Context is Key
It’s curriculum revision season (also known as my favorite time of year)! For me, nothing is quite as exciting as the feeling of renewal and possibility for the next school year. What cool things can I do with my students that I haven’t tried before? How can I make that one lesson plan just a little better? How can I re-work my performances to be a little more student-centered? The list can go on and on. It’s an exciting time, to be sure, but if we’re not careful, it’s also a sure-fire way to take up more time and mental headspace than you might want over the summer months.
When considering time commitment, personal mental well-being, and impact on student learning, the most effective and efficient curricular revision occurs when teachers take into account the context of their specific teaching position. In fact, context drives (or should drive) everything when it comes to curriculum and assessment.
Simply put—your own context is yours and no one else’s. There are never two contexts that are exactly alike, so what might be effective for one teacher (even if they work in the same school as you!) might not have the same positive impact in your own classroom. Here are some things to consider before you dive deep into curriculum revision!
School Climate
Does your administration value process over product? What is your school’s mission? What does scheduling look like for your classes and ensembles? Do you have the resources you need to make a greater impact on student learning? It’s always a good idea to make sure that your curricular changes can be supported by your school climate! What can your school climate do to support your curricular changes? What are some things in your school climate that perhaps you haven’t taken advantage of but you might want to try? In what ways might your climate prevent you from successfully implementing some changes? One example I can think of is the use of informances in schools as a substitution for formal performances. If your administrator and community value polished performances, they might not be so apt to be on board with an informance model.
Students
Students are the main driving force behind our curricular choices. What do they need both academically and socially to be successful in and outside of school? What would success look like for each student? How can your repertoire choices, pacing, sequencing, activities and assessment practices be inclusive of student needs? Revising a curriculum can center what students need and how to get them to the destination that you (and them!) determine collaboratively. The great thing about this is that it gives us the freedom to pivot as needed, and flexibility is always a win-win for everyone.
Surrounding Community
Community expectations and values placed upon music education can certainly impact our curricular choices. Do you live in a community that is proud of its heritage and its connection to the arts? Invite that into the classroom! Teaching in a community that expects community engagement through performance? Consider making space for that in your curricular goals. The community can be a huge asset in how we teach and what teach. Community members are filled with expertise that we, ourselves, might lack. Seek out culture bearers, music enthusiasts and anyone with specific skills that can both broaden and deepen your students’ experiences in the classroom. Not only will this create stronger connections between your program and the community, it will also increase the relevance of what your are teaching about in the classroom.
Your Personal Development and Training as a Teacher
It’s no secret that music teachers often teach how they were taught themselves and frequently emphasize the skills and content that they feel most confident in. Consider adding something new (and perhaps out of your “element”) into the curriculum that your students have asked for. Want to include music technology more but don’t consider yourself an expert in this? No worries! Identify one curricular goal for music technology and take steps to learn more about it so you can add that into your lessons (now that’s just fun)!
Philosophy of Teaching and Learning
Our personal beliefs about music teaching and learning have been shaped by the years of experience we’ve had as students, ourselves, as well as the time we’ve spent as educators. They are ever-evolving and hold enormous influence when it comes to our curricular choices. Personally, it took me a few years to realize that although I believed in the ideals of inclusive music education, my lesson plans did not really reflect that. I had adopted a “one-size-fits-all” approach to teaching and learning. This is nothing to be ashamed about, but I am so glad that I discovered this when I did. Spend time checking in on your own philosophies and see if your current curricular choices align with them. You might be surprised at what you find!
Center Progress over Perfection
Curriculum revision can be overwhelming, but it doesn’t have to be. Start small. Pick one thing to revise and focus on doing that well. Forgive yourself for the mistakes you’ll make (we all do it!) and have fun!
