B E G I N W I T H T H E E N D I N M I N D

U s i n g B a c k w a r d D e s i g n t o B u i l d S e q u e n t i a l E l e m e n t a r y M u s i c

I n s t r u c t i o n

Heather Nelson ShouldiceEastern Michigan University

hshouldi@emich.edu www.everydaymusicality.com/resources

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To begin with the end in mind means to start with a clear understanding of your destination.

It means to know where you're going so that you better understand where you are now and so that the steps you

take are always in the right direction. —Stephen R. Covey

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Identify desired results.

Determine acceptable evidence.

Plan learning experiences.

Understanding by Design (Wiggins & McTighe)

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• What do students need to know and/or be able to do in order to be successful with this goal?

• How can I break this up into smaller sequential learning goals over time so that each step prepares students for the next?

EFFORTLESS LEARNING, NOT EFFORT-FULL!

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E N D G OA L ?

• ART.M.I.6.5 Sight read basic melodies in treble or bass clef, using combinations of whole, half, quarter, and eighth notes and rests; in simple meter.

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SOUND

SIGHT

PRINCIPLE 1

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PRINCIPLE 1

SOUND

SIGHT

SYLLABLES

THEORY

Patterns on neutral syll.

Perform & label function

Read with syllables

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PRINCIPLE 1

SOUND

SIGHT

SYLLABLES

THEORY

Patterns on neutral syll.

Perform & label function

Read with syllables

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PRINCIPLE 2

“Rote” is not a dirty word!

Rote learning is a necessary readiness for

generalization!

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E X A M P L E S O F G E N E R A L I Z AT I O N

• Associating solfege/syllables to new music/patterns.

• Reading unfamiliar music/patterns.

• Writing unfamiliar music/patterns (i.e., taking dictation).

• Identifying the tonality or meter of a new song.

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PRINCIPLE 2

“Rote” is not a dirty word!

Rote learning is a necessary readiness for

generalization!

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PRINCIPLE 3

“Vocabulary” and Context are also readiness for

Improvisation/Composition!

VOCABULARY CONTEXT

TONAL: tonal patterns sense of resting tone

RHYTHM: rhythm patterns sense of macro/microbeat

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D I S C R I M I N AT I O N L E A R N I N G

AU R A L / O R A L

V E R BA L A S S O C I AT I O N

PA R T I A L S Y N T H E S I S

S Y M B O L I C A S S O C I AT I O N

C O M P O S I T E S Y N T H E S I S

I N F E R E N C E L E A R N I N G

G E N E R A L I Z AT I O N

C R E AT I V I T Y / I M P R OV I S AT I O N

T H E O R E T I CA L U N D E R S TA N D I N G

www.everydaymusicality.com/podcast

“Skill Learning Sequence” Framework

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1)Gather tools to inform the process.

✓ MI Standards

✓ National Standards

✓ District curriculum

✓ Sequence of a specific approach? (MLT, Kodaly, Orff, Conversational Solfege, etc.

C U R R I C U L U M M A P P I N G

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2)Create a document for every grade level.

C U R R I C U L U M M A P P I N G

KK 1st 2nd 3rd 4th 5th

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3)Look at the big picture across grade levels.

✓ What are your main priorities and/or significant milestones for each grade level?

✓ Working backward, how might skills/concepts be structured in earlier grade levels that will provide readiness for priorities/milestones in later grade levels?

C U R R I C U L U M M A P P I N G

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4)Then look within each grade level.

✓ How might skills/concepts be sequenced across the school year? What readinesses can be built in the earlier part of the school year that will set students up for success with later goals in that grade level?

✓ Once you have a general “flow” for each grade level, map out the timeline for the entire year (by months or quarters, etc.).

C U R R I C U L U M M A P P I N G

Grade2CurricularGoals

• Reviewsingingvoice,restingtone,tonal/rhythmpatterns(neutralsyllable)• Reviewposture,instrumentetiquette• ReviewLabanmovement• Movementstories(àcreatemovementstories)• Reviewduple/triplemeters,M/mpatterns,patternswithsyllables• ReviewMajor/Minortonalities,RTwithsolfege• Reinforce/assessMacrobeat/microbeat(each&simultaneous)• Createmovementwithpartner• Reviewcall&response• Reviewostinatoàcreaterhythmicostinati(without&withsyllables)• ReviewAB,ABAform• Reviewcircledances/dancereadiness• LearningSequenceActivities:TonalUnit2A1,2A2,2B1,2C1,2B3,2C3,3B1,

3B2,4A1,4B1,5A1,5A2,5B1,5C1;RhythmUnit3A2,3B2,4A1,4A2,4B1,4C1,7A1,7A2

• IntroduceMajor/minortonic/dominantpatterns,patt.w/syllables• Division/elongationpatternsinduple/triple• Unisonv.Harmony-identifyandperform• Tonic/dominantostinati&rootmelodies–singing&instruments• Simpleaccompaniments:macro/micro,rhythmicostinati,tonalostinati,root

melodies• Reviewphrasesàcreateanswerphrases• Improviserhythmicanswersinthestylegiven• Creativity/Improv.onfunctions(M/m,D/e)induple/triple• CreateinAB&ABAform• Melodybegins/endsonrestingtone.• Shapeofamelody(steps,leaps,repeats,skips)• Create/improvisesimplemelodies• Createtonalpatterns(without&withsolfege)

• Crescendo/decrescendo• Verse/Refrain,Strophicform¨ Describetheeffectexpressionhasonmusic• InstrumentID:Oboe,FrenchHorn,Bassoon,Timpani

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4)Then look within each grade level.

✓ How might skills/concepts be sequenced across the school year? What readinesses can be built in the earlier part of the school year that will set students up for success with later goals in that grade level?

✓ Once you have a general “flow” for each grade level, map out the timeline for the entire year (by months or quarters, etc.).

C U R R I C U L U M M A P P I N G

Grade2CurricularGoals

• Reviewsingingvoice,restingtone,tonal/rhythmpatterns(neutralsyllable)• Reviewposture,instrumentetiquette• ReviewLabanmovement• Movementstories(àcreatemovementstories)• Reviewduple/triplemeters,M/mpatterns,patternswithsyllables• ReviewMajor/Minortonalities,RTwithsolfege• Reinforce/assessMacrobeat/microbeat(each&simultaneous)• Createmovementwithpartner• Reviewcall&response• Reviewostinatoàcreaterhythmicostinati(without&withsyllables)• ReviewAB,ABAform• Reviewcircledances/dancereadiness• LearningSequenceActivities:TonalUnit2A1,2A2,2B1,2C1,2B3,2C3,3B1,

3B2,4A1,4B1,5A1,5A2,5B1,5C1;RhythmUnit3A2,3B2,4A1,4A2,4B1,4C1,7A1,7A2

• IntroduceMajor/minortonic/dominantpatterns,patt.w/syllables• Division/elongationpatternsinduple/triple• Unisonv.Harmony-identifyandperform• Tonic/dominantostinati&rootmelodies–singing&instruments• Simpleaccompaniments:macro/micro,rhythmicostinati,tonalostinati,root

melodies• Reviewphrasesàcreateanswerphrases• Improviserhythmicanswersinthestylegiven• Creativity/Improv.onfunctions(M/m,D/e)induple/triple• CreateinAB&ABAform• Melodybegins/endsonrestingtone.• Shapeofamelody(steps,leaps,repeats,skips)• Create/improvisesimplemelodies• Createtonalpatterns(without&withsolfege)

• Crescendo/decrescendo• Verse/Refrain,Strophicform¨ Describetheeffectexpressionhasonmusic• InstrumentID:Oboe,FrenchHorn,Bassoon,Timpani

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4)Then look within each grade level.

✓ How might skills/concepts be sequenced across the school year? What readinesses can be built in the earlier part of the school year that will set students up for success with later goals in that grade level?

✓ Once you have a general “flow” for each grade level, map out the timeline for the entire year (by months or quarters, etc.).

C U R R I C U L U M M A P P I N G

Grade2CurricularGoals

• Reviewsingingvoice,restingtone,tonal/rhythmpatterns(neutralsyllable)• Reviewposture,instrumentetiquette• ReviewLabanmovement• Movementstories(àcreatemovementstories)• Reviewduple/triplemeters,M/mpatterns,patternswithsyllables• ReviewMajor/Minortonalities,RTwithsolfege• Reinforce/assessMacrobeat/microbeat(each&simultaneous)• Createmovementwithpartner• Reviewcall&response• Reviewostinatoàcreaterhythmicostinati(without&withsyllables)• ReviewAB,ABAform• Reviewcircledances/dancereadiness• LearningSequenceActivities:TonalUnit2A1,2A2,2B1,2C1,2B3,2C3,3B1,

3B2,4A1,4B1,5A1,5A2,5B1,5C1;RhythmUnit3A2,3B2,4A1,4A2,4B1,4C1,7A1,7A2

• IntroduceMajor/minortonic/dominantpatterns,patt.w/syllables• Division/elongationpatternsinduple/triple• Unisonv.Harmony-identifyandperform• Tonic/dominantostinati&rootmelodies–singing&instruments• Simpleaccompaniments:macro/micro,rhythmicostinati,tonalostinati,root

melodies• Reviewphrasesàcreateanswerphrases• Improviserhythmicanswersinthestylegiven• Creativity/Improv.onfunctions(M/m,D/e)induple/triple• CreateinAB&ABAform• Melodybegins/endsonrestingtone.• Shapeofamelody(steps,leaps,repeats,skips)• Create/improvisesimplemelodies• Createtonalpatterns(without&withsolfege)

• Crescendo/decrescendo• Verse/Refrain,Strophicform¨ Describetheeffectexpressionhasonmusic• InstrumentID:Oboe,FrenchHorn,Bassoon,Timpani

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h s h o u l d i @ e m i c h . e d u w w w. e v e r y d a y m u s i c a l i t y. c o m

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