Morris, Pg.

Leadership Project: Meeting Needs

and Making Space
Brandon Morris

MUED 372: General Music Practices

James Madison University
Spring 2020

Table of Contents

● Project Prompt
● Background Information
● Course Sketches
● Project Sketch
● Proposed Budget
● Complete Course Proposal
 Morris, Pg. 2

 
Leadership Project: Meeting Needs and Making Space 
Essential Questions

● What is music learning?/ What is music teaching?

● How can music educators design secondary general music curricula?
● How can music educators facilitate and teach secondary general music experiences?
● How can music learning be documented/shared?
● What knowledges, skills, and tools does a music educator need to be able to engage with in light
of contemporary musicking?

Problem: Narrative Prompt Citation at a Glance

At your current setting (e.g., middle school, high school, community center, etc.), you Enrollment in music
have a fairly full load of courses including multiple ensembles, an AP music therapy education courses at the
course, and an extra-curricular course (e.g., school music, marching/pep band, etc.). HS level run between
While reviewing your course rosters and generating descriptive data for your 18-30% nationally (e.g.,
Elpus & Abril, 2011​; ​Elpus,
administrators, you notice that there are many students enrolled in multiple courses.
2014)
You smile to know that students are engaged in your classes. As your administrator
asked you to describe the overall impact of our classes, you look at how the Scholars consistently note
demographics of students in your course compare to the rest of the student body the need for additional
related to overall demographics and percentage. You are somewhat surprised to see types of music education
that your “program,” which has high enrollment, reaches 22% of the overall courses and opportunities
population and that the demographics of students in these courses are not as beyond performance and/or
representative of the overall student body as you had expected. You first feel a bit re-creational focused
curriculum (e.g., ​Hess,
down about this but then remember that this does not mean that your program is not
2014​; ​Kratus, 2007​; ​Lind &
impactful or meaningful; the students in these classes are highly engaged and McKoy, 2016​; M ​ eyers,
successful in their musical growth and these courses provide students a meaningful 2008​; ​Williams, 2011​)
community and experiences. You want to maintain the meaningfulness of the existing
“program” while also creating other spaces and experiences to meet the needs and Scholars advise music
desires of students not currently involved. educators to find ways to
open up new opportunities
After having conversations with your colleagues and administrators, you have and reframe for music
education at the secondary
decided to combine two of your ensembles that seem to be similar in content and
level not only for ethic
enrolled by many of the same students, creating an opening in your schedule for a reasons but also for the
new course. You engage your research skills to seek out for studies, existing data, future continuation of music
and interview students not currently enrolled in existing courses in order to develop a education in schools (e.g.,
new “secondary general music” course that is not focused on performance (although Allsup, 2015​; ​Allsup &
it will have some performing in it alongside a lot of creating, responding, an Benedict, 2008​; M ​ ikza,
connecting). Because you will need to develop a course proposal and present it to 2013​; ​Stauffer, 2016​).
the administrators and school community, you decide to also develop examples of
Proposing course is a
the curriculum for this class. You are excited, but a little anxious, to share your
powerful option for opening
proposal and to open a new music opportunity for more students. up a curriculum and
“program” (see Baum, Mills,
Shank, etc.)
 Morris, Pg. 3

Detailed Project Criteria

You will create a course proposal that draws on readings from class, independent readings and research,
and new curricular plans that your could present to an administrator to meet the needs outlined in the
narrative prompt. The final project will include:

● Title page / Course Description​ (10pts): Complete and thoughtful

● Rationale​ (30pts): Included and edited, as needed.
● Student and community impac​t (20pts): Did you clearly explain how this course may impact the
students--in relation to life-long musicking? Did you carefully discuss the role the community plays
in the course and the role your course plays in the community?
● Curricular project example ​(20pts): Did you provide an edited and enriched project outline?
● Materials​ (10pts): Did you provide a bullet-list of required materials and costs?
● References​ (10pts): Did you provide the end citation to at least 4 resources (which are also cited
in your rationale section)? Do your citations use correct APA format

Submission Criteria

To scaffold your work and help you collect data about how you learn, there are multiple checkpoints in
which you add data to a single portfolio post:

Part of your longer project: Create a personal version of this template: ​https://goo.gl/pBLAfE​. This is the
document you will share with me. Before you do anything else, rename this:
FirstName_LastName-CourseProposal(MUED372).

● Step 1: Context
○ Setting: Identify a community/location in which you either hope to or expect to teach.
Name the community/district/division, city, and state. (here is a public school search).
Also, identify if you are planning a course for "middle school," "high school," or community
contexts.
○ Demographics: Search for demographic information about this location (can find in the link
above) and list the meaningful information that you feel may impact learning and teaching.
○ Seek out the standards for your location.

● Step 2: Musics
○ Musics: Search for information on the musical styles popular in your envisioned setting
and name top styles and artists. Spotify Map (not all points work):
https://spotifymaps.github.io/musicalcities/
○ Google search: Music Chart in _________ (add city or state in the blank)
○ You might also seek out other cultural information about the area to drive your planning.
 Morris, Pg. 4

● Step 3: Needs
○ Identify the needs of the learners and community related to music education. What
classes are not offered? What skills/knowledges are learners not engaging with? What
community music experiences might be drawn on?
○ What standards might learners need to engage with (find the standards for your setting)?

● ​Step 4: Course sketches (mid-term)

○ Create two or more mini-proposals of secondary general music classes (5 extra credit
points for each additional course proposal, 15pts points extra credit maximum). Use the
information you have found in steps 1-3 to ground the need for your class. Show how
these classes will specifically serve a purpose/address a need in the music program,
school, and community. This is an exercise to get you thinking. One of these proposals will
be the beginning of your final project.

● Step 5: Pick a course and develop project ideas

○ Work to select and revise your course proposal.Start developing a project idea using this
template (it would be best if you make a new google doc that had your 1-course proposal
and project in it). You do not need to have it completed, but a start will be useful so you
can work on it in class.

● Step 6: Project sketch:

○ You should have created a sketch of a curricular project/unit for the class you are
proposing. This project will take multiple class periods (at least 6) and involved a great
deal of hands-on experiences and inquiry by students, rather than a lot of lecturing or
describing from you. Revisit the project-based learning reading to help you form your
project using the UbD format. The point of this assignment is to get to you planning in a
way that is systemic and highly realistic.
○ Explore the remainder of the Wiggins & McTighe (2011) as you develop a longer project
outline.

● Step 7: Course proposal:

○ Share your full proposal in a separate document (copy and paste it from your full
document). This documents should include:
■ Title Page: - Title of course (something clever, catchy, and to the point)- Grade
level(s)- Your nameCourse Description: Include the focus of the course, major
activities/project, and some information on how students will engage with music in
the course. Write this to be understood by students and parents. (150-200 words)
■ Rationale/Need for the course: Why is this course important? Draw on your
scholarship project to develop a 250-500 word rationale. Be sure to include at least
4 citations of research (in APA format) to support your work.
■ Expected impact on students: What skills and understandings will students develop
in this course? What standards will this address (identify the standards)? Be
 Morris, Pg. 5

specific. Your project outlines should help you with this but you will most likely
have more impacts for the class than for the individual project. (edited "Info taken
from "Need" and "Student Impact" of course sketch assignment )
■ Expected Community Impact: How will the community impact your class? What
broad impacts will the class, the student activities in the class, etc. have upon the
music program, the school, and the community? (edited from "Community Impacts"
section of course proposal sketch)
■ Course outline: Include a bullet that outlines the overall curriculum. This can be in
the form of a project title and a brief description or as set of vignettes that clearly
describe each project for the class (place them in order that they will happen and
address how you transition).
■ Project outline (edited "Project Pitch", use this format)
● Project Title
● Project description
● UbD Template for Project
■ Budget. Imagine you have a $2000 (you may alter this amount to less, if you'd like
to challenge yourself) seed fund to launch this course. Assume your school already
has a class set/lab of either Macs or Chromebooks (you decide, Chromebooks are
becoming more common and are much cheaper). Given this, what things will you
need to make this course run? These may be technologies, texts, music,
instruments, etc. Create a table that uses a format similar to the example
● Extra credit (20pts): Hunt down a grant that you might apply for to extend
your cash flow. If you were pitching this course, having a grant will make it
much more appealing to schools. Search out "teacher grants" that your
course might fulfill. If the grant is for more than $2000, then you have more
resources in your budget. Name the grant, name the provider, provide the
link, and post the requirements/criteria and your course will fulfill these
requirements. Be specific.
■ References/Work Cited that include the correct APA citation for your 7+ resources.

Assessments

Rubric

We will complete this together

Facet of Project Unacceptable Below Meets Exceeds Expectations

Expectations Expectations

Title page / Course

Description

Rationale
 Morris, Pg. 6

Student and community

impact

Curricular project example

Materials

References
 Morris, Pg. 7

 
Background Information 
Setting and description: My setting for this course would ideally be within Fairfax County, where I will hopefully
teach once I’ve finished my college career. It’ll be within an inviting atmosphere where
students that want to learn music through a non-performance based curriculum can
participate.

Context: This will take place within a high school classroom setting

Demographics: Fairfax County is one of the most populated counties within the state of Virginia,
especially Northern Virginia. Speaking from someone that has attended public schools
within that county, it is quite diverse within the school district, so I’ll need to make sure
that for whatever classroom experience I want my students to have will encompass
everything all students will enjoy.

Musics: For this class setting, I would use a variety of playlists that pertain different musical
genres, including a playlist of choral music since I want students that desire to take this
class have an overextending background of how choirs can take a song from any genre
and make it their own.

Other useful information: Some other useful information they can have for taking this course is to have some
theory knowledge of how music works and functions. If they don’t, then that’s ok
everyone can start wherever they are at with theory knowledge

Link to standards: Virginia Standards of Learning for Music​, ​National Standards for Music​, ​National
Standards for Human Anatomy
 Morris, Pg. 8

 
Course Sketches 

Composition & Arranging 

Need and Focus

Need: This class will get students to get creative and create arrangements of both something
they created themselves and from taking a piece of music and arranging in a different
stylistic way of the student’s choice. They will need to have experience from either
being in a musical ensemble or taking another secondary music class of their choice.

Essential Questions for As students look into taking this course, they should consider thinking about what
Students to Explore: messages they want to share with the world and how impactful a musical setting can do
[combine and rephrase that. Another thing to explore when students take this course is how they can create
concerns into broad something within a style that usually isn’t done with ensembles, like Hip-Hop or Gospel
essential questions] for examples.

Student Impact 

Broad impact: From taking this course, I hope that students can learn not only to be creative while
arranging choral music, but to also give something meaningful to their communities.
Creating music that connects a common message for a group of people can be
something worthwhile and I want students to see that and partake in this.

Standards addressed
1. MU:Pr6.1.C.IIIb Explain how compositions are appropriate for a variety of
audiences and contexts, and how this will shape future compositions.
2. MU:Re8.1.C.IIa Develop and support interpretations of varied works,
demonstrating an understanding of the composers’ intent by citing the use of
elements of music (including form), compositional techniques, and the
style/genre and context of each work.
3. HMT.7 The student will demonstrate understanding of diatonic and chromatic
intervals
4. HMT.11 The student will identify and define common music symbols and
terminology, including those for dynamics, form, tempo, texture, and melody

Skills:
1. Composing/Arranging a
musical piece using an
online software (Finale,
MuseScore, etc.)
2. Learning music theory
concepts that are related to
composition/arranging
Knowledges:
1. Learning to make a piece of music that
means something unique and different
to that composer/arranger
2. Only accepting your own feelings
towards something passionately as
opposed to persuasion on a subject
matter from other sources
3. Along with #2, just being true to yourself
not creating something that doesn’t
mean anything to you

Project/activity ideas
[provide some broad
projects/activities that will
illustrate how students will
engage with music and how
the teacher will support
learning]
Impact of the community:
[how will the community
shape the course content?]
Impact on the community:
[how will the course connect
with the outside
community]?
Morris, Pg. 9
Student Engagement 
These are some of the things I was thinking about if I were to teach this kind of course
for secondary general music…
1. Four main composition projects and they will be each uniquely different, one
per quarter so students can only focus on one project at a time
a. One will be a composition entirely made by the student in any format
b. One will be a composition from a poem of the student’s choice
c. One will be an arrangement from a student’s favorite song choice
d. One will be an arrangement of a popular song of the student’s choice
and changing its style (Ex: Bridge Over Troubled Water in a Gospel
setting)
2. Mini assignments that will help students learn more about music theory
concepts so when composing/arranging they have a general idea of how to
make their music sound how they want it to, or known as their aural image
3. Activities within the classroom can include listening to some arrangements by
famous composers/arrangers and gaining student opinions/inspirations about
what they like/disliked. Other activities can be learning some music theory
concepts that will be useful to this course
Community Impacts 
I believe that this course will be beneficial for students not to become the future
composers of today, but to create something meaningful to them that they can share to
the community. The community could impact this course by asking if students can
create an arrangement about something that’s being discussed within the community
I think that this will impact the community by sharing something uniquely different, and
what I mean by that is when you look at different secondary general music programs
around the country, you don’t see very much about teaching students how to make
something for a choir to sing. This can also be done through an instrumental
composition if so desired.

Need:
Essential Questions for
Students to Explore:
[combine and rephrase
concerns into broad essential
questions]
Broad impact:
Standards addressed
Morris, Pg. 10
Music Within Politics 
Need and Focus
There’s been a lot of debates within political settings that transform themselves into
musical settings and how impactful it can take within individuals. And within this
spectrum, many outcomes are demonstrated each with a different purpose for the
reactions that are based on those decisions. Within this course would showcase how
music has impacted social life throughout time and what we can do to change the
issues that occur in our social lives today.
As students consider taking this course, they should ask themselves first if there was
something that they’ve experienced within their life about a decision someone else
thought was correct or incorrect and used music as a tool to help reshape society’s
thoughts about the certain issue(s) that were discussed. Another thing to ask yourself is
what can you do about a certain issue that you agree/disagree on that involves music?
Student Impact 
I hope that when students decide to take this course that they learn the most they can
get about how music can be really impactful to society. An example of this was when
the Black Eyed Peas wrote “Where Is The Love?” based on some of the political
debates that were occurring during the time and it is still really impactful today.
Students should also take from this course how music can be meaningful to their social
lives everyday, even if they don’t usually realize that it can.
1. HG.6 The student will explore historical and cultural aspects of music by
a. Identifying ways in which culture and technology influence the
development of music and musical styles
b. Identifying the relationship of music to the other fine arts and other
fields of knowledge
c. Explaining ethical standards as applied to the use of social media and
copyrighted materials
2. HG.7 The student will investigate the role of music in society by
a. Comparing and contrasting the development of music in diverse
cultures throughout history
b. Examining various opportunities to experience music in the community
c. Describing the role of technology and social media in the development
of music.
3. HG.10 The student will evaluate and critique music by
a. Examining and applying accepted criteria for evaluating works of music
b. Comparing musical performances to similar exemplary models, using
music terminology
c. Examining and applying accepted criteria for critiquing musical
performances of self and others.
4. HG.11 The student will investigate aesthetic concepts related to music by
a. Explaining how the context of a musical work’s creation may influence
its meaning and value
b. Analyzing and justifying personal responses to works of music
c. Explaining the value of music to the community and to society.
 Morris, Pg. 11

Skills:
1. Using music as a tool to
demonstrate a personal
response towards a certain
issue
2. How to respond to a given
situation when someone
else responds with music
3. Using someone’s creativity
to help expand their ideas
about a given subject matter
Knowledges
1. Learning how music can impact a
society based off a message given from
a higher authority
2. How people within different time periods
have used music to give a voice within
certain issues
3. Knowing how music has changed
society

Student Engagement 

Project/activity ideas
[provide some broad
projects/activities that will
illustrate how students will
engage with music and how
the teacher will support
learning]
These are some of the things I was thinking about if I were to teach this kind of course
for secondary general music…
1. Two projects that would encompass the following criteria
a. A event they found interesting in history and the role music gave during
this movement
b. Taking an issue from today and how they would respond with music
2. Homework assignments that can entail students responding to certain issues
that had musical outcomes within those arguments
3. Class discussions about how they personally feel about the response and
whether they agree/disagree *this would be participatory based*

Community Impacts 

Impact of the community: The community could impact on this course by making sure the political actions that
[how will the community occurred within their lifetime are discussed within the class and how it impacted their
shape the course content?] lives so they felt included within the discussion

Impact on the community: This course can be very beneficial for the community because music can do a variety
[how will the course connect of things to people, and how music has shaped throughout human life is something
with the outside community]? extraordinary and it needs to be shared with everyone around us. What we can do with
music in response to something occurring within our government is just incredible.
 Morris, Pg. 12

Pedagogy & Sound 

Need and Focus

Need: Not that many students know about the human voice and how to take proper care of it if
they do happen to get sick. This class can help students learn about the human
anatomy of the human voice, how the voice functions within our body, and how
changes in vowels and placement can increase/decrease resonance, formance, etc.
Again, not a lot of secondary general music programs have a class like this and I think
you can take this a step further and see if this could count as a science accredited
class so those who want to pursue within the medical field can have interest in this
course as well.

Essential Questions for
Students to Explore:
[combine and rephrase
concerns into broad essential
questions]
As students consider taking this course, they should ask themselves first what they
already know about the human voice and how they think their techniques for singing
are working or not working and would like to learn how to change from this course.
Another thing to consider is how to cure the voice during the time of an illness that
affects the voice and knowing which medication methods would be the best that
doesn’t strain your vocal chords.

Student Impact 

Broad impact: I hope that when students decide to take this course that they learn the most they can
get about the human voice. For those that are singers the main thing is learning about
how to sing in a healthy way that doesn’t cost much while for those who are there for
the anatomy and medical aspect learn the best methods for taking care of someone
that can be a vocalist that seeks medical help for a particular illness.

Standards addressed
5. HCAR.3 The student will demonstrate advanced vocal techniques and
solo/choral skills
6. 1.13 Analyze basic structures and functions of human body systems
a. Skeletal (bone anatomy, axial and appendicular skeletal bones,
functions of bones, ligaments, types of joints)
b. Respiratory (structures and functions of respiratory system, physiology
of respiration)
7. 9.12 Describe strategies for prevention of disease
a. Mainly for the human voice

Skills:
4. Taking care of the human
voice in regards to having
an illness
5. Learning how to sing with
correct techniques for better
formance/resonance
6. Having the ability to share
this knowledge with others
through vocal lessons or
medical treatments
Knowledges
4. The human anatomy of the human
voice and how it functions when
speaking and singing
5. Different methods for curing the voice
from an illness that doesn’t strain the
voice
6. How different changes within vowel
placement and “backspace” can boost a
singer’s formance, resonance, etc.

Project/activity ideas
[provide some broad
projects/activities that will
illustrate how students will
engage with music and how
the teacher will support
learning]
Impact of the community:
[how will the community
shape the course content?]
Impact on the community:
[how will the course connect
with the outside community]?
Morris, Pg. 13
Student Engagement 
These are some of the things I was thinking about if I were to teach this kind of course
for secondary general music…
4. Assignments that would entail the following concepts…
a. Vocal Anatomy
b. Singing Techniques
c. Medical Practices for Illness
5. Two papers as the main assessments, each given a couple of scenarios for the
students to choose from and responding as to why this statement is
accurate/inaccurate
6. Media showcasing how the vocal cords work within the body to personally see
a visual representation of it
7. Bringing in examples of different kinds of medication people take for curing
illnesses to demonstrates which are good for vocal health and which aren’t
Community Impacts 
The community could impact on this course by asking if students can be taught their
medical methods for curing an illness within the voice so all and any options available
can be represented.
This course can be very beneficial for the community because like I mentioned earlier,
you don’t see this kind of course being taken for secondary general music and I would
like to expand that even more. You can even as mentioned have this course count for a
science course credit for graduation so you can appeal to a bigger student population.
 Morris, Pg. 14

Course Overview: Composition & Arranging 

Context Statement:​ For this curriculum, I will be teaching a secondary general music class within a high school
classroom setting about how to make compositions and arrangements from a variety of different sources
(GarageBand, Finale, MuseScore, etc.) Based on how Fairfax County has their high school procedures for classes
and etc., this would be a semester long class meaning it will be taught for 16 weeks.

Stage 1 - Desired Results 

Standards: Goals:
HG.1 The student will 1. I can read music by understanding the different musical concepts that
read and notate music can be applied to the best of my ability (M)

HG.2 The student will 2. I can create music by using different notational software under certain
compose and arrange limitations (S)
music within specified
guidelines

HG.4 The student will 3. I can demonstrate musical improvisation by adding new musical
improvise music techniques to other musical concepts (S)

HG.5 The student will 4. I can research different musical sounds by comparing and contrasting
investigate one sound to another (K)
characteristics of
musical sounds

HG.6 The student will 5. I can differ one musical genre to another by learning the characteristics
explore historical and of each musical genre used (S)
cultural aspects of music

HG.7 The student will 6. I can explain how music has impacted society during a specific time
investigate the role of period by recognizing the different composition/arrangement ideas used
music in society (T)

HG.9 The student will 7. I can listen to a piece of music and discuss its origins by recognizing how
analyze music the artist interpreted something to their everyday life (K)

HMT.11 The student will 8. I can look at music and understand why it goes within a specific way by
identify and define understanding the different musical concepts applied (M)
common music symbols
and terminology

Generative (Essential) Questions:

- How do musicians interpret music in their own stylistic ways?
- What types of resources, notations, and tools do musicians use to compose and arrange music?
- Why can certain musical elements combined together create something meaningful?
- Why is making music so important?
 Morris, Pg. 15

Stage 2 - Evidence 

Evidence for “I can read music by understanding the different musical concepts that can be applied to the best of
my ability (M)”
Meets Expectations:​ I can read most sheet music with a varied amount of musical concepts applied
Developing:​ I can read some sheet music with a varied amount of musical concepts applied
Exceeding Expectations:​ I can read any given sheet music with a varied amount of musical concepts applied

Evidence for “I can create music by using different notational software under certain limitations (S)”
Meets Expectations:​ I can use most notation software to create music (GarageBand, Finale, MuseScore)
Developing: I​ can use some notation software to create music (GarageBand, Finale, MuseScore)
Exceeding Expectations: ​I can use any notation software to create music (GarageBand, Finale, MuseScore)

Evidence for “I can demonstrate musical improvisation by adding new musical techniques to other musical
concepts (S)”
Meets Expectations:​ I can take a musical concept and create something new out of it
Developing:​ I can take a musical concept and create something somewhat new out of it
Exceeding Expectations:​ I can take a musical concept and create something entirely new out of it

Evidence for “I can research different musical sounds by comparing and contrasting one sound to another (K)”
Meets Expectations:​ I can distinguish most musical sounds from one to another
Developing:​ I can distinguish some musical sounds from one to another
Exceeding Expectations:​ I can distinguish any musical sounds from one to another

Evidence for “I can differ one musical genre to another by learning the characteristics of each musical genre
used (S)”
Meets Expectations:​ I can differentiate most musical genres from listening to different examples
Developing: I​ can differentiate some musical genres from listening to different examples
Exceeding Expectations: ​I can differentiate any musical genre from listening to different examples

Evidence for “I can explain why music has impacted society during a specific time period by recognizing the
different composition/arrangement ideas used (T)”
Meets Expectations:​ I can explain reasoning for most musical pieces that have impacted society
Developing: I​ can explain reasoning for some musical pieces that have impacted society
Exceeding Expectations: ​I can explain reasoning for any musical piece that have impacted society

Evidence for “I can listen to a piece of music and discuss its origins by recognizing how the artist interpreted
something to their everyday life (K)”
Meets Expectations:​ I can explain a song’s background and reasons why it was created for most songs created
Developing: I​ can explain a song’s background and reasons why it was created for some songs created
Exceeding Expectations: ​I can explain a song’s background and reasons why it was created for any song created

Evidence for “I can look at music and understand why it goes within a specific way by understanding the
different musical concepts applied (M)”
Meets Expectations:​ I can explain why the composer/arranger chose to write this music in a certain way for most
pieces
Developing: I​ can explain why the composer/arranger chose to write this music in a certain way for some pieces
 Morris, Pg. 16

Exceeding Expectations: ​I can explain why the composer/arranger chose to write this music in a certain way for
any piece

Stage 3 – Learning Plan 

Day 1 & 2: (Introduction)

Students: Learn about what they are going to do in this course and ask any questions if they have any
Teacher: Explains overview of the class and gets to know student’s different backgrounds

Day 3 & 4: (Pivot To Project #1)

Students: Learn how to use different notation software and explore what each can do comparing one to another
Teacher: Begins teaching how to use different notation software and gives students time to explore the system
and figure out how things work individually

Day 5 & 6: (Pivot To Project #1)

Students: Continue to explore the different notation software, then get assigned their first project
Teacher: Continues to let students explore different software, then assigns the first project. They are to compose
something using improvisation for a duration of 2 minutes. They will have class time to work on this

Day 7 & 8: (Project #1)

Students: Work either in groups or individually on their projects
Teacher: Observes and monitors students as they work on their projects. Answers any questions if needed

Day 9 & 10: (Project #1)

Students: Finish their projects, then if they decide to share they share their project with the class
Teacher: Observes and monitors students as they work on their projects. Once they are finished, asks students to
share projects and reflect on their work

Day 11 & 12: (Pivot To Project #2)

Students: Browse the web to learn about a musical genre of their choice and begin to research about it
Teacher: Have students look into some musical genres of their choice, then explains their second project. They are
to research how a particular music genre has impacted society in America so they can gain a perspective on the
musical genre

Day 13 & 14: (Project #2)

Students: Work individually on their research projects
Teacher: Observes and monitors students as they work on their projects. Answers any questions if needed

Day 15 & 16: (Project #2)

Students: Finish their research projects, then share and discuss research with other students, then the whole class
if willingly
Teacher: Observes and monitors students as they work on their projects. Once finished, then gets students in
group to discuss what they researched on and then share together

Day 17 & 18: (Pivot To Project #3)

Students: Learn about how different artists use different genres within their pieces, then start finding songs that
showcase the genre they researched in the last project
 Morris, Pg. 17

Teacher: Share examples of intertwining genres together into one song. Then for their next project, have students
find a piece of music that incorporates different genres with each other

Day 19 & 20: (Project #3)

Students: Work either in groups or individually on their projects
Teacher: Observes and monitors students as they work on their projects. Answers any questions if needed

Day 21 & 22: (Project #3)

Students: Finish their research projects, then share and discuss research with other students, then the whole class
if willingly
Teacher: Observes and monitors students as they work on their projects. Once finished, then gets students in
group to discuss what they researched on and then share together

Day 23 & 24: (Pivot To Project #4)

Students: Learn about how composers and arrangers turn famous songs into different genres
Teacher: Give lectures how composers and arrangers transform famous songs into different music genres that can
still showcase the same meaning, but from a different perspective

Day 25 & 26: (Pivot To Project #4)

Students: Select partners if desired and decide on a song of their choice to transform using one of the notation
softwares discovered in class
Teacher: Assign the final project, which is where students will take a song of their choice and transform it into
something entirely new and within a different musical genre using one of the notation softwares

Day 27 & 28: (Project #4)

Students: Work either in groups or individually on their projects
Teacher: Observes and monitors students as they work on their projects. Answers any questions if needed

Day 29 & 30: (Project #4)

Students: Work either in groups or individually on their projects
Teacher: Observes and monitors students as they work on their projects. Answers any questions if needed

Day 31 & 32: (Conclusion)

Students: Share projects if willingly to the class and then reflect about how they perceived this class and what they
learned from it
Teacher: Allow students to share their final projects, and then conclude and reflect what students have learned
about music from taking this course
 Morris, Pg. 18

Project Sketch 

Context Statement:

Stage 1 - Desired Results 

 
HINT: The objective equation: I can [know/do x] by [doing y] + [to this extent].

Guiding Question: Are these “I can” statements things that the learners at your engagement
setting in would 1) want to be able to do/value and 2) use in their outside lives? 

Standards: Goals:
Identify standards that Unpack and restate standard content into “I can” ​SMART goals​. Identify each goal as a
will guide your goal Knowledge (K), Skill (S), Understanding (M), or Transfer (T) goal. Here is an example of
crafting. Just copy-paste what you might have:
them here. ​Use the VA - I can identify chords charts and picture examples of fingerings for C, G,
SoLs​. Consider using the and D on ukulele by the end of the experience. (K)
general music standards - I demonstrate fingering for C, G, and D chords on ukulele after playing
and adapting the guitar three songs. (S)
standards (in - I can analyze and identify the chord progression for multiple short songs
combination). Please using C, G, and D chords. (M)
stick with a grade-level - I can select a song to learn on a fretted string instrument and discuss
band (e.g., K, 1, 2, 3, 4, steps I could take to learn the song on my own in a short period of time.
5, 6, Middle School, High (T)
School) that fits the
learners. All of your standards and goals for the entire class should be developed
here
Identify at least 8
standards. At least 3
must be from outside
the Music
Theory/Literacy &
Performance standard
bands (so, they need to
come from “Music
History and Cultural
Context;” “Analysis,
Evaluation, and
Critique;” and/or
“Aesthetics”)

Generative (Essential) Questions:​ Broad questions that learner will word toward finding multiple and unique
answers. These questions encourage learners to dive deep (not easy to answer quickly and not answerable in only
one or two ways). For example:
- How do musicians learn to play their instruments?
- What types of resources, notations, and tools do musicians use to learn and share music?
 Morris, Pg. 19

Create at least 3 generative questions for the entire course (you might be editing your initial questions)

Stage 2 - Evidence 
 
HINT: The meets expectations equation: [​Bloom’s Action Word​] + [something students produce] +
[in this way that can be observed/analyzed] + [to this precise extent].

HINT: For developing: Simplify the complexity of one or more aspects of meets.

HINT: For exceeding: Extend beyond the complexity of one or more aspects of meets.

Guiding Question: Are the evidences produced 1) meaningful to learners and 2) do they
demonstrate growth? 

Be as specific as possible to articulate what a quality piece of evidence will look like that will demonstrate that
learners grew related to each of the goals. Be clear and think about what specifics need to be addressed and which
ones don’t (use vagueness purposefully to encourage some aspect of learner agency). Identify the format and
qualities of each piece of evidence and how they relate to the goals. Also provide specific adaptations to the
evidence to allow for this curricula to be inclusive of learners with different ability levels and body/mind
constitution.

Develop rubrics, checklists, and informal assessments (like observation guides) to assess learners growth in your
setting. Make these clear.

Stage 3 – Learning Plan 

 
HINT: Equation for learning activities: ||: [Student does x] + [in this way/these ways] + [for this
purpose] + [in this period of time]. [Teacher does y] + [for this purpose] when [students
does/needs z]. :|| + [Means of assessment: checklist, rubric, conference, self-assessment, etc.].

Guiding Questions: Are these experiences 1) enriching, 2) valuable, and 3) engaging for learners?
Are teachers playing a meaningful role in supporting learning? 

Discuss the specific process by which learners will make progress toward the goals. Specifically address the ways
you, as a teacher, will support, challenge, and wind for the learners. What “workshops,” “lessons,” or “experiences”
will you guide learners in to help them develop tools needed to grow? How will you support individual learning and
growth? Identify when and how assessments occur throughout the unit.

For each day either project a thorough outline of the day’s events and what both students and teacher will do or
create a narratively rich vignette describing the same. The point is to paint a picture with specific of what is going
in and to demonstrate your ability to plan sequentially.  

Final Assessment  

Explain what will be assessed (which should be drawn from your evidences). Also, demonstrate how
 Morris, Pg. 20

these bits of evidences will be assessed. Consider a fully-wound rubrics (see below), checklists for some
things, reflective assessments, conversational assessments with questions, etc. You will need multiple
assessment mechanisms to determine how students have grown in relation to the goals.

Goal/Quality No  Minimal  Meet  Exceeds 

Evidence  Evidence  Expectations  Expectations 

1  

2  

3  

4  

5  

 
Proposed Budget 
Item Name   Rationale   Cost  Quantity Overall Cost
(linked to provider)  (How will this be used by students/teacher?)  (per unit) 
 Morris, Pg. 21

Total Cost

Grant Funding: ​ Explain any grant you may apply for (including identifying the grant/s
and why you think this class or a project in the class would qualify for the grant) here.

 
Course Proposal Elements 
Create a new document and use your own professional format, colors, etc.. Edit the information you 
generated above in this new document and be sure to include each of the following parts: 

Title Page:   - Title of course (something clever, catchy, and to the point) 
- Grade level(s) 
- Your name 

Course  Include the focus of the course, major activities/project, and some information on how 
Description:   students will engage with music in the course. Write this to be understood by students 
and parents. (150-200 words) 

Rationale /  Why is this course important? Draw on your scholarship project to develop a 250-500 
Need for the  word rationale. Be sure to include at least 4 citations of research (in APA format) to 
course  support your work. 

Expected  What skills and understandings will students develop in this course? What standards 
impact on  will this address (identify the standards)? Be specific. Your project outlines should help 
students:  you with this but you will most likely have more impacts for the class than for the 
individual project. (edited "Info taken from "Need" and "Student Impact" of course 
sketch assignment).  
 Morris, Pg. 22

Expected  How will the community impact your class? What broad impacts will the class, the 
Community  student activities in the class, etc. have upon the music program, the school, and the 
Impact:   community? (edited from "Community Impacts" section of course proposal sketch). 

Course  Include a bullet that outlines the overall curriculum. This can be in the form of a project 
outline:  title and a brief description or as set of vignettes that clearly describe each project for 
the class (place them in order that they will happen and address how you transition). 

Project  - Project Title 

outline:  - Project description 
- UbD Template for Project  

Budget:  Imagine you have a $2000 (you may alter this amount to less, if you'd like to challenge 
yourself) seed fund to launch this course. Assume your school already has a class 
set/lab of either Macs or Chromebooks (you decide, Chromebooks are becoming more 
common and are much cheaper). Given this, what things will you need to make this 
course run? These may be technologies, texts, music, instruments, etc.  

● Extra credit (20pts): Hunt down a grant that you might apply for to extend your 
cash flow. If you were pitching this course, having a grant will make it much 
more appealing to schools. Search out "teacher grants" that your course might 
fulfill. If the grant is for more than $2500, then you have more resources in your 
budget. Name the grant, name the provider, provide the link, and post the 
requirements/criteria and your course will fulfill these requirements. Be specific  

References  The correct APA citation for your 7+ resources.