 6th grade, students tended towards instruments. Several students wished to have computer time or more videos/movies as replacement. The “Other” category offered suggestions such as listening activities, colored notation as a replacement for reading traditional music, and replacing the white board with a stage.
Student Quotes
These quotes illustrates how students perceive writing as work, why they feel we should have less writing in music class, and what activity would replace writing:
“Writing is not interesting because it makes your hand hurt. We should do singing and drawing instead.” - Dylan A, Grade 4
“Worksheets, because we already do a ton of work and reading at school. We should play instruments from home.” - Andrew C, Grade 5
“Learning about composers, because I don’t like to write. [Instead] make your own music with pianos, drums, flute, guitars, and text.” - Karli D, Grade 5
Question 1: What makes a music class interesting?
Similarities: Students tended towards responses related to the classroom environment, including teacher, organization, and oddities within the room. They also demonstrate an interest in hands-on activities. Playing more instruments placed highly in all three grade levels.
Differences: Students displayed more similarities than differences. The main difference in the data would be the specificity of student response. Many students answered broadly, with terms such as “everything” and “music,” whereas some students wrote a more detailed response, such as “What makes music class interesting is trying new clefs and instruments.”
Student Quotes
These quotes illustrates hands-on activities that allow for student creativity:
“When we write songs and play boomwhackers with them.” - Molly F, Grade 5
“I think learning about the instruments and how to play them.” -Luke M, Grade 6
Question 2: What are interesting things that should be happening in a music class?
Similarities: Students showed an overwhelming desire to playing more instruments. Most responses were non-specific, such as “instruments,” though several specified guitar, piano, drum, and recorder.
Differences: Again, students showed much more similarity than difference. Videos/Movies encompassed creating more videos, exploring the internet, and watching more movies, such as musicals. The Other category included responses related to listening, dancing, games, and music history. Exploring Genres refers to students who desired to learn more about specific genres, such as country music.
Student Quotes
These quotes illustrates student desire to actively learn how to play different instruments, as well as find avenues for personal expression and exploration through creative activities, such as songwriting and composition:
“Learning how to play instruments from different places.” - Andon H, Grade 4
“I think that it would be cool if we were taught how to write a song - writing words but then figuring out how to play them on an instrument.” - Spencer W, Grade 6
Question 3: What things are currently happening in music class that should be gotten rid of because they are not interesting? Why are these things not interesting and what would be better replacements?
3a - Similarities/Differences: The majority of students who responded indicated a strong desire to get rid of reading/writing based activities, such as the Facebook Station. A smaller percentage of students desired to change areas involving other aspects of music, such as eliminating singing, listening, note-reading, and boomwhackers. Some students responded with a desire to change instructional method, namely bellringers and the white board.
3b - Similarities/Differences: The majority of students who responded seemed to split between a dislike of writing, and being bored or disinterested with the activity. Many responded with No Opinion.
3c - Similarities/Differences: The highest response for replacement activities related to creative activity, such as singing, dancing, and playing instruments. In 5th and 6th grade, students tended towards instruments. Several students wished to have computer time or more videos/movies as replacement. The “Other” category offered suggestions such as listening activities, colored notation as a replacement for reading traditional music, and replacing the white board with a stage.
Student Quotes
These quotes illustrates how students perceive writing as work, why they feel we should have less writing in music class, and what activity would replace writing:
“Writing is not interesting because it makes your hand hurt. We should do singing and drawing instead.” - Dylan A, Grade 4
“Worksheets, because we already do a ton of work and reading at school. We should play instruments from home.” - Andrew C, Grade 5
“Learning about composers, because I don’t like to write. [Instead] make your own music with pianos, drums, flute, guitars, and text.” - Karli D, Grade 5
Kathryn Hess - Vernon-Verona-Sherrill Schools
Question 1: What makes a music class interesting?
Similarities: Learning things that are “new” and playing modern music, diversity in programs offered (band, chorus, orchestra, EI, etc) and music studied, having an enthusiastic teacher, working together with other people - social interactions, having the chance to interact with other instrumentalists
Differences: One student said playing scales.
Amazing quotes:
Zack - Freshman: “Music class is interesting when the teacher has good charisma and if they go in depth instead of glossing over.”
Kate - Junior: “You’re all in the same place because music brought you together and I think that is really awesome.”
Tyler - Junior: “I think most people know the reason they love music is because of the way it makes them feel, and I think it’s amazing how you can play a variety of different pieces and each one will make you feel a certain way.”
Question 2: What are interesting things that should be happening in a music class?
Similarities: Projects involving music exploration (compositions, arrangements, conducting), work with chorus and band, modern songs, diverse genres and styles, working with each other and students of different ages.
Differences: Bring in donuts/have parties, chamber music/solos
Amazing quotes:
Madi - Freshman: “We should travel and play for other people who don’t know about orchestra.”
Alex - 7th Grade: “It’s more interesting when I have a chance to be a leader.”
Hannah - Senior: “I really like arranging our own pieces. That’s really fun, and it helps engage us. It’s not like we’re just playing songs all of the time. I also really like working with younger students.”
Question 3: What things are currently happening in music class that should be gotten rid of because they are not interesting? Why are these things not interesting and what would be better replacements?
Similarities: Effective communicator, having a room for orchestra, reconceptualize lessons to have different instruments and to be more accommodating of students schedules.
Differences: Girls and boys only lessons - not mixed gender, longer songs
Amazing quotes:
Janelle - Junior: “We should have our own period. Not that working with the middle school is bad, it’s just not fair that we don’t get the same amount of time as band and chorus kids. You changed so much when you first showed up here. We were totally in a rut and did the same thing every year.”
Shane - Sophomore: “Most of the stuff we do needs to be there for an educational purpose, or like an entertainment purpose, so it all has to stay.”
Alex - 7th Grade: “Nothing. Nothing at all.”
Vinny - 9th Grade: “There is nothing to get rid of anymore because you already did it.”
Maria - 8th Grade: “When people don’t try enough to reach their full potential.”
Question 1: What makes a music class interesting?
Similarities: Learning things that are “new” and playing modern music, diversity in programs offered (band, chorus, orchestra, EI, etc) and music studied, having an enthusiastic teacher, working together with other people - social interactions, having the chance to interact with other instrumentalists
Differences: One student said playing scales.
Amazing quotes:
Zack - Freshman: “Music class is interesting when the teacher has good charisma and if they go in depth instead of glossing over.”
Kate - Junior: “You’re all in the same place because music brought you together and I think that is really awesome.”
Tyler - Junior: “I think most people know the reason they love music is because of the way it makes them feel, and I think it’s amazing how you can play a variety of different pieces and each one will make you feel a certain way.”
Question 2: What are interesting things that should be happening in a music class?
Similarities: Projects involving music exploration (compositions, arrangements, conducting), work with chorus and band, modern songs, diverse genres and styles, working with each other and students of different ages.
Differences: Bring in donuts/have parties, chamber music/solos
Amazing quotes:
Madi - Freshman: “We should travel and play for other people who don’t know about orchestra.”
Alex - 7th Grade: “It’s more interesting when I have a chance to be a leader.”
Hannah - Senior: “I really like arranging our own pieces. That’s really fun, and it helps engage us. It’s not like we’re just playing songs all of the time. I also really like working with younger students.”
Question 3: What things are currently happening in music class that should be gotten rid of because they are not interesting? Why are these things not interesting and what would be better replacements?
Similarities: Effective communicator, having a room for orchestra, reconceptualize lessons to have different instruments and to be more accommodating of students schedules.
Differences: Girls and boys only lessons - not mixed gender, longer songs
Amazing quotes:
Janelle - Junior: “We should have our own period. Not that working with the middle school is bad, it’s just not fair that we don’t get the same amount of time as band and chorus kids. You changed so much when you first showed up here. We were totally in a rut and did the same thing every year.”
Shane - Sophomore: “Most of the stuff we do needs to be there for an educational purpose, or like an entertainment purpose, so it all has to stay.”
Alex - 7th Grade: “Nothing. Nothing at all.”
Vinny - 9th Grade: “There is nothing to get rid of anymore because you already did it.”
Maria - 8th Grade: “When people don’t try enough to reach their full potential.”
Matthew Wurtzel - Patchogue-Medford Schools
Question 1: What makes a music class interesting?
Similarities: Students enjoy having the ability to express their own individuality and the freedom to pursue their own personal interests. Students enjoy having opportunities to play instruments. Students enjoy doing activities and projects that they consider to be fun. Students dislike using textbooks.
Differences: There does not seem to be a consensus of what is considered fun. Students expressed interest in dancing, creating choreography, doing drumming activities, learning new instruments, writing their own songs. While there are similarities between these activities, there are many different activities that students find to be fun and interesting.
Student Quote
This quote illustrates student desire for freedom to express themselves:
“I like how we sometimes have the freedom to make our own music songs with a group we picked.”--Devin, 5th Grader
Question 2: What are interesting things that should be happening in a music class?
Similarities: Students agree that playing and learning new instruments, dancing, and listening to pop (or “good” music) are things that should happen more often in a music class.
Differences: A few students wanted to do things such as learn about music from other cultures, share what each student knows about different musical topics (band, orchestra, chorus), and teach others/younger students about music.
Student Quote
This quote illustrates student interest in learning instruments that they find interesting.
“Some interesting things that should be happening is to teach a song on an instrument that the student is interested in.”--Alayna, 5th Grader
Question 3: What things are currently happening in music class that should be gotten rid of because they are not interesting? Why are these things not interesting and what would be better replacements?
Similarities: Most students didn’t want anything replaced from their music class this year.
Differences: A few students didn’t want to do projects that made them work hard, projects that used boomwhackers, and projects that took a long time to complete.
Student Quote
This quote illustrates why a student thought that projects should be short.
“I think that don’t drag on a project because it can seem exciting at first, but it can become very boring.”--Isabella, 5th Grader
Question 1: What makes a music class interesting?
Similarities: Students enjoy having the ability to express their own individuality and the freedom to pursue their own personal interests. Students enjoy having opportunities to play instruments. Students enjoy doing activities and projects that they consider to be fun. Students dislike using textbooks.
Differences: There does not seem to be a consensus of what is considered fun. Students expressed interest in dancing, creating choreography, doing drumming activities, learning new instruments, writing their own songs. While there are similarities between these activities, there are many different activities that students find to be fun and interesting.
Student Quote
This quote illustrates student desire for freedom to express themselves:
“I like how we sometimes have the freedom to make our own music songs with a group we picked.”--Devin, 5th Grader
Question 2: What are interesting things that should be happening in a music class?
Similarities: Students agree that playing and learning new instruments, dancing, and listening to pop (or “good” music) are things that should happen more often in a music class.
Differences: A few students wanted to do things such as learn about music from other cultures, share what each student knows about different musical topics (band, orchestra, chorus), and teach others/younger students about music.
Student Quote
This quote illustrates student interest in learning instruments that they find interesting.
“Some interesting things that should be happening is to teach a song on an instrument that the student is interested in.”--Alayna, 5th Grader
Question 3: What things are currently happening in music class that should be gotten rid of because they are not interesting? Why are these things not interesting and what would be better replacements?
Similarities: Most students didn’t want anything replaced from their music class this year.
Differences: A few students didn’t want to do projects that made them work hard, projects that used boomwhackers, and projects that took a long time to complete.
Student Quote
This quote illustrates why a student thought that projects should be short.
“I think that don’t drag on a project because it can seem exciting at first, but it can become very boring.”--Isabella, 5th Grader
Additional Findings
John: Students loved the opportunity to express their ideas and feelings on what can be done to improve their music experience. For many, it was a chance to explain all of the great things happening in class and what motivates them, as well as an opportunity to voice opinions on how the class could be reformatted and restructured so they could get the most out of their music experience.
Katie: When first discussing this project with students, they were thrilled that their ideas and interests would be incorporated into this study, and further that it would shape future curriculum. Students are interested in exploring diverse music and learning more about music that is personally relevant to them. They also enjoy the social experience of working and learning within a performing ensemble, as well as working on projects.
Melinda: The results of this survey point to a student desire for a classroom designed to promote creativity within a personally relevant context. The students of JD George Elementary enjoy hands-on, creative opportunities in which they explore music. They enjoy instruments, and dislike writing and worksheets. They enjoy a fun classroom, with laughter and banter between student and teacher. They want to know more about composing, more about modern artists, and more about rockin’ the guitar.
Matt: The results of this research show that 5th grade students at Canaan Elementary School look forward to learning new things every class and being able to pursue things that are relevant to them. They enjoy a classroom environment that allows them to express their creativity. Students especially enjoyed writing their own songs and playing instruments.
Synthesis: Students appreciate the opportunity to voice their thoughts and opinions, and hope to increase self expression, diversity, and creativity in their school music environments.
John: Students loved the opportunity to express their ideas and feelings on what can be done to improve their music experience. For many, it was a chance to explain all of the great things happening in class and what motivates them, as well as an opportunity to voice opinions on how the class could be reformatted and restructured so they could get the most out of their music experience.
Katie: When first discussing this project with students, they were thrilled that their ideas and interests would be incorporated into this study, and further that it would shape future curriculum. Students are interested in exploring diverse music and learning more about music that is personally relevant to them. They also enjoy the social experience of working and learning within a performing ensemble, as well as working on projects.
Melinda: The results of this survey point to a student desire for a classroom designed to promote creativity within a personally relevant context. The students of JD George Elementary enjoy hands-on, creative opportunities in which they explore music. They enjoy instruments, and dislike writing and worksheets. They enjoy a fun classroom, with laughter and banter between student and teacher. They want to know more about composing, more about modern artists, and more about rockin’ the guitar.
Matt: The results of this research show that 5th grade students at Canaan Elementary School look forward to learning new things every class and being able to pursue things that are relevant to them. They enjoy a classroom environment that allows them to express their creativity. Students especially enjoyed writing their own songs and playing instruments.
Synthesis: Students appreciate the opportunity to voice their thoughts and opinions, and hope to increase self expression, diversity, and creativity in their school music environments.
Implications
John: Keeping up with trends and students interests allows us as teachers to base our curriculum and teaching styles around the 21st Century needs of our students.
Katie: Creating a curriculum that encourages students to openly share their opinions, to explore their personal musical interests, and to work within a positive social environment has created empowered and motivated students. In order to continue this, it is the responsibility of the teacher to facilitate this open environment by encouraging and incorporating student feedback.
Melinda: Listening, reflecting, and incorporating student responses allow our classrooms to stay current, and our lessons to resonate with our learners, even beyond school walls. Without qualitative action research, we slowly disconnect music within the world of the student with music within the walls of the classroom. Our question now becomes how to listen to the student voice, and how to incorporate their ideas into our curriculum, our method of instruction, and our classroom environment.
Matt: Listening to students and incorporating their feedback into the development of our own curriculum allows students to have the opportunity to shape their own learning. Students are given more ownership over what happens in the classroom which enables them to be more engaged in a generative and vibrant learning environment.
Synthesis: Listening to and incorporating student responses into curriculum development creates a positive classroom culture and engages students on a personal level.
John: Keeping up with trends and students interests allows us as teachers to base our curriculum and teaching styles around the 21st Century needs of our students.
Katie: Creating a curriculum that encourages students to openly share their opinions, to explore their personal musical interests, and to work within a positive social environment has created empowered and motivated students. In order to continue this, it is the responsibility of the teacher to facilitate this open environment by encouraging and incorporating student feedback.
Melinda: Listening, reflecting, and incorporating student responses allow our classrooms to stay current, and our lessons to resonate with our learners, even beyond school walls. Without qualitative action research, we slowly disconnect music within the world of the student with music within the walls of the classroom. Our question now becomes how to listen to the student voice, and how to incorporate their ideas into our curriculum, our method of instruction, and our classroom environment.
Matt: Listening to students and incorporating their feedback into the development of our own curriculum allows students to have the opportunity to shape their own learning. Students are given more ownership over what happens in the classroom which enables them to be more engaged in a generative and vibrant learning environment.
Synthesis: Listening to and incorporating student responses into curriculum development creates a positive classroom culture and engages students on a personal level.
Information on School Districts, Music Curriculum Specifics
John Bernstein - Monticello Central School District
Monticello High School
Located in upstate New York, Monticello High School consists of grades 9-12 with approximately 800-1000 students. The school community is extremely diverse, due in part to a very large geographical district that covers rural, suburban and urban areas.
Curriculum and Content
Our curriculum offers a wide variety of options for the diverse population of music students in our program. On the one side, we have an extensive performing arts ensemble program that includes a band, chorus, orchestra, chamber/small ensembles, jazz band and dance studio. We are also proud to offer many courses outside of the ensemble categories, including Performance Skills, Music Technology, Music Theory and History. Our curriculum spans the gap between performing groups, as well as the needs and desires of the 21st century musician.
Monticello High School
Located in upstate New York, Monticello High School consists of grades 9-12 with approximately 800-1000 students. The school community is extremely diverse, due in part to a very large geographical district that covers rural, suburban and urban areas.
Curriculum and Content
Our curriculum offers a wide variety of options for the diverse population of music students in our program. On the one side, we have an extensive performing arts ensemble program that includes a band, chorus, orchestra, chamber/small ensembles, jazz band and dance studio. We are also proud to offer many courses outside of the ensemble categories, including Performance Skills, Music Technology, Music Theory and History. Our curriculum spans the gap between performing groups, as well as the needs and desires of the 21st century musician.
Melinda Feldmann - Vernon-Verona-Sherrill School District
John D. George Elementary
JD George is a pre-K through 6 school, providing additional housing for a Headstart program and BOCES duo-county classrooms for elementary students. The student population contains mixed socio-economic levels, enrolling about 515 students.
Program
The JD George Elementary Program consists of 4 parts: General Music, Instrumental-Band, Instrumental-String, and Choral. General Music Program - Pre-K through 6 meet once every 6 school days for 40 minutes in the music classroom. These classes also incorporate BOCES inclusion students based on IEP guidelines. Instrumental Band Program - This program is offered to students in grades 4-6. Students meet in groups of 1-4 for 20 minutes once every 6 school days for a private lesson. Concert Band is offered to students who reach a pre-determined level of skill. Concert Band meets for 40 minutes twice every 6 school days. Choral Program - Chorus is offered to students in grades 4-6, and meets for 40 minutes twice every 6 school days.
Instrumental String Program - Offered to students in grades 4-6, taught by Miss Kathryn Hess.
Curriculum and Content
General Music - The VVS District Elementary Music Curriculum aligns with overall umbrella goals and priorities for the General Music Classroom, namely Listening, Composing/Creating, Performing, Music Literacy, and Exploring (cultures/history etc). Within these specified goals, individual teachers may choose a variety of instructional methods and learning experiences for their students to reach the goal.
Content in general music may vary by building or by year, but the overall themes are the same. Students learn within a mix of traditional classroom and project-based learning design formats. Within this environment, students explore five main categories: Listening - learning how to distinguish what the student hears, and develop a personal opinion about the music. Composing/Creating - Allowing the student to explore the creative side of music within a structured environment. Performance - Allowing students to play as many instruments as available, and learn techniques related to quality play. Music Literacy - Teaching students the fundamentals of Western Notation, and the understanding that music can be written down and shared. Exploring - Giving students a variety of experiences with different cultures and different historical/current musical figures that may spark interest for the student.
Instrumental-Band - The Elementary Band Curriculum is currently being revised and aligned, however the current focus is on development of technical skill, music literacy, and performance within an ensemble. Content - At this time, the instrumental program remains a traditional performance-based program with content focused on music literacy, technical skill, and performance alone and with others.
Choral - The Choral curriculum focuses on teaching students the basics of singing/how the voice works, and instilling a love of singing alone and with a group.
John D. George Elementary
JD George is a pre-K through 6 school, providing additional housing for a Headstart program and BOCES duo-county classrooms for elementary students. The student population contains mixed socio-economic levels, enrolling about 515 students.
Program
The JD George Elementary Program consists of 4 parts: General Music, Instrumental-Band, Instrumental-String, and Choral. General Music Program - Pre-K through 6 meet once every 6 school days for 40 minutes in the music classroom. These classes also incorporate BOCES inclusion students based on IEP guidelines. Instrumental Band Program - This program is offered to students in grades 4-6. Students meet in groups of 1-4 for 20 minutes once every 6 school days for a private lesson. Concert Band is offered to students who reach a pre-determined level of skill. Concert Band meets for 40 minutes twice every 6 school days. Choral Program - Chorus is offered to students in grades 4-6, and meets for 40 minutes twice every 6 school days.
Instrumental String Program - Offered to students in grades 4-6, taught by Miss Kathryn Hess.
Curriculum and Content
General Music - The VVS District Elementary Music Curriculum aligns with overall umbrella goals and priorities for the General Music Classroom, namely Listening, Composing/Creating, Performing, Music Literacy, and Exploring (cultures/history etc). Within these specified goals, individual teachers may choose a variety of instructional methods and learning experiences for their students to reach the goal.
Content in general music may vary by building or by year, but the overall themes are the same. Students learn within a mix of traditional classroom and project-based learning design formats. Within this environment, students explore five main categories: Listening - learning how to distinguish what the student hears, and develop a personal opinion about the music. Composing/Creating - Allowing the student to explore the creative side of music within a structured environment. Performance - Allowing students to play as many instruments as available, and learn techniques related to quality play. Music Literacy - Teaching students the fundamentals of Western Notation, and the understanding that music can be written down and shared. Exploring - Giving students a variety of experiences with different cultures and different historical/current musical figures that may spark interest for the student.
Instrumental-Band - The Elementary Band Curriculum is currently being revised and aligned, however the current focus is on development of technical skill, music literacy, and performance within an ensemble. Content - At this time, the instrumental program remains a traditional performance-based program with content focused on music literacy, technical skill, and performance alone and with others.
Choral - The Choral curriculum focuses on teaching students the basics of singing/how the voice works, and instilling a love of singing alone and with a group.
Kathryn Hess - Vernon-Verona-Sherrill School District
High School, Middle School, JD George Elementary, EA McAllister Elementary
Program
The district strings program begins students in 4th grade and continues until 12th grade. The schedule is a 6-day rotation, so students have lesson once every 6 school days. Elementary students have about 20-30 minutes, and middle and high school have a full 43 minute period. Orchestra rehearsals take place for elementary students once every 6 school days. At the secondary level, I see 9-12 by themselves on odd days and combine 7-12 on even days.
Curriculum and Content
As the only orchestra teacher in the district, I am able to design the curriculum as I see fit. As a department, we have instrumental goals and benchmarks, however, I am able to be flexible in how I design my curriculum to meet the needs of individual students.
Situated in an elective performance ensemble context, the orchestral curriculum is focused on sharing our musical ideas with the community through alternative styles, genres, and projects. Middle and high school orchestras are primarily project-based and constructivist curriculums where students compose and arrange their own music as individuals, quartets, and large ensembles. The elementary orchestra curriculum focuses on musical service through performance and peer learning.
High School, Middle School, JD George Elementary, EA McAllister Elementary
Program
The district strings program begins students in 4th grade and continues until 12th grade. The schedule is a 6-day rotation, so students have lesson once every 6 school days. Elementary students have about 20-30 minutes, and middle and high school have a full 43 minute period. Orchestra rehearsals take place for elementary students once every 6 school days. At the secondary level, I see 9-12 by themselves on odd days and combine 7-12 on even days.
Curriculum and Content
As the only orchestra teacher in the district, I am able to design the curriculum as I see fit. As a department, we have instrumental goals and benchmarks, however, I am able to be flexible in how I design my curriculum to meet the needs of individual students.
Situated in an elective performance ensemble context, the orchestral curriculum is focused on sharing our musical ideas with the community through alternative styles, genres, and projects. Middle and high school orchestras are primarily project-based and constructivist curriculums where students compose and arrange their own music as individuals, quartets, and large ensembles. The elementary orchestra curriculum focuses on musical service through performance and peer learning.
Matthew Wurtzel - Patchogue-Medford School District
Canaan Elementary
The school is a k-5 elementary school on Long Island in NY. The school is in a community that is considered lower middle to middle class with a high population of both white and hispanic students.
Program
Students begin taking general music in 1st grade and continue until they leave the school. Students come to general music once a week for 40 minutes. Band, orchestra, and chorus are all offered as an option (not required) to 4th and 5th graders. Students are pulled out of class for lessons for band and orchestra once a week for 30 minutes each and attend band, orchestra, and chorus rehearsal with the entire ensemble once a week before school for 40 minutes.
The school district offers general music at the elementary level for grades 1-5, band for 4-5, orchestra for 4-5, and chorus for 4-5. The individual teacher has the freedom to create their own curriculum or use pre-existing curricular materials for each of these subjects and teach in the way that meets the needs of individual students.
Curriculum and Content
The curriculum that I designed for my 1-5 general music students was project-based with each project allowing students to assume authentic musical roles that exist in the professional music community (eg. songwriters, composer, performers, listeners, music critics, soundtrack engineers, actors). Each project lasted between 6-10 weeks. Embedded in each project were skills such as notating music, composing music, describing music, performing instruments, singing, along with others. Problem-solving and critical thinking were emphasized and incorporated into each lesson to encourage higher level thinking and to require students to develop 21st century skills and knowledge.
Canaan Elementary
The school is a k-5 elementary school on Long Island in NY. The school is in a community that is considered lower middle to middle class with a high population of both white and hispanic students.
Program
Students begin taking general music in 1st grade and continue until they leave the school. Students come to general music once a week for 40 minutes. Band, orchestra, and chorus are all offered as an option (not required) to 4th and 5th graders. Students are pulled out of class for lessons for band and orchestra once a week for 30 minutes each and attend band, orchestra, and chorus rehearsal with the entire ensemble once a week before school for 40 minutes.
The school district offers general music at the elementary level for grades 1-5, band for 4-5, orchestra for 4-5, and chorus for 4-5. The individual teacher has the freedom to create their own curriculum or use pre-existing curricular materials for each of these subjects and teach in the way that meets the needs of individual students.
Curriculum and Content
The curriculum that I designed for my 1-5 general music students was project-based with each project allowing students to assume authentic musical roles that exist in the professional music community (eg. songwriters, composer, performers, listeners, music critics, soundtrack engineers, actors). Each project lasted between 6-10 weeks. Embedded in each project were skills such as notating music, composing music, describing music, performing instruments, singing, along with others. Problem-solving and critical thinking were emphasized and incorporated into each lesson to encourage higher level thinking and to require students to develop 21st century skills and knowledge.
