Applying the National Core Music
Standards in Your
Classroom
Music Education
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Orchestrating Success
Artistic Literacy
Philosophical Foundations and Lifelong Goals
The Arts as Communication
The Arts as Creative Personal Realization
The Arts as Culture, History, and Connectors
Arts as Means to Wellbeing
The Arts as Community Engagement
Music Education
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Orchestrating Success
Comparing 1994 to 2014
1994 – hard copy
2014- online
Focus
Skills & Knowledge
Understanding
Independence
Music Literacy
Overarching
Structure
9 Content Standards
3 Artistic Processes
Anchor Standard
EUs and EQs
Process Components
Outcomes
Achievement Standards
(25-34 per level)
Performance Standards
(13-19 per level)
Connections To Other Arts
To Other Subjects
Assessment
Tools
Separate Publications
Music Education
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11 Common Anchors
Embedded within the 3
Artistic Processes
Model Cornerstone
Assessments
Benchmarked Student
Work
Orchestrating Success
What’s New About The
Standards
• Focus is on the processes of Creating,
Performing, and Responding.
Music Education
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Orchestrating Success
Music Education
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Orchestrating Success
http://nafme.org/standards
D
Music Education
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Orchestrating Success
The National Arts Standards Web
http://www.nationalartsstandards.org
Music Education
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Orchestrating Success
use the NAfME MCAs and not these –
better format
Music Education
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Orchestrating Success
Courses
Music Education
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Orchestrating Success
Grade Bands
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•
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PreK-2
3-5
6-8
Ensembles
– Novice
– Intermediate
– Proficient
– Accomplished
– Advanced
Music Education
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Orchestrating Success
2014 Design
PreK-2
3-5
6-8
High School
Novice
Intermediate
Proficient
General Music
Traditional & Emerging
Ensembles
Theory & Composition
Harmonizing
Instruments
Technology
Music Education
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Orchestrating Success
Accomplished
Advanced
The Order
Artistic Process
Anchor Standards
EUS and EQs
Artistic Process Component
Performance Standards
Music Education
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Coding System for the Standards
Example: MU:Re7.2.2a
MU=Music
Re=Responding Process
7=Common Anchor Standard for all the art forms
2=Process Component for Music
2=grade 2
a=first standard in the process component
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Conceptual Framework
Music Education
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Music Education
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Three Artistic Processes
Creating
Performing
Responding
Imagine
Select
Select
Plan and Make
Analyze
Analyze
Interpret
Interpret
Evaluate and
Refine
Rehearse Evaluate
and Refine
Evaluate
Present
Present
Connecting
Music Education
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Orchestrating Success
What Else Will Supplement the Standards?
Knowledge and Skills
• Resources
• Templates
Model Cornerstone Assessments
• Creating
• Performing
• Responding
Opportunity to Learn Standards
• Curriculum & Scheduling
• Staffing
• Materials & Equipment
• Facilities
Music Education
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Orchestrating Success
Knowledge and Skills Template
Creating / Imagine
Music Education
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Orchestrating Success
Knowledge and Skills
Dispositions
Habits of Mind
21st Century
Skills
Continuum of
Creativity
Music Education
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Orchestrating Success
Model Cornerstone Assessments:
What are they?
• curriculum-embedded
• recur over grades, becoming increasingly
sophisticated over time
• authentic application of skills and
knowledge
• performance evaluated with established
rubrics/measures
• provide authentic examples of learning
Music Education
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Orchestrating Success
What are they not?
• NOT designed to meet teacher evaluation
requirements
• NOT evaluations of teaching
• NOT intended to measure the quality of a
music program
• NOT intended to be a standardized measure
– However, the data they generate about
student learning could be used by teachers
to illustrate to their administrators what,
and to what extent, students are learning
Music Education
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Orchestrating Success
MCA
• For Perform
• For Create
• For Respond Connecting is embedded
throughout
Developed for grade 2, 5, 8
Middle & High Ensembles
Harmonizing Instruments
Theory/Composition
Music Education
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Orchestrating Success
Pilot
• In wide-variety of schools across the country
• Identify usefulness, authenticity, & validity
• Confirm consistency of scoring student
achievement
• Provide illustrative examples to guide music
teachers as the new standards are
implemented.
 Come to a deeper understanding of how
musical learning (skills, processes, and
knowledge) can be measured and documented.
Music Education
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Orchestrating Success
th
5
Grade Create MCA
Step 1 - Imagine
Echo patterns
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Step 2 - Imagine
Call and Response
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Step 3 - Imagine
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Step 4-6 - Imagine
Step 4 – Students brainstorm ideas why music was
created – celebrations, ads, movies, etc.
Step 5 – Students determine how their musical ideas connect
to a specific purpose and context.
Step 6 – Students improvise musical phrases choosing which
items from the Elements of Music Menu best represent the
connection to the specific purpose and context they have
chosen (minimum of 3). Document (notate or record) ideas.
Save this draft.
Music Education
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Orchestrating Success
Step 7
Plan & Make
Step 7 – Complete worksheet discussing the connection of the music to a specific
purpose and context.
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Orchestrating Success
Step 8-10
Step 8 – Students review their musical ideas
(notated or recorded)
Step 9 – Students determine what musical ideas
they like that connect to a specific purpose and
context.
Step 10 – Students save draft to be evaluated by
teacher/peers/self using the rubric.
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Orchestrating Success
Step 12 – Evaluate & Refine
Step 12 –
Rehearse and record to evaluate the composition.
Refine as needed.
Share (show or perform) with the teacher/peers to gather
feedback.
Music Education
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Orchestrating Success
Step 13 - Present
Step 13 – present final product for evaluation
Music Education
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Orchestrating Success
Unpack Performance
Standards
Compose and improvise melodic and
rhythmic ideas or motives that reflect
characteristic(s) of music or text(s) studied in
rehearsal.
1. Compose melodic ideas as or motives that reflect
characteristic(s) of music or text(s) studied in rehearsal.
2. Compose rhythmic ideas or motives that reflect
characteristic(s) of music or text(s) studied in rehearsal.
3. Improvise melodic ideas as or motives that reflect
characteristic(s) of music or text(s) studied in rehearsal.
4. Improvise rhythmic ideas or motives that reflect
characteristic(s) of music or text(s) studied in rehearsal.
Music Education
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Orchestrating Success
Unpacking Creating- Blue
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Performing- Purple
(note K&S and Vocabulary)
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Responding - Red
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Orchestrating Success
Connecting - Orange
Music Education
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Tasks to be completed in district
Music Education
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Orchestrating Success
Pilot Volunteers
Sign up to be a pilot teacher at:
http://www.nafme.org/standards
Music Education
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Orchestrating Success
Questions and comments?
Music Education
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Orchestrating Success