Core Curriculum includes 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 components, 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 components and 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, Saskatchewan Education, 1988, p. 7).
The Common Essential Learnings are intended to be developed and evaluated within areas of study. Throughout the Arts Education and choral 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 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 choral program.
Throughout this document the following symbols will be used to refer to the Common Essential Learnings:
identify areas of personal interest or need and take steps to pursue these areas
use libraries, recordings, interviews, discussions and other research methods independently in order to extend learning
seek opportunities to extend musical learning outside of class activities by attending events such as concerts, workshops, summer music camps (e.g., Saskatchewan Choral Federation Teen Choir Camp), study privately, participate in local music festivals, listen to recordings, sing in church/community choirs and/or Saskatchewan Music Educators Association Honour Choir.
Adaptive Dimension
The Adaptive Dimension is an essential part of educational programs and should permeate all curriculum and instruction. For more complete information, refer to The Adaptive Dimension in Core Curriculum (Saskatchewan Education, 1992). The Adaptive Dimension is defined as:
"... 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)
A wide range of diversity can be accommodated by using some general guidelines for adaptation:
Monitor the use of vocabulary. It is advisable to incorporate both advanced and simple vocabulary within the same lesson.
Alter the setting so that the student may benefit more fully from the instruction.
Provide opportunities for both remediation and enrichment.
Use interactive techniques that allow close monitoring of student progress.
Encourage as much student participation as is possible in planning, instruction and assessment.
Employ a wide variety of evaluative procedures.
Base the selection of instructional resources (human, print, computer, audio) on the learning needs of the students currently enrolled in your program.
Students enrolled in Saskatchewan choral programs typically represent a broad spectrum of musical aptitudes, interests and abilities. Steps must be taken to address the needs of individual students in addition to achieving ensemble goals. The following adaptive strategies and methods may be used to meet the needs of individuals within the choral program.
A variety of methods of communication should be used in such a way as to accommodate individual differences in abilities and learning styles. Modelling the singing voice and using conducting gestures are examples.
Repertoire selection should take into consideration the needs, abilities and interests of the individuals within the ensemble.
Repertoire selected for intensive study should not be so difficult as to preclude a musically satisfying performance. However, the repertoire should be challenging to the majority of students in the class.
Sectional rehearsals are an effective vehicle to address the technical problems posed by the repertoire being studied.
Peer tutoring can be an effective vehicle for individualizing instruction.
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.
Computers, electronic musical instruments and listening carrels may be used to facilitate individualized instruction. Computer assisted instruction, particularly for theory and composition, can be used to supplement and reinforce student learning.
Solicit student input concerning repertoire, activities and ensemble goals where appropriate.
Program a range of literature to challenge all students in the ensemble.
Take steps to identify and adapt instruction for all individuals.
Utilize other teachers, parents, community members, and/or student teachers to address the needs of students in smaller and more specialized groups.
Commission a composition to meet the specific needs of your choral students.
Provide a variety of options when making assignments.
Offer a wide array of extra-curricular musical opportunities for students outside of school time (chamber choir, Broadway musicals, vocal jazz choir, show choir, various workshops, etc.).
Indian and Métis Curriculum Perspectives
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 Métis 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 enhance learning of all students. Awareness of one's own culture and the cultures of others develops positive self-concepts, 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 Métis 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 use a variety of instructional approaches in order to build upon the knowledge, cultures, learning styles and strengths that Indian and Métis students possess.
Saskatchewan teachers are responsible for integrating resources that reflect accurate and appropriate Indian and Métis content. Teachers have a responsibility to evaluate all resources for bias and to teach students to recognize such bias.
Expectations for Indian and Métis content in curriculum and instruction include:
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.
Activities in music classrooms can and should serve to promote awareness and appreciation of a wide spectrum of cultures. A number of works have been composed for concert choir which draw on North America's Aboriginal cultures 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 choral director before being used in the classroom to ensure that particular cultural elements have not been exploited in a simplistic or superficial manner. Cultural distinctions within the numerous and diverse Aboriginal cultures must also be recognized. Care must be taken to avoid making broad generalizations about any culture and its varied musical expressions.
All educational materials used in the choral program, including repertoire, must enhance cultural understanding rather than perpetuate myths.
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, play 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.
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 appropriate to offer these benefits 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.
Gender Equity
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. This will assist teachers in creating an environment which enables both females and males to develop their abilities and talents to the fullest.
The gender equitable approach presented in 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 of these pursuits.
As role models, teachers exert a significant influence on their 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 choral directors be conscious of several gender-related issues peculiar to the arts, music and the choral program:
Each high school offering a choral program should strive to establish a well-balanced mixed (male and female) concert choir.
Recognition of the contributions of both female and male composers, conductors, educators and performers will provide students with a wider variety of musical role models.
Language must be chosen carefully when addressing the expressive character of a musical idea. Care must be taken to avoid the use of language that may perpetuate gender stereotypes.
The choral program provides many opportunities for incidental learning concerning gender equity both inside and outside the classroom. These situations should provide students with opportunities to practise gender equity and should serve to reduce gender bias in the school environment.
Resource-based Learning
Resource-based programs are 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 analyze information from different sources, ask effective questions, plan search strategies and 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, lifelong learners. Resource-based programs are student-centred.
Resource-based instruction is an approach that encourages students to use all types of resources: sound recordings, books, magazines, films, videos, computer software and databases, maps, museums, field trips, pictures and study prints, real objects and artifacts, media production equipment, galleries, performing arts groups, 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 analyze and process information. Choir 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.
