Writing Behavioral Objectives ….. from “Teaching General Music” by Regelski, 1981
Format:
1. Given factors: materials, time limitations, and other such factors that you
wish to control
2. Who will be influenced by instruction: the entire group; all the individuals in
the group; smaller groups (specify the number when possible)
3. Covert musical behavior you wish to elicit.
4. What content or concept-area is at stake: form, timbre, melody, a mood
response, a feeling-response, etc.
5. By what overt means accomplishment will be judged.
6. Criteria of proficiency: list those requirements by which the success of the
products, or overt behaviors, that result from the activity can be judged.
Cognitive
perceiving
analyzing
comprehending
remembering
identifying
comparing
differentiating
evaluating
judging
synthesizing (combining)
Verbal
speaking
writing
Covert Musical Behaviors (mental actions or processes)
Affective (feeling/responses)
Psychomotor (mental steps in a musical performance)
responding intuitively
interpreting freely
preferring
enjoying
characterizing in terms of feelings
creating in subjective terms
choosing on the basis of feelings
hearing inwardly (with inner ear)
attending to cues
monitoring oneself
following instructions
refining by practice
coordinating acts and cues
acquiring speed
lessening time
perfecting (normalizing)
Overt Musical Behaviors (observable)
Making or Doing
Performance
composing
creating
arranging
organizing into something new
notating
playing instruments
singing
conducting
moving to music
dancing
Concept-Areas of Music
a. Rhythm- beat, accent, duration, and meter.
b. Melody - pitch, range, intervals, keys.
c. Harmony - intervals, chords, texture.
d. Form - binary, ternary form.
e. Timbre
f. Texture
Example: (1) Given two cards of different colors – one marked MAJOR, the other marked MINOR –
and a hearing of ten familiar songs, (2) each sixth-grade student will (3) identify (4) the mode of each
melody as major or minor (5) by holding up at the teacher’s signal (6) the card which properly identifies the
mode with an accuracy of six out of ten correct (7) and discuss, when called on, how he or she made the
decision. The activity will be repeated immediately with ten new examples, and each child shall improve
his or her performance by at least two more correct responses.