Week 17: Designing the Music Performance Season

By | 2016-10-29T11:34:32+00:00 June 20th, 2016|

week 17The Art of Curriculum Design.

We are nearing the end of our six month series where we have been exploring the why and how of curriculum design via an Arts Appreciation course created through an arts collaboration.

During the current portion of the series we are looking at weekly objectives, outcomes, and assessments designed for the Arts Appreciation course. Links to the entire series can be found below. The full curriculum including daily lesson plans, handouts, and assessments will be available at the culmination of the series.

Remember
When Planning Like an Artist, everything is designed with the end performance in mind. So, as the course was designed, we remained focused on our ultimate goal or aim of the course and the final assessment/performance task; how the students are going to demonstrate the aim.
Aim: After this course it is our hope that students are able to articulate an appreciation of all art forms while defending artistic preferences.
Final Assessment/Performance Task: Students will design an arts company and create a performance season utilizing a common theme based on their personal artistic preference and present their performance season to a board in the form of a proposal for funding as a way to articulate an appreciation of all art forms.

The current portion of the Arts Appreciation course we are taking an in depth look at the Music unit for the Arts Appreciation course. Through this unit, students are continuing to develop their final project which is a theme-based performance season for their arts organization.
Week 14: Introduction to Music
Week 15: The Major and Minor of Music
Week 16: “Viewing” Music

Week 17: Designing the Music Performance Season
Objectives
At the culmination of week 17, students will be able to:

  • Articulate comprehensive reviews of music and musical performances
  • Determine official theme for their performance season
  • Defend music choices for their performance season
  • Connect music choices with their class definition of art
  • Design an artist statement for the music selections they have included in their performance season

Week 17: Designing the Music Performance Season
Outcomes
At the culmination of week 17, students will demonstrate:

  • Clear understanding of artist intent for each music piece chosen
  • How the artist intent fits their personal definition of art
  • How the artist intent connects to the theme of their performance season

Week 17: Designing the Music Performance Season
Assessments
At the culmination of week 17, students will be evaluated on:

  • Descriptive artistic statement for the music portion of their performance season
  • Defense of the chosen pieces and how they fit the performance season theme
  • Defense of how the chosen pieces fit their arts organization brand
  • Advertisement for the music pieces
  • Gallery walk responses to colleagues music performance season advertisements

Series Recap

The first few weeks were devoted to the how and why of the curriculum design process.
The Art of Curriculum Design
The Art of Curriculum Design: The “Why”
The Art of Curriculum Design: The “How”

We then took a look at applying the Plan Like an Artist method of Curriculum Design to create a secondary level Arts Appreciation course.
Arts Appreciation: Planned Like an Artist

Arts Appreciation Weeks 1-5
The first 5 weeks of the Arts Appreciation course provided the foundational information for students to participate in viewing and discussing art in preparation for building their own arts organization. Week one built a class definition of art, the second week focused on applying the class definition to artistic work, the third week helped students to identify artist intent. Identifying the intent, defending the intent, and determining the effect of artist intent on the emotional landscape of the art as viewed by an audience and as viewed through the lens of the class definition of art. Through the viewing of controversial art, students are continuing to defend what they believe art “is” and “is not,” and acknowledging the emotion behind the art as well as identifying the artist’s intent. The fourth week concluded the foundational information students need in order to actively view art by taking a look at theme. The ability to identify the theme behind the art will help students to create their final project. The goal of the fifth week was to start helping the students to profile their arts advocacy, by brainstorming the ways in which they want to showcase art for their final assessment. This involved composing an artist statement, determining the theme of their performance season, developing their artistic brand, and drafting the mission and vision for their arts organization.

Arts Appreciation Weeks 6-9: Theatre
The Theatre unit was divided into 4 weeks.  The first week introduces Theatre, the second week takes a look at understanding theatre through scripts and structure, the third week walks students through how to view and critique Theatre, and the final week of the Theatre unit helps students to design their Theatre portion of the performance season for their arts organization.

Arts Appreciation Weeks 10-13: Dance
The Dance unit was also divided into 4 weeks.  The first week introduces students to dance as art, the second week takes a look at the history and foundation of the oldest codified dance forms, Ballet and Modern.  The third week takes a look at the more contemporary forms of Jazz and Hip Hop.  The final week  helps students to bring all of their dance knowledge together to determine what they will include in their performance season for their arts organization.

Next Week: Week 18: Revisiting the Project Expectations and Building the Proposal
Week 18 of the Arts Appreciation course, including lesson plan objectives, outcomes, and assessments.

About the Author:

Typhani Harris is a dance educator and mentor teacher who has been on the boards of both the California Association for Health, Physical Education, Recreation, and Dance (CAHPERD) and California Dance Education Association (CDEA). Recently, she has made a cross-country move and is now an instructional coach in Brooklyn, New York. Having begun as a high school English teacher, it has been her mission to bring theory and research into the traditional dance class, and in 2009 she won the Music Center’s Bravo award for excellence in Arts Education. Typhani is currently on a mission to help teachers Stop Teaching and Start Reaching their students, check out the unTeacher Lab at stopteaching.org