Curriculum+Framework


A //**curriculum framework**// specifies what topics are to be taught at which grade levels for each subject in the curriculum. At any given grade level, the topics that are taught are those-and only those-that are needed to provide the foundation for what comes next. In Pennsylvania, we are developing curricular frameworks that are built by identifying standards, anchors, big ideas, concepts, competencies, essential questions, academic vocabulary, and exemplars. All information below relates to the Jazz Styles Unit. = **Big Ideas**  / Enduring Understanding **:** = = = Declarative statements that describe concepts that transcend grade levels. Big Ideas are essential to provide focus on specific content for all students. = = = **Essential Questions:** = Questions connected to the SAS framework and are specifically linked to the big ideas. They should frame student inquiry and promote critical thinking. They should assist in learning transfer.
 * 1) Human achievement; individual personalities and innovations characterize musical genre
 * 2) Learning from music and history ; music reflects culture
 * 3) Interdependence of time, place, and the arts ; culture and societal trends influence musical creativity


 * About Sources **
 * 1) Is this source credible? How do I know?
 * 2) What questions should I ask before I use this source? After I use it?
 * About Music / Recordings **
 * 1) What can I learn about the past by listening to vintage recordings? What can’t I learn?
 * 2) What makes music or musicians great?
 * 3) How can recordings be used to look for change?
 * 4) What do we learn about our society and culture through music?

= = =**Concepts:** = = =  Describe what students should know, key knowledge, as a result of this instruction, specific to grade level.   = = =**Competencies:** = = =  Describe what students should be able to do, key skills, as a result of this instruction, specific to grade level. = **Vocabulary:** = = = Key terminology linked to the standards, big Ideas, concepts and competencies in a specific content area and grade level.
 * About History / U.S. Culture **
 * 1) How did specific industrial advances and societal trends effect the creation of music?
 * 1)  Organize and present information to serve the purpose, context, and audience.
 * 2)  Review skills necessary to analyze, interpret, synthesize and apply information.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;"> Use technology, traditional resources, and oral literacy skills in harmony to attain specific goals.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Define and identify <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">elements of jazz music.
 * 2) Describe highlights of music using vocabulary in context ; listen for and describe musical form and structure.
 * 3) Discover highlights of human achievement, events, cultural, and industrial trends which define a particular era.
 * 4) Write in a concise style to communicate thematic ideas.
 * 5) Sort, categorize, and synthesize information to prepare a script for a multimedia presentation.
 * 6) Choose images which visually reinforce a recorded script.
 * 7) Work collaboratively to produce a multimedia presentation to reinforce ideas and communicate research findings
 * 8) Record the spoken voice with proper pace, diction, and inflection
 * 9) Organize, credit and/or cite sources and materials using a consistent format.

accompaniment, arpeggio, call and response, chord, combo, coda, glissando, improvisation, instrumentation, jazz, musical form, scat singing, solo, syncopation, tag = **Exemplars:** = = = Exemplars are performance tasks and can be used for assessment, instruction as well as professional development. Exemplars provide educators with a concrete example of assessing students' understanding of the big ideas, concepts and competencies.