Week 6 Summative Assessment CUR 713

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Week 6 - Summative Assessment: Contemporary Curriculum Issues Presentation Sherrie Britton-Lewis

Fine Arts Curriculum for Marginalized/Minoritized Students Schools exist in a complex social context made up of external policy, government, and community influences. In order to implement sustainable change, leaders must look at the whole system in which schools are situated. Banks and Banks (1995) suggest that we focus on teaching strategies and practices that help diverse students gain the knowledge, skills, and attitudes needed to effectively create, participate in, and sustain a just and democratic society (Comtois & Comtois, 2021).

Cultural differences in academic achievement between White and non-White students have historically been attributed to background. Certain minority groups' cultures have been perceived as having a negative impact on academic performance. For example, African American and Latino students are subjected to the oppositional culture framework. Characteristics of other groups, such as the quiet compliance and studious nature of some Asian ethnic groups, are, however, perceived as complementing academic achievement (Warikoo & Carter, 2009).

Behaviorst Learning Theory in Music Establish clear expectations: It is essential to establish clear expectations for behavior in the music classroom. These expectations should be specific, positively stated, and easy to remember. For example, "We will raise our hands to speak" or "We will treat our instruments with care.” Example: On the whiteboard at the front of the room, a teacher can have three laminated music notes. Each time a class enters the room, they start with all three notes. Throughout class, students (as a class) can earn “bonus” notes or lose notes based on their behavior and effort during music. If they earn a bonus note, take one of the three notes and move it up above the silver area. If they lose a note, a bonus note would move back down to the silver area or one of the three notes they started with would move below the silver area. These notes are fluid throughout the entire class. They can move up and down at any time.

Behavorist Application Few would argue that band method books and instrumental tutor books are prolific manifestations of behaviorist approaches to music learning. They are premised on the most influential ideas to come out of the behaviorist tradition – that the transmission of knowledge or information from teacher (expert) to learner (novice) is essentially the transmission of the appropriate response to a certain stimulus. In other words, learning is assumed to have taken place when prescribed changes in behavior result in desirable and measureable outcomes. These ideas have become so ingrained in our thinking we rarely question them. From a purely behaviorist perspective the point of music education would be to present the student with the appropriate repertoire of behavioral responses to specific stimuli and to reinforce those responses through an effective reinforcement schedule. An effective reinforcement schedule would constitute (a) repetition of the material, (b) tasks presented in small, progressive sequences, and (c) continuous positive reinforcement. Behaviorist teaching methods, such as "skill and drill" exercises, rely on consistent repetition in order to provide the necessary effective reinforcement of response patterns. The commonly used maxim that “practice makes perfect” is also an example of this focus on repetition and reinforcement. Other methods include question (stimulus) and answer (response) frameworks in which questions gradually increase in difficulty, guided practice, regular reviews of material, and rewards in the form of grades and awards.

Cognitive Learning Theory in Music • Mind Mapping: Encourage students to use mind maps to organize their thoughts and ideas visually. This not only helps in retaining information but also in making connections between different concepts. • Reflective Learning: Implement activities that encourage students to reflect on what they’ve learned, understand their learning process, and identify areas for improvement. • Problem-Solving Activities: Encourage students to think critically and solve problems using their own knowledge and skills. This could be through puzzles, challenges, or real-life scenarios related to the lesson. It’s about getting those mental gears turning and encouraging students to think outside the box. • Interactive Discussions: Create opportunities for students to discuss and debate topics, sharing their thoughts and ideas. This not only helps to cement their understanding but also allows them to learn from their peers.

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