Citation

Music and the International Baccalaureate Primary Years Program: Strategies for Implementing a Class Music Program within a Concept Based Inquiry Framework

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Abstract:

The International Baccalaureate Primary Years Program (PYP) is a curriculum framework designed for students aged between 3-12 years. The PYP includes six transdisciplinary themes of global significance that are explored using knowledge and skills derived from all subject areas. Students develop their understanding of the transdisciplinary themes through units of inquiry. Inquiry underpins all learning in the PYP and balance is sought between the acquisition of knowledge, skills and conceptual understanding. When incorporating inquiry based learning in the music classroom, it is imperative that models of inquiry are not introduced and implemented as separate music experiences but rather enhance existing authentic practice appropriate to the inherent and unique nature of learning in music. In the PYP, music is recognised as a discipline which requires specific knowledge and skills. Students develop their understanding of the music elements sequentially and concurrently through listening, performing, analysing and composing. Songs and instrumental repertoire are carefully selected to achieve desired learning outcomes according to the developmental, intellectual, social and physical needs of students. This workshop aims to define the PYP, inquiry and conceptual learning in the context of a class music program. Strategies for developing conceptual understanding within the music classroom will be shared, as well as principles for planning across a transdisciplinary school curriculum. A model for inquiry will be presented and demonstrated that includes the music processes of listening, performing, analysing and composing. Using developmentally appropriate repertoire and materials, participants will consider how a unit of work can be created which incorporates music skill development and knowledge acquisition as the foundation for conceptual understanding.  Through active engagement, participants attending this workshop will acquire strategies and ideas for facilitating conceptual based inquiry learning within a class music program. This workshop is relevant to school music teachers, particularly those interested in developing critical, creative and conceptual thinking in their students.
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Association:
Name: ISME
URL:
http://www.isme.org/


Citation:
URL: http://citation.allacademic.com/meta/p712050_index.html
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MLA Citation:

Boron, Jason. "Music and the International Baccalaureate Primary Years Program: Strategies for Implementing a Class Music Program within a Concept Based Inquiry Framework" Paper presented at the annual meeting of the ISME, Pontifical Catholic University of Rio Grande do Sul, Porto Alegre, Brazil, Jul 20, 2014 <Not Available>. 2014-12-19 <http://citation.allacademic.com/meta/p712050_index.html>

APA Citation:

Boron, J. , 2014-07-20 "Music and the International Baccalaureate Primary Years Program: Strategies for Implementing a Class Music Program within a Concept Based Inquiry Framework" Paper presented at the annual meeting of the ISME, Pontifical Catholic University of Rio Grande do Sul, Porto Alegre, Brazil <Not Available>. 2014-12-19 from http://citation.allacademic.com/meta/p712050_index.html

Publication Type: Workshop/Demonstration
Review Method: Peer Reviewed
Abstract: The International Baccalaureate Primary Years Program (PYP) is a curriculum framework designed for students aged between 3-12 years. The PYP includes six transdisciplinary themes of global significance that are explored using knowledge and skills derived from all subject areas. Students develop their understanding of the transdisciplinary themes through units of inquiry. Inquiry underpins all learning in the PYP and balance is sought between the acquisition of knowledge, skills and conceptual understanding. When incorporating inquiry based learning in the music classroom, it is imperative that models of inquiry are not introduced and implemented as separate music experiences but rather enhance existing authentic practice appropriate to the inherent and unique nature of learning in music. In the PYP, music is recognised as a discipline which requires specific knowledge and skills. Students develop their understanding of the music elements sequentially and concurrently through listening, performing, analysing and composing. Songs and instrumental repertoire are carefully selected to achieve desired learning outcomes according to the developmental, intellectual, social and physical needs of students. This workshop aims to define the PYP, inquiry and conceptual learning in the context of a class music program. Strategies for developing conceptual understanding within the music classroom will be shared, as well as principles for planning across a transdisciplinary school curriculum. A model for inquiry will be presented and demonstrated that includes the music processes of listening, performing, analysing and composing. Using developmentally appropriate repertoire and materials, participants will consider how a unit of work can be created which incorporates music skill development and knowledge acquisition as the foundation for conceptual understanding.  Through active engagement, participants attending this workshop will acquire strategies and ideas for facilitating conceptual based inquiry learning within a class music program. This workshop is relevant to school music teachers, particularly those interested in developing critical, creative and conceptual thinking in their students.


Similar Titles:
Creating a Global Community: Music Learning and Teaching within the International Baccalaureate Program

Integrated and Creative Music and Language Learning within the Framework of the European Music Portfolio – Piloting of the Project in Greek Primary Schools

On Local Music Education within the Multi-cultural Framework: Based on a Case of Educational Infiltration of Southern Jiangsu Local Music


 
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