Arts Education - Band 10, 20, 30

Core Curriculum and Other Initiatives

Core Curriculum: Plans for Implementation (1987) defines the Core Curriculum as including seven Required Areas of Study, the Common Essential Learnings, the Adaptive Dimension and Locally- Determined Options. Arts Education is one of the seven Required Areas of Study.

In addition to Core Curriculum initiatives, various other initiatives support curriculum development. This curriculum suggests ways to incorporate Indian and Métis perspectives, gender equity and resource-based learning. These initiatives can be viewed as principles which guide the development of curricula as well as instruction in the classroom. The initiatives outlined in the following statements have been integrated throughout this document.

Common Essential Learnings

"The Common Essential Learnings are a set of six interrelated areas containing understandings, values, skills and processes which are considered important as foundations for learning in all school subjects. They represent a further translation of Saskatchewan's Goals of Education into a more specific outline of the kinds of teaching practices that are needed and the kinds of understandings which we wish to develop in our students .... "Each Common Essential Learning is developed through the Required Areas of Study". (Understanding the Common Essential Learnings, 1988, p. 7)

Band programs offer many opportunities for incorporating the Common Essential Learnings into instruction. The decision to focus on a particular Common Essential Learning within a lesson is guided by the needs and abilities of individual students and by the particular demands of the band program. It is important to incorporate the Common Essential Learnings in an authentic manner.

The Common Essential Learnings are intended to be developed and evaluated within areas of study. Throughout the Arts Education and band programs, the three components (creative/productive, cultural/historical and critical/responsive) reflect an emphasis on the development of the Common Essential Learnings through their content and processes. Therefore, the inherent structure of the curriculum requirements promotes the integration of Common Essential Learnings into instruction. The model unit included in this document illustrates how particular objectives relating to the Common Essential Learnings can be achieved.

Throughout this document the following symbols will be used to refer to the Common Essential Learnings:

C	Communication
CCT	Critical and Creative Thinking
IL	Independent Learning
N	Numeracy
PSVS	Personal and Social Values and Skills
TL	Technological Literacy

For more information teachers should refer to Understanding the Common Essential Learnings: A Handbook for Teachers , Saskatchewan Education (1988).

Click here to see the how the Common Essential Learnings may be applied in band programs. You must have Acrobat Reader to view this chart Properly.

The Adaptive Dimension

"...the concept of making adjustments in approved educational programs to accommodate diversity in student learning needs. It includes those practices the teacher undertakes to make curriculum, instruction and the learning environment meaningful and appropriate for each student." (p. 1)

Students enrolled in Saskatchewan band programs, particularly at the secondary level, typically represent a broad spectrum of musical aptitudes, interest and abilities. Steps must be taken to address the needs of individual students in addition to achieving ensemble goals.

A wide range of diversity can be accommodated by using some general guidelines for adaptation that follow:

• Alter the pace of the lesson to ensure that students master the concept being presented or are being challenged by the presentation. One of the most basic adaptations that can be made to assist students is to give them sufficient time to explore, create, question and experience as they learn.
• Monitor the use of vocabulary. It is possible to use advanced and simple vocabulary in the same lesson by incorporating both the words in a sentence: "Pat was proficient or good at playing the melody." This helps to satisfy the requirements of some students, expand the vocabulary of others, and make the lesson meaningful to others.
• Introduce attempts to increase rate of performance only when the student has achieved a high level of accuracy.
• Alter the manner in which the student is required to respond to the teacher and/or to the instructional approach.
• Alter the setting so that the student may benefit more fully from the instruction.
• Change the materials so that they enhance rather than impede learning.
• Have advanced or enriched tasks available for students who have become proficient.
• Use interactive techniques that allow close monitoring of the students' progress.
• Encourage as much student participation as is possible in both planning and instruction.
• Modify evaluative procedures in order to maximize the amount of relevant information received from each student.
• The less rigid the setting and the approach, the easier it is to adapt.
• Use support systems extensively (methods and personnel), as adaptation is not possible without them.

Adaptive Strategies and Methods in the Band Program

The following adaptive strategies and methods may be used to meet the needs of individuals within the band program.

• A variety of instructional approaches, methods of communication (including non-verbal communication such as conducting gestures and aural models), and evaluative procedures should be used to account for individual differences in abilities and learning styles.
• Repertoire selection should take into consideration the needs, abilities and interests of the individuals within the ensemble.
• Assignment of parts within a section should take differences in technical abilities into consideration.
• Where possible, provide opportunities for students to meet in homogeneous instrumental groupings in order to address specific technical issues.
• Peer tutoring can be an effective vehicle for individualizing instruction.
• Solicit student input concerning repertoire, activities and ensemble goals where appropriate.
• Program a range of literature to challenge all students in the ensemble.
• A lab including computers, electronic musical instruments and listening carrels close to the rehearsal room may be used to facilitate individualized instruction. The use of computer assisted instruction and programmed learning materials (particularly theory and composition) can be used to supplement and reinforce instruction on an individualized basis.
• Take steps to identify and adapt instruction for all individuals.
• Team teach with other band staff to capitalize on particular areas of teaching strengths in order to better meet the needs of students in smaller and more specialized groups.
• Commission a composition to meet the specific needs of individuals within your ensemble.
• Provide a variety of options when making assignments.
• Offer a wide array of elective and co-curricular musical opportunities for students outside of school time (Broadway musicals, jazz combos, various workshops, marching band, etc.).
• Contract learning or elective projects may be used to accommodate a wide range of abilities, needs and interests. The use of a resource-based learning approach will facilitate such activities.

The integration of Indian and Métis content and perspectives in the Kindergarten to Grade 12 curriculum fulfils a central recommendation of Directions (1984). The Indian and Métis Education Policy from Kindergarten to Grade 12 (1989) describes the process of integrating Indian and M‚tis perspectives into curricula. The document states:

Saskatchewan Education recognizes that the Indian and Métis peoples of the province are historically unique peoples and occupy a unique and rightful place in our society today. Saskatchewan Education recognizes that education programs must meet the needs of Indian and Métis peoples, and that changes to existing programs are also necessary for the benefit of all students. (p.6)

The inclusion of Indian and Métis perspectives benefits all students. Cultural representation in all aspects of the school environment enables children to acquire a positive group identity. Appropriate resources foster meaningful and culturally identifiable experiences for Indian and Métis students, and promote the development of positive attitudes in all students towards Indian and Métis peoples. This awareness of one's own culture and the cultures of others develops positive self-concepts, enhances learning, promotes an appreciation of Canada's pluralistic society and supports universal human rights.

Saskatchewan Indian and Métis students come from various cultural backgrounds and social environments including northern, rural and urban areas. Teachers must understand the diversity of the social, cultural and linguistic backgrounds of Saskatchewan Indian and M‚tis students. Cross-cultural education and awareness of applied sociolinguistics, first and second language acquisition theory, and standard and non-standard usage of language have become increasingly important to educators. Teachers must utilize a variety of instructional approaches in order to build upon the knowledge, cultures, learning styles and strengths which Indian and Métis students possess. All curricula need responsive adaptations in order to be implemented effectively.

Saskatchewan teachers are responsible for integrating resources that reflect accurate and appropriate Indian and Métis content and perspectives. Teachers have a responsibility to evaluate all resources for bias and to teach students to recognize such bias.

The following four points summarize expectations for Indian and Métis content in curriculum and instruction:

• Curricula and materials will concentrate on positive images of Indian, Métis and Inuit peoples.
• Curricula and materials will reinforce and complement the beliefs and values of Indian, Métis and Inuit peoples.
• Curricula and materials will include historical and contemporary issues.
• Curricula and materials will reflect the legal, political, social, economic and regional diversity of Indian, Métis and Inuit peoples.

The Invitation of Elders to the School

All cultures are enriched by certain valuable and unique individuals. Such individuals possess a diversity of knowledge -- knowledge that, once shared, can expand students' insight beyond the perspectives of the teacher and classroom resources.

Indian and Métis Elders, in particular, possess an integral role within the revival, maintenance and preservation of Aboriginal cultures. Elder participation in support of curricular objectives develops the positive identity of Indian and Métis students and enhances self-esteem. Non-Aboriginal students acquire a heightened awareness and sensitivity that inevitably promotes anti- racist education.

There is a protocol used in approaching Elders to make requests, and this varies from community to community. The District Chiefs' Office, Tribal Council Office, Band Council, or Education Committee on a nearby reserve may be able to assist you. Prior to an Elder sharing knowledge, it is essential that you and your students complete the cycle of giving and receiving through an appropriate offering. This offering represents respect and appreciation for knowledge shared by an Elder. One must ascertain the nature of the offering prior to an Elder's visit, as traditions differ throughout Aboriginal communities. In addition, should your school division offer honoraria and/or expense reimbursement, it would be similarly appropriate to extend such considerations to a visiting Elder.

To initiate the process of dialogue and participation, a letter should be sent to the local Band Council requesting Elder participation and indicating the role the Elder would have within the program. The Band Council may then be able to provide the names of persons who would have the recognized knowledge and skills that would meet your specific needs. It is recommended that prior consultation occur with the Elder, to share expectations for learning outcomes.

Friendship Centres across the province are active at the community level and often present cultural workshops and activities in co- operation with Elders and other recognized resource people.

Indian and Métis Perspectives and Instrumental Music Programs

Activities in music classrooms can and should serve to promote awareness and appreciation of a wide spectrum of cultures. While the modern wind band is not the traditional medium of musical expression for the Indian and Métis peoples of Canada, a small number of works have been composed which draw on North America's Aboriginal societies for inspiration. The use of such musical materials is encouraged when the particular Aboriginal source is represented with authenticity and integrity. Such compositions must be scrutinized carefully by the band director before being used in the classroom to ensure that particular cultural elements have not been exploited in a simplistic or superficial manner for exotic musical effect. Cultural distinctions within the numerous and diverse Aboriginal societies must also be recognized. Care must be taken to avoid making broad generalizations about all cultures and their varied musical expressions. All education materials studied in the band program, including repertoire, must enhance cultural understanding rather than perpetuate myths.

Gender Equity

Expectations based primarily on gender limit students' ability to develop their fullest potential. While some stereotypical views and practices have disappeared, others remain. Where schools have endeavoured to provide equal opportunity for male and female students, continuing efforts are required so that equality may be achieved.

In order to meet the goal of gender equity, Saskatchewan curricula reflect the variety of roles and the wide range of behaviours and attitudes available to all members of society. The new curricula strive to provide gender-balanced content, experiences and instructional approaches. It is hoped that this will assist teachers in creating an environment free of stereotyping, enabling both girls and boys to develop their abilities and talents to the fullest.

The gender equitable approach presented in the curriculum can be reinforced by teachers in two significant ways. First, the curriculum can be supported by the selection of instructional resources that provide greater gender balance. Such materials reflect the current and evolving roles of women and men in society, portray both females and males in non-traditional roles and provide opportunities for discussion of the implications for these pursuits.

Gender Equity in the Band Program

As role models, teachers exert a significant influence on the lives of students. An awareness of potential barriers created by gender bias is the first step in creating a learning environment which assists, rather than inhibits, students in achieving their fullest musical and personal potential. It is essential, therefore, that band directors be conscious of several gender-related issues peculiar to the arts, music and the band program:

• Musical instruments are gender-neutral. However, certain instruments have become mistakenly viewed as more appropriate for one gender or the other (e.g., flute -- feminine, tuba -- masculine). Students and parents should be encouraged to make decisions concerning choice of instrument based on factors such as particular musical aptitudes and background, physical aptitudes, and desire to play a particular instrument, rather than on gender stereotype.
• Curricular, extra-curricular, social and employment pressures often discourage students from continuing in the band program throughout high school. These pressures are sometimes gender- related. In this regard, communication with students, parents, school administrators, coaches and guidance counsellors is highly encouraged.
• Recognition of the contributions of both female and male composers, conductors, educators and performers in music will provide students with a wider variety of musical role models. Graduating students wishing to pursue further learning in music or a musical career should be encouraged to pursue musical avenues of their choice.
• Language must be chosen carefully when addressing the expressive character of a musical idea. Care must be taken to avoid the use of gender related language which may perpetuate gender stereotypes.

The band program provides many prime opportunities for incidental learning concerning gender equity both inside and outside the classroom. These situations should provide students with opportunities to practice gender equity and should serve to reduce gender bias in the school environment.

Resource-Based Learning

Resource-based learning is defined as planned educational programs which actively involve students in the meaningful use of a wide range of appropriate print, non-print and human resources. These programs encourage students to evaluate and analyse information from different sources, to ask effective questions, to plan search strategies and to process and present information. In short, resource-based programs develop the abilities and attitudes that students need to live in the information age. They encourage students to be independent, life-long learners. Resource-based programs are student-centred.

Resource-based instruction is an approach that encourages students to use all types of resources: books, magazines, films, videos, computer software and data bases, manipulable objects, maps, museums, field trips, pictures and study prints, real objects and artifacts, media production equipment, galleries, performing arts groups, sound recordings, arts organizations and community resource people.

The successful implementation of resource-based learning depends upon both

co-ordination between the teacher and resource centre staff and access to adequate resource materials. The teacher, in co- operation with the teacher-librarian (if available), plans units and assignments that bring students together with resources. Assignments and units are structured so that the students learn, in relevant contexts, to analyse and process information. Band directors are encouraged to work closely with resource centre staff to develop a library of current and high quality materials. Over time, a collection of recordings, audio-visual materials, printed resources and computer software may be established to enrich the musical education of the students.

Resource-based learning is an ideal means of incorporating adaptive strategies and fostering student growth in the Common Essential Learnings. A number of the learning objectives outlined in this document are ideally achieved through resource-based learning.