CHAPTER 3 Objectives, Standards, and Curriculum Development The Purpose of Objectives bien re the et facing an intrarenal ue sacs mt provide ca oa these and ‘Sette mens tin thom, or eng te bets morning het bor egecte Dut ate ol or oane cece: Thee seco cult pectic ar atngeppepane nenanenal snes ae gc Saeco ch flowing concrete le denoting png eps snd amis, Dead a ach = tc ng pn hing yu een ma i Sri bps bon seal suelo pn eching he proce oS gah ma ebjers won bye becom compre kes ne macht, nd pons oo muck Arte he ‘ching usb Expand ees hover know ejector nape ree teaching Obes thai smu bre nan rom sald ore enor wth hans fase aorta who me concemed “bow jong wheter mc bly eel criam By fomutng pee objec tether dvds ‘Se head how oth The ca ontrcon ojci the nly ay nec ms ction can Coe meg pee nd sccesfl mac ensemble coin vt ch cub scaling th bens do beget wo a fay ihe ge et act ea niece of hepa ce eels wel npn rec day nek serio. Botan aj es fons pon nthor Stee ae ad moe inp, ees een One ofthe pth is {apr to pom ny sting the ters msl mn pogo To tach ers aed tmernsot" tare to kon ote sopprcae oc, ober orexaple arene peste noo Geen hey enor be mesure nore explains tn ae no hennble ae ced ars ‘haper) Obes hehe oa tr efi on hos td bhai be changed es of tena ‘TYPES OF OBJECTIVES Thete te svea pesand eve of cjcves An cap fs lbs all dee wl hoa ay totam Ths spose ajo br oo pl hrs ho need en pla ton Eines ate So to baa out texhing but tey have acne tat hot soneyed by isacionl obser and thee sho mporane Th tai ose muse te defon ofan arama eject too ope ed {> ue orate lew ply ppy Duthy by erm wo en ky orbl rein abe Indic ut section abet tha ate ce of hi caper Decrniig prone, eculsiy ocean mnwing dent’ ing the ky scoala “hate uo chp to se the portance of ging neste back concen te e083 ih es sts estonia Mae sp mn ei Tonge, ited, and horecan ojetvs ae al ingorant. Expert tices den! fogem scqoennganeintuon posing Focal ring ly the Basan io pe ker an nage, Smocelt The pesooance ober» oe Baws how nel th eanon to be Payee abe mu {ches aa wo cet nicforsach tdent, bth longterm gs nd mee betes ha ae ese ‘Been the pre son's en vel aoe, and mmber of compen tess. They te abo ae vo shoe ‘ue ors eed accomplish the long ng oad the ere wl real om he accomplish Gooding xm sjecancsae aude the aces on shard wt he sant 0 tha ey Eevee pac foe he chon! comment oases bl so wate het down. H the eacer cannot va how tse OBJECTIVES, STANDARDS, CURRICULUM my jetta be asec nd Row fsck an be rove shindig a ly i eT imuucon eves shoul rt on ace chage a he c's ein hang Peery be mart cer iowa an neal or she oup. Performance cv ging, fo eae, re a or her emacs const) shoul be peed 0 he fen of i tor nat so elses Bens hy roe no inert to sts who ead how they sy sae re ioe cone pets jective wo Be he layers one guy pres cle sigh ine th fare seconds whoo dcemble w:veig. beter ye ae Invi once ial co ceo and ech ped» pki seth Nc York Piarnonie Orchestre Moa Bras hs poor purpose ane of a er Each meer ofthe to chon an est cere and sey ay Boo et pat Hs Fo cel on group ui, ierpretation, Bend, bane, ad more Se ie Quetnay be expesed lowes In gerforing dhe Hokt Fst Stein Et or Miltary Ban, 00 ‘tere pie heed entfable—the seston boul sound a only one ember laying che pat Fa a ory en foray nodens one quay, oat, oF plying ye scking out” Wik most rae ics ror time 8 devoued primary o gro electives ike tance, lend and exresion, Bot de be Kenly aware ofeach nds progres. This ata cosy kwhen ching «bude ee ped amqeecompernces and need. The edgaionlebjetie of the choo mac program, however. se ee ndeponnce Tht the desist but with the be repeoie nx legal shorten and ‘Sms iii gold joumey can be engaging and Gn, Tn desma hae teagan steers compl the wides poring ofboth nihil on apace Conv othe Callens of bjs nde mus prog th et hat inviden eudens reel difering penal objeto ft cache The gens exhig met a pring seth a il sk on repo pean compe a itt inl tio Lr cs npr ou eae, Bing elds ox Improving PONE ez comments np providing fe and eetve commen’, See de hip serine and ein did objetie ia mas, among which ae the els ofthe Rae Asocaton foe Mae Edcaion (NARME}, specie ttement in state crela Samcwoks, method Mae eee eeeSnTdeeopmen oflrd by school dc. The emp on wing he sonar atonal sand aan a djaves har een ang Unions ome dtc have reve theca arte he anda cease i gecmnes Actsaory sec mit mes the Glowing qaicatons:Kistctoninzhe ensemble Feet er ecting ins ejects imporane and work ofthe me spn and 0, what kre? ae ect wih or knowlege The ene ead hora mcnal pcre, which might be cores f hat See Sat una like, Wan poste awe o these qewion, sun objects can then be writen. Pipa bool mana eels bes jie fra when they ate working wad indi pour ma gam ejects that ave bee copy ead hive rel mening the objectives ate ated at Fees serene can be ecang snd long-ltng totally ce what the inka i ARTES enue schob none t Bang abot pete els: however, bony pa, ech tent mt {ado oo independent wel as cnet oan ensemble By plying competences approprate eo eae eee aad carter fr the mas. Job Kinjon suggest 2 ypicl group alectv: athe time of 3 ‘Sheed contr sade shoul be able o proce sig-read msc of compara ify to tha whch dey een Tht stsnou obecie- ita ofleing compen. Ther oe fcoue, masta epeenct Sirus promunce: howesee perrmanceabjecves remain the seongest and mx nerorable par of ay msi Teaspebably pone o eich mai ine most ficient manne tall mes, esas emphasing one ee of jecog wa ede he erporry neglect ofthe ae. Iigha teachers tke advantage ofthe dy mood changes SBM istoences af the salen, The seco orches ant tecigue css peed objcves ax much asthe top eacne perhaps ore soi hey tet rode rasan ean den interes Obetves unquestionably Tetons roaedentseevernat an xsation a every eel and ehallenging objectives rich he ache’ abies Seva as hose ofthe aden “The civeavewechor saa concered with ndvidaldifernces, because he pres ofeach vidal within cine nil Spend on the indents socoesonanic background onanon, ape ene, pia stay, peor {roup-and home operon, tn spe ofthe eicher® ize wo ein tents, he or ae mt be honest in vat Todo propos sd cporngttother and thei pets, Objeves ns be calenging Low ans and fw stands {ely teed contempt or the ememble mong mow student. Because ofthe breath of objectives in semen ‘hn ind dol wade cn si ave a mening experince we being challenged tome the muscal objec tthe grup. Comer nigeing poli cer, any teachers motte sets by having dent 2 eo with tence ov compton ike tecer-sen-paei, Sade shouldbe abet develop and document Urpaned pecs tne oe dsc and denonsate appropiate practice methods pd technignes{8 THE FOUNDATIONS ‘ORGANIZING OBJECTIVES “te eecivecencheroranzsobjestive domain oe only nto indi and group objectives bi abo acon to a ents sens (I to how (cagitive oma (2) be able vo do (sfehomeoor dorsi and (2) 0 aaa oral eve domi). In xe of thse dos here a range of posbe icy. A aie beste sees etningemnd or knowing ht Back composed ape or complex ining competion a ong wether the sacar (2) theme and arto (2) hens, development, and exten 3) chee aaa thane? developmen or) redeconscae, nd deelpment Copa atom a higher ee see eteherion, aplcon, mls, se and eakaton. A revsan af lon 1956 tzxonony of ehesbona ae ofa al othe blowing cope cog: rcogiaing eng terres. exemplifng casing eesti ning companng exp exerting implementing erent oganig abun checking gang generat pling. and producing Food fr toh, Thamar ojetve weal be to play witht eror 4 two-octae mceling nd descending chroma sae at ‘awit wing quer notes A ore complex objesiv would be for kil to becomes hibit tha 3 perforce vente secmpled ith a inimam of though abe ee sil oes se : Iho aire objecve,eapresed i Beano te, might be ha the student save suficens mony co purchase some teceling ty Lemaré Bemstein A high vel of acomphshment i the eave domain is reached when + ‘eidbar i ironpize by pause ofthe vols and pascpton i ocho, Eveaos ike Krol and Bloor? Kine dercloped pen nani fo as echer i ens tat hi istration does no mis level of icy a ink down ee owes levels each domain ‘We tke the ses of fourth ononony of Iaming, ha of gro, The estos exononis wally cae perception ss conve ity In muse is spl o ting Beewees Koowing an pereving, Psciving the Tare hing teasing melo, rye, hannonis, and sees when ptf and hearing them in one hen {ation Ara Tighe evel ene might "pereie™ thats gen ely it more appropriate for development, for serene pnphore fone thn cbonted wing theme a vars Or, daring an improvsedsol, te accompanying “Satnenight aia how the sao motive might develop The acer reson is toast sade eahing ‘indie val domaine_hnowiedge, sill valing and petepion. The flowing an example of gous (hee called ‘Stuer LermesCtcones oe SLO) af on succes jar high ban programs Student Learner Outcomes Tone Production ‘Upon completion af Kgiming Bad, aden wil be able wade! spevn demonsttion of posi, hand poston, breath suport and embourhur conta Musical Notation Upon compleion of Begining Band, sadn wil be Met! recognize bse ageing pater and noe mines Spedk ote mies sled whe eng mus Speak note ues alo anger loss Eenonstote choles of the gen char by plying iin quarer nes, both ace and descents ‘tena key Sanne ad the shared ats contained win the concer Keys of C.F. G, Bet, D. Eta ow alpen ll major sas in quer noes he vripo J = 8. Practice Habits Upon completion of Beginning San, aden wil be able 1+ develop and document an ongnid, wee practice foie: 2 neo sppepentepracce method teclniqes lments of Music Upon completion of Begining Dam, sadn wil be able 1: ‘Tinie: seco the ference neo ll band intra CORIECTIVES, STANDAEDS, CURICULUM a Dyna + enh she dynamic marking pp mp, a and {dimes ld and wf yam {monte gal oeene and dete volume. Ania dors connected nd detached tonguing, sf drng 3 ieodace in dhe meshod book. Rhyl: demonssate an underanging of ple and beet division by + upping oor down and up ding al eons and peters {Cute and paying whol, halk quae, igh siecth ots and ress, done quae notes dated hal noes and dod ie notes + opiingsncopton an being ale 0 demons yncopted ths tsing usr noe nd igh ots 1 fecopicing spying downbeat and apes 1 reengiing and plying songs ala breve cane ‘Meloy, Pitch, Harmony {Upon completion of Regianing Band, sets wil be able + ident coy and harmony inthe mas they perorms Comput pitches and ely pitch inconstenci Toxure {Upon completion of Begining Bang, sadn wl be al + pet msc n monophonic, homophonic and polyphonic resets {Hl the dilrenceBenween melody and ccompinek 1 ont, deere, dealt the "ptamd of sound" Form ‘Upon compleion of eganing Bund sade wil able + perrm sngs in ina aera forms {perform a aac and ecogie canon fom and theme and vain {Fafa tht moduler nd ne cynic rasfomason Expressive Elements Upon completion of exining Bun, sade il be able + cus the musa ft othe combined mui cements Style “Upon completion af Beginning Band, des wl eae plore tempo. iterpsins, and atlson styles sandr 0 specie gents 1 bib the ino tocgiound of» compontion an biographical infsematon of selected composers ‘nts of instruction + Theta progam is st up na serie of fur concer cycles at mee the development needs ofthe ster ad population Ie irmporan to rede hr having gol that are cle, understandable, and acceptable by the fo school dsc teed on he porto fat proved within a wshool Sec phsop, i pati student body, an eacher ke nal tha inal mii techs develop objectives unique fo their an loa content, There 0 sitet {ale cul, one proven Repl every progeny10. THE FOUNDATIONS (CREATING INSTRUCTIONAL OBJECTIVES Behavioral or Neasurable Objectives Porto adoping an ojctins, the cher sould detemine seudent needs and organize 3 resonable whee ir nme A texte who dos not se amework for oginisng objectives ks letng gsi the ening sequence dnd thus sng the exming tne ite or nected. Edacatonal hee spak of nganizing socton slong, ‘Sten tha poem wing rinmg otal dunking o he get bod of etre f be misread ndesned ‘Gnforiay, mel competence cannor be achieved ds way.‘One cor wat uni igh Capps in the mic to ear oa hth . Thee moi Stravinsky mix eat aes only 20 rte in he microwave when the need ‘ecu. Knowing whi Stravinsky fen demands of hoe who perform hs mus, homers makes practicing exeresex “Shore meuinghal Matra wed by profesional ns only spe sommonky ised auton number bu abo exer ‘hor peepre the spent co tons leo an mil pce of mn. Itacton books ad mater re important {nd pens ple shat clea ebesves re node thse books and mates to be used well ler objectives wil ahs provige tonal sacar, o weigh erty, an ofa cee and experiences on meng lesning. ‘Rhos ot nstation Book, however, ognize isrcton sn dice ways the teacher mast intone the Temi ston being cate to model ach objective and ts perormance sand Experiential Objectives The preparation of objectives in mi reqs sore than 4 clear ntement of bebavinl struction sbjectives. “Enprotal sects cused and uneesedeo lable pa of meal goal For example eqed experieti tajeetve might bs 1 ated eyo ive concerts each yar. (Atendince sconces can result onsidenbl eins) Salen ay fe they enjoy Intcnng crf the new mans, Akhough the amount of leeing wilder among Jnet concer. or bentcen 2 wind band and an owchesea concer student who pay ateacon to amg wil lem. ‘Azcning sconces only one import experience the nha parciping i mine conest and downloading Svonte mis wore Tsperene an i be eed toward specific ny dee experience require more prepesion and fallow and ‘oul i higher nd more controled Tein, Selected alent maght be asked to speak before the school boar about the pee ofmacin hives or ge demonstration prornces forthe bene of potenti new tent suet land:lensemble members cool pst by beings help sence fora ran-tnoueh of he demonstason). Other ‘Resed expres mightincade elecango amos memerble muscl expenence, thinking abou the “Aa” hnoment when sheared per fe ft came meaning sd ng psy. of eprting what thy cll het prc they were lesen in ofchesta Focused resporss experiences mig compare and conta the mse eat "alo the perfec orden the perceived ecpevty of de autience. Such follow-up makes he expenence an [eeion for leaning Further, expercnalsbjetvs in the sequence of eration make lenin masa deeper everyone's thereto flow-up ol senor themcning prego beett fic an expen fe becomes py a tii. cedures ‘Objectives in the varios domains ae ofen led a instracin abjeves, then they are actualy development procases that faci on etang beer” on "Teing” he use. For example the itemedte oro demonstrates LTrworouuve one fo to with cleat tne uty sn de contest of ne excerpt. Good suction requis ‘coins bechyks or way stators a any leming proses or rocedere hat provide am oppo oases progest tan acicvemest aeconing to performance andar, Delayed gation i not highly sce wt the young "To ges stared with the proces, Wigs and McTighe aggre desiring the coral “baka” In ample ‘exercise to deine an esabisbed group ond gal you fet would Beatle npn seaent achieve mail ndependence or rou opto eel V selection with aety Then consider what Kind of performances ‘rps woul give the sade the teacher an the pb coece tht he sade gine pomenion of ht gal Fly notte ae gs Iosanplan) te ge de de opporenitn lea and tne the sd fol Ths the hear of the Undeesnding by Design Eamework and ean denon focused ppos. Caton it Sage ar srt ng ith the end prodct and working fucka an Somecimes se cet. This eign works Test with ogni and pychomator objectives PERFORMANCE STANDARDS Inston objstives dou este to etablnhed perfomance sondatds and evenly, once the decbion is mae = to wha all sues shold know ard beable o Go, £0 coherent curiam. Comical ody ae expected to Be COBLECTIVES, STANDARDS, CURRCULURA 31 sandra In dsc where mos ofthe sant ake pate eons ote of schol ony wll key be given {os cumicaum focused on grap alc, One hi to wll fine line nor cotadet the sequence oe Mew of [pvt teachers Forschol where sodene do aot tke ouside ko bance ete group and nivel ojecves ‘oul be mantine, For any mus ese, the cache tk eo sabe por incocperaon with he ders ind communiate the to all sakchllen, including dens, pees, and sinister, The deution of section Tendes, concerted aij and often the poeta to develop wen leaden ells een 2 ful simed wand achieving geed-upan ga, The tworeel equnce for connecting objetivo conte sandude 1. Nei the fong-o shor-tem) objetivo that is conten and he peformance tarda ae well defined and slr. Expectation mt be resoeabe- On 3 aly eels, of monly tas, infor sadens wha they ate Expected to hea, know, undead, and be able to perforant an what content and wt what msi This “amnot becom slensthy proces tht busdenome, Brean cone indcatons can expe the daly wees nd make the week's eeanal more seccefl Raber Dake sass tha specie eseable beavis, known tal des can be recopizal osened) pthap even fom the posi: = pov: held itrument a proper ane = pre conductor eye conte when begining t py = felomed changes and sdtent shown by condo. liyed with appropri syle with proper phraang and aniclson, 2. Spi the evidence sas mu rove to inet tht they have atin adequ, proficient, or advanced Icelsin knowing, undentndag, Nera, and Jone, We recommend forming chee sichas the one shown In ihe Ascent chapee Te teacher may wih 0 model ome objectives when words ae imueguae. Well ‘lucite tacher can, ath ome though, describe de expected consis ad the slevement eel desea tome tances, mote det about the specific eve of ll dexed mu he power male i 3 wets ‘ocd, or recorded ne) before all tden ae ler 80 what expe Demonsated pis aan (9 nequnte recognizes pero pitch doesnot mach given pitch and nits to comet by gewing 1 proisent—secopizes performed ph at hep of ata oem pc an ats secondly 6 tc the peck 19 _Alanced-recognizesprfome pitch in cone ofthe harmonic ncn and adhe depending on the Fanceon andthe groups preva pith center In sumamay, sate she gland specify what evidence the saents ned to provide wo sow they me the gol. Thee i more speci information on comserctng check in Chapter 3. ‘TOOLS AND STRATEGIES ening metho, techniques, nd miei ill ico plice once the objectives ae lea int make a sto the Alize concep, pincer, ct kl, and experiences tha ae potential ejects and then consider the Ways oF hieving and song them. Air thisse Tormuted, the ebjetvs can be pontizal and sequenced andthe Inracnal ine another needed rourcesetimated Wik the bec othe stunt prog athe penta ‘Feach experience in mig the eich can slone or with ane an ther takeholse, frm ous or the Yes. “Theda cuiclum pe wal be only arly ep nde choos der ary moll cura fo cllege wel eof even es vale, Working bakovan wn the yea’ objectives, west, monthly, and sometimes dy got. Cin be derived. When writen thee Hecone 3 blupin fr aching, When deta eso plas, this ron sally ite foes a onl he performance of msc rhe than music a2 vehicle fo oming, The mas ‘efonned mu ba lee ply detemsined by objectives not every clan ed ic on pec istration ‘bjectne, but every suet law bed on 2 wel-formalted pln. The cry with which any particle omponton chet wll depend on ws i offer tem of objective: whether = val azended oe nore Wildepend on howe sino te bjs forte group. The mou of del sein eee Isteing © eoedM {nor matching practice wil ao be dete bythe objets “To formula vt of abjtves fr thet program alge sk Bt cael mulation of objective the ‘es met fr ecing the quality of he teaching. The fllong educational objetves may provide» wale ode The olesves of our elementary ensemble ae fr sents 0: produce 4 charceritic sone o vidal trams * Heo and demons 1 Rood of ui ecto2 THEFOUNGATIONS + demons fingerings and postions forthe practic range nivel nstrmens + develop god iniividal paste hab + demontatea basic undersandig af the clement of mic. These incl: inbve, dais, alain hythm, tmelody/pitch humor, teseare fom, expresion, and spe + demonstate 3 ase undereanding of and aby to perform ensemble paying sil and echighss in am acc + develop problem slring and evauton sil plicable eo musics 1 develop sm sehen sens ra mse + demote Knowledge of ms scene at form of mankind ‘Masi intron, however, fen an exception to the teaching model in education becsse dhe no ida ne” st-which the conet mac selected: Great msi is seldom been writen wth stdenspesoes in mind a ey lide god mas fsa nex pater af sequenced ntreton: sequencing i ificlt bees for earth brat ‘tng players prabbly ier in achievement lve. This expla why fc concer pags tay ne tobe caught by rot or requitntenetime-consumng del ARougk many achen begin with he muses the eying joc, ‘beter approach ito select the music atthe ame vine a cermaponingnsrscsoml goa ae sentiee. The un however, rms moreimporant han ay single knowledge or sil in that sec expla he net fr ocr ‘ot tution. imporant to remeber het rehearing the mcm nos enough. Rete, the ct be ed (0 achieves wide vey of esi OBJECTIVES TARGETING AESTHETIC GROWTH tops tend sons hi tev, pring that snp meee py it wel ey eee, ‘he cel ae tera when appa nan ie ve on ce fen Do ey anderen feces ‘OBJECTIVES, STANARDS, CURRICULUM a3 es ukss expr dance. This # where one pasion can Become contagious. Bring poste is he teacher’ ob ‘Sheeran inumentldisetor or pre schol muse teachet EXTRAMUSICAL VALUES AS INSTRUMENTAL OBJECTIVES “The school's bron bj forthe wa i ofthe sident—cieip era. orl repent, inking nds pln seinen ete rye sou apie eter tan he mse ropa fw ceive musa aricpation can be in reach vale nonmetal ssdent "Tove bc ates cen prominent in eosyrschook, One to the ten i the complex rweny-ft- ceonry Aimercn defnion of dence. lon, and ie contig eszen and productive ini ‘Tae eher nt prae the den frome form of enlenvr afer gaan asin farer education, and/or ‘Newari voction, The cel hah continuing ble lacing devo broad sw of enna development Jd seery of object te Trsrurenol cece: in our contest fer fo thease of misc enemblepariiation too acomplish ume of monic ajectives tht re by-products of schol mae program, Maya wove tothe Suctes of {he muse progam, Stems amt be good cz o coopers, o deft ep he tation a he opinions {ha tne et oes o ake pide Inthe emeble sl themes ier renred in STEM clases. They jp the conden to improve rcompore—-micly on other age. Farther, aden 9 improve aaleniealy Fete they have kame vo concennte adobe reponie—e it could gp onan il sal eneyelopeda, The nies teache conor ignore intrumentalobjetes The in ese gener msc imtetonn publi boob oven, 8 was sted the bus of bry ad orl oteomes an ier (100-190) when dengue chi- Aen os manh aver set to sae refit, partefson sn che efomatoy band ws consid one af he sms orant elon” experiences Awe, challenging uc program hat many benef noms outcomes dene ees ly to aiop wun of school before gradarting. and they lea the inportace of community ervce ‘rough pre on holidays o perfoming fr mule consmaniy cea) ‘eed mosc wok abs ter obo inecheo an tof scolefrs. Hand an ther found hat dens inal a ern more hance -Tey ler engage nd pet, con, expe, oere, elect and seh th captor those nbs af mind may tart ee cool rjc These ls anc si insruton in immomentl muse a well Schoo sendsce, behavior, apna que improv: in member of wero tind cheer Good mucin tke raponsity for er wn Reh and conduct well repens for ther ntrament and muse, They mst ao be reponse or pactcing an mecting the any woe regu tse cnenbl The ttm objectives ae very sble—the communi even otis the good cal conn trum and bugle corp members nk no spe dat item eget have rived more pes han the ‘tokyo bi ts maple scr way through to mndulitons nd ee modes poral. shoot pn Forty elect for high sehoo ensembles th hey ence che vibilty of he schoo and ae posite public ‘ion cht. ‘Sc 100, he appeal insrumentl objectives hs actuated co eect changing ori condons. A pron the pedal ha un te shy the dction of sec ner a ea fr the STEM bj) ara tit Such personal development and slesee were emphasized Muse contibs ich in vaying dees and what ‘Ctamee dos shoud for atempe: Misi wel-ited fr developing» number of wonmenial aes promoted by the Cale ur dociion of mntumenal eects ndested. Bere ne tet so wel with vant of eter ‘Sj and tle echo: hae ben Known fo ove sight of thi own go we pursing second eects Scveed by arora. Wal ody emphason sibjet mater, however; me eton Riv he PRIN fo ‘Pe up fr de quality of thi coure conten and of the aus bing ied and prone {At the ae Hine he eevee ofthe ext sales sm propath suppor mat ot Be wndereimated ‘Consider gin the story of mental ase the public hook. Though the hese ae imo the chook is the marching hind fay been the scl trough which the oromentl aie progam his Aourihed, ong “upc err builing spc, prfesonaly eated eich, ext source snd publi steno, manner fe ws imposible for the wind ensemble o the ores, Msi found 3 secre px, not ect cased + eae pprate of mscantip m soley or nthe aoa, Bt eee the Watcha bnd pubic the scot Creed exctrent and spi fr ompeive aes, nd made holly and celeron more coll, The mae Conte or festa, with oe sonal, bo ety dened, goa, incl is of ceptable mast, hs helped rete oeton ging fcc the muse program but kept pope lions tothe acti aching content ‘mas onset some of these gl ote compte with mal goak—for example dcipinecooprson, Tear, eos, and individ repos. Ad when stents ae expoed vo welrpertormed say mis im aon to thse rental objectives, the experince edestonal and wre meal even those wh drop oof he progam or El to contin to per afer gadason,14 THE FOUNDATIONS ‘The Cav! Poinips of Seondary Eden, ted on the website, rt in 1918 by a commision ofthe [Nuon Eetion ASocuton, are outmoded in tay canal shouht but not quite out of ye, Books sad uniculu gods writen in the pst have eee the aon he fr shoal mn abit eon to hel, ‘ommandoffindsment process, vosion,rsponuble home neni. worthy as fee ine ene cdtion, ndethica chante Many ofthese though nol acd carts cen a an enw Tse ceary siete Some ofthe ations of school mai ar eat promt olay, makes tse of plysealy hah aves aed Involves intersatontips withthe stadens ome ie. Mu cn row the benefits of teamwork ot this a ae ‘or over competitive ates in tn lye ur dean wer anges eset ated tthe fist five plier in Basket he "fisesteng” band contin greuer umber fades, many of whe hive ot develope dll compunte wo the feng kt player il they derive theme eting of Socmplaens from concer 2nd ftv, even while sting the lat cha, Theft thar mac cn accommodate ou of ley varying Size wih «wide vresy of bly and intra level stony te oe THE VOLUNTARY NATIONAL ARTS STANDARDS ‘While mise prams of ome kind cuseny are petene in ove 9 percent of our schoo i i incon arom sade eves anduchool drs. In eatin (1994 and 2018, eat mata cons of as eschers dvs stdin eo def te Key sl, Knowledge, and process designs to help bl a tere nd shone ap nego, The 19%4-publhed Ars Sand are ener sn nate and Fat on content Theme musa derived fos the Aes Susdad focus on kil a kee Singing. lane and with othe + varied epee of sie Performing on insrumen lone an wath oer, vr epee of musi Improving melds, varons, and acon Composing and aang mae within specie guidelines Reading and noting ma Listening, raving. a desing mas vahting nate and mane pvformancen LUndersandg romp encom msc the othe and dines ute the a Uniessandng muse it reston en hieory a cule The tad encompass mos al ofthe coment 4 mui cucu, They ate dvi imo the evel (gs Ke4,S-Band hie choo thar incas proficient ad aanced level) and uayhere fn 25 co 34 achievement hd and per eve. Mossad by eer andng compile vrs eesng dhe vals of the volta natal wands sere published almost every state Aloagh there are pontve develope and extn ien eve he pare of the nal stad ovement hf be ged a ina The 2014 Naina Colton for Core Arts Seanad (NCCAS) scongnied the suture om in contested (© thee ais frameworks (eng, performing and reponding) wid an addstonal procs ealed “connecting” cde in he previnly menooned three, Within these rte proces 1 anchor anda pre eo ‘pn, which ter define whats meant by sce Macy. Tie crm anchor sana booed Goes gone ‘docason Comnton Cre parlance, prs sa gaturet convinge power bakes ofthe at pace ne cote cea Anchor sandard describes che generat knowlege an kill that ences expect sade to dernonsats ‘reatng: Concelvng and developing new attic ideas and work + Anchor Sued I: Generate an concep ances and Work + Anor Std 2: Orga and deel attic des ad work + Anchor Stared 3: Refine and complete asic work Performing: Relzing artistic ideas and work though interpretation and presentation + Anchor Sandu 4: Anse, ort and sels asic work for preston + Anchor Sandal 5: Develop and reine ari work fr presentation *+ Anchor Stl 6: Coney meaning tough the pretentatn of aa work ‘OBJECTIVES, STANDARDS. CURRCULUM a5, Responding: Understanding and evaluating how the arts convey meaning + Anchor Stndid 7: Pestve and analyze aie work {Anchor Sends Interest and ining init work {Anchor Sends 9: Apply enter to eval arise work Conecting: Relating artistic ideas and work with personal meaning and external context + Anchor Stan 10: Sychesze and rete Bnowledge and penton expences to mae at Anchor Sundrd 11 Rel artic idea and works with soc clea, and toil comet eo deepen tndertanding From ech anchor sab merges ciple specific perfomance sand For cae under the “Performing” aris proces, ation verbs ariculsting dent experiences ae set, ale interpre: eeae, ease std ee {nd present. To help ongnie these experince the Are Standards have hee wien enduring undenndings nese queso. The vale of ne nection bin thee esangunertanding ad ese queso ad ‘ould provides wel guide or tho secking diction witha sompltely overhung te wel oabhe rhea ‘orpefomance pcre. Silt cle ove the eoeinbleietor pening ne user oh hee ne sting step’ eretng a las andr the tors ofthe NCA sands “The 2014 sands recognize the erable 3 means fr delivery but ako include for de ise tne the ox ‘eto ana of guia /keyboar, composition theory, and mae echnoogy Ao rte han viding he levels sng grades fo ensembls, y ecopized dha there are fret ge level saning pons Te level se eed Nove Inermetate Proiiene, Accompsed and Advanced” Both reniins ofthe volunary maton xandids em overheling inti incaivenes, sometimes aking ‘as tme say fom mnie aking But they sre to remind an ensemble teacher ta, whe petraanes sy be the chet means for accountabty, ther more t Benga acomptited eane in srs than spy plying the hor Il pre oa flr fll f mui Undertaning ifr performance nd tes sams can proves ep ‘ot poenal experiences to help instrament tach move Beyond shiner cmc af perfomance to someting ‘more comprehensive; something ta wil focus ia onthe goa of ene achieving sn independence, Schoo Alsen often reqs tat echers negate thei tate othe maton stra in thet eaclat Wring Tes imporan wo understand hat the vlanary non mase conten tad are et oietives. An obec ‘more peti and wll te lee noe only the auesent sition bac abo how wel he sudet so peor, Think sour 2 sandal in seenee—"undersands base atures ofthe eath”—or 4 sandal ie the art—"cormmunices ofc none. fons” These standards ze loan nate, aot edcatoal er inacional Kp in mid lio {od Sdkermarspemarymision fr mie ston.” ‘Trough te development of musa understanding fusca pls senrsip seta rie pres (ctecte by oschers, sud, ed echer anc cents togste} music educators ch tha tudes wih ‘he taj to advanong personhood cai, eipnsienss fo muses! ston, afl Maran ena, ‘objectives a sir eo performance stn, de sa inert is aKo wise o hee i mind the here ‘i ben no pron esablshed among the sundae by NAME or ather agencies One has o be saspicions When pefommnce deemed equa o same ofthe ote sted senda. The ee om fil vation tec ave ne ee Inuened by the snd _ usc perormancestandsd might be asesed in he owing manner: 19 weeks priors any pbc performance; ihr advance price, each seadent pefoms ay ofthe music Programmed wth no mare tha two tom i pc nde emer in shyt, and with ope quay, aticalons, ad lee matching sly he econ xa povied for desert Every fet of iron canbe supported by clear objectives cha he one jst seed. Thete should be well Uundentood (panted) performance abject thet ar grotto by stadents teaches gery and adnate, and ‘which every sdenemust meet to remain tthe emer and/0 optician sal ces. Metin sadn and cectives ve consequences, both goo andi, fe Modent. Teachers should convey the He hat ome ets wl ve to make a greater effort thin oer to et the sant he group has greed upon. Efe peo achievement and doa be acknowledge, ntricnts dife n hr ompleaiy, sds the mae, The reed eft ‘nor sanded in any ememnble egos of how speci the objectives at, dey are ony bt of good intentions, Any numberof bc Programs may poses god objetives. Esch objetve mative a minim sandal or betcha rps 4 "pec accomplishment toward which the stacy” energie and efor are decd16 THE FOUNDATIONS ‘CURRICULUM DEVELOPMENT ‘Acoicalum i couse of dy and guide fe taching, Dit the fies of many se nani the mater, no age muse cork ir sitabie 0 meet the needs of diver school dics and th studens much Tes econ Is varying eacking syle, The dict and i teacher shoul deve their own gid, relevant to dei sales lau mean, Kel on asitance fom previouly writen, eal vearched resource When the high Schoo decor thnks abo the marc program athe lower eve, he se inne o comp about wht the stent aed ier instead of ling responsibly for the longer obetvs ofthe program ad making the proce» contin ‘ne, The high ston un amd ees shane etme road gout Kindergarten ad fot grade ic les the high sco mse apprecion cas High choo rena echo wl wel 9 vst grade coe me ‘se acesonlly ilk wth emery ache sadeno and mse perce, hlp wth yd scissor records du ether such sti, ad dss common eos and owt eh he, 1 penne eiclum conti, at cre, exprente mae played atitcaly by knowledgable musica Cig Richhof scoves nuemble distor shoul be uid by thre esa Bele when designing the cerca 1. The proceso teaching and exploring musics more imporon chan podcing concerts pring in cones and fae 2. The edacasaal outcomes for our students mst be enphizd ovr the edu emersiment vale tha fe 2 high prioey of adninirator and paren 3. Thelong-tem value of mune sus nthe Bes four ses more important than the shorter ea School bn an orchourt oe inka 4 ned range of dent ges and abies an To thi reason cursus shouldbe ognse by development el or experince ite than by ge eve. Thi eer ight sho beter rove the fest o each fr arsy, Developing ean efomance cursclas bes wi general bjcuves hac move coward gmre specie gon In constructing the vble cuiclum, eghtened reaches Begin with tet Phlowply of mac edacaon and se fameworks fom mule sppoache= For example, Fink Batis beeves dat a mac program shoul evlke atound the experiences of prodocng reprading ane consuming musi, Within thot three aren cri, arc al andthe seqution of knowledge {hd isening ks tl for both group an individual jective are poble and wil lead vo Mélong invent ‘muse whether actively perrning insane or singly informed Titers or conceregoers. The aforementioned ‘olunry nto andids provides nar comprehensive approach to teaching accouney “The Americ School Bend Deis Anoxiton ha pub crn of over 20 pgs ppaenty paily iucced by the voluntary nitions sana? The curicul ic ied om sx peeoranceakjesive that ae pent Demominite the lnguage at of reading and strpoting mse ntton err meiner an wath thes. Describe, alae, nd reste mas rahe mi by ig enc Hn ad tering hl, Demonstrate 4 knowledge of mui itor and ele ergs Paricipte i culerl/muial Hi of the community though ivolverment in lca and reyonal anaes The wie of etn to port a pon provides the teacher wit slo complete Rei in dteining techn satis and pty bjetes Vet from ates curcla bed on anda ae eevogniae persine explore, ie ales evlte sn elec. Keep i nd that standards are oe objects, hee lat No aenon to protien lrsequence bathey af tei fo advocacy The Amerion Sting Feces Aoi oped complete 26é-poge sgt cum which ncades stands goal, and leaing eocncs Rr ex sills nd knowedge in K-12 ering progr That curiam ie smmedarey abl, bat ke sl curs dependent apon the comunity’ appar of oppor 0 ls leven succes band decton have suggested tat theism mai corel based on pepring Ot sd pertorming he years concerts The knowledge, hisses, ad sppreciatons to be mastered are deter bythe take nec eo uly perform the set bere, Perfomance alo has role in motivation the ‘tggesion is male tat when the normal thee concer se inaicien, nlonal normal perma shold be ‘chedsed. The beef tht performs const the coeculm not Usted to the cto interviewed by Meyer. Randy Navarre” recomend “having your band prima fen sx pombe” nd loin public. We coin this ts the mow conmon clement i oronising a amsentl mae ara ‘OBJECTIVES, STANDARDS, CURRICULUM a7 ‘Th “enduring dentin" found in the Pefoming stand fhe 2014 NCCAS santa provide am inreing sero ales tha could find sway ine a perfomance camcaln + Seo: Pesomen nee in nd knowledge of ical works, wndentning of ir on ec sil and he once rs pedis infence the secon of epee + Anayze: Analyzing reson’ cone and how they ple ements of sc proves inhi hr itt Som perma 2 Rikeme. Evalue, and Rete To expe thar mus! Me, muscint snare elute, an rhe the Pevensie ane ie teh open tone He pence, she spline appropri cre «Proene Masia judge performance bad on itera thar vary act ine place a eles The context od howa work presented ence the audience respons ‘Ye nee mole! ping instcion & te Conceive Masnip dah Pence (MP) spprach'* ten bre ons econpon a ha ove em come eon chal pt TEimin wershp. Thc compen emus stecon, sete mau oped smc “Tec Sop ant Spr re fen wed when clam Hang The oper oh ep and eet coum nent he ae The ence een he ped raeaion pgein ef hse e “avforshe unger mes. te mod book tthe matconmony wel ope an secs wih epee ealtans discrep fe? mast eign’ wh frnmst ero essed cena ‘etange eh nt heAs neinrene n ete pamance ae ed The eco sc ap and eget fen hope byte peor peo lhe in wn wed be [GUC for erent th anced igh cel win encore ches Fore» ee my SA ipo ete canbe ces ape latin of Beak I ef he San meio ‘hen Sin crams thse se cna conanl ei or comp, ede concn tne spe, behing chbouchre/ pin ation, son icles ead then sms scl eve Jerome Bre coed he np carn ke Ruut anise poe wey tase pn how hued on Laie af eve lS ‘rowan he aitnan expences fr eunfe, eates helptnpt sat ih suk TOO” howe by {haute she cel pepe tp, tran set enn pe ng nd or png “ho eninge rope hc pce wal gue fem the rvs son Te eer sas ‘mer poccd Gon he kno an onl te moe come emus onenc at bal om the muse Stat npr aed cmc Theseong ur insane sho docs uence wits ge one tenes in hah cen fen fi eno Shee ee developmen Casa mip hae tobe opie by pas taprnc gy heeled son, Re Shae aes ‘Moret apd cama pts cone are. ‘One mot eae utr fewer tha xv erane whist prvi nyo ech aay, Sn ens ay nd mor sce Sips wi» Sted qth stn hon onal aed tae ‘wn os th good errno ind reed ‘tbo ome ont ape in ante ney ae enn th ‘uthr omircon oer ing ese coc is tein the sroparon le of pense ine al ne prope. We sy {her nunc een ge ne le enombles ce they afd tegen nest a gene Sout ioker myn he ching ade fa em canker Seman Tm 0 oenbl. sl popes telson ppt ee andthe nate wees eet etn tnd aig es ema Novae Fo lon-rassmeeajsivs o more pi ol st we yeoman cade een al nna ech me she “wat” ving ‘sesh tmp nd alt leat more hone ove socio ong ces Sn twcy bev ie Raker, ik othe ol po tie Be ac pe ene38 THE FOUNDATIONS nd cvison the long erm abzctves Finding their way it he repos ithe mort meaning way ver het pid ‘ftine For example the quale of enon and elution or Sonance and consonance ae univer eens all Imus. But, there sre some epertoite eetons ht lend thems fo tore meorale ote depth prt of thee canter tam ther pieces Some other epertoite provide signa opportunity to ake connects hited evento people. The mc devs the atament of the objects te performance satin Bethe ses and he misc Des Ithete is agrcment onthe sop ofthe emer expesinc, the sequence ea ae ay ‘not and oer pats. One path toward comprehensive experience can mole a telethon sot ‘tease pee hr sows for experiences with campos sett) wtk maton, hora cones and eerie once of independence and balnce we preparing er piece fr the next concert wh omc len dope ‘ode! Band eurrciam based on instctona wnt tha ate reperie-dven van be Found in hcp Bod by Reber Grail” Minny wt all of he pies, the understanding the sens age exported pay thee Pa musa lone an with hers define composition rated er cleat frm shyehns sees and don et ond ‘beable to gve sme hackground infomation sour the piece. Aral, Lge ensibls ae pafommance bed the ines CONCLUSION Valid music progans need cui tht focus onthe atanment of mental kl srl kth, pic deseity on an intrument and with rsa undentanding, Knowle of key signatuey ine spore esd ego ination ot ough, layers shoud ako feat hear the noes they se on the fhe shoul inten ee so heat and undestand tonal centers and modeltions, eter changes etm revise mater at hinge ‘of mode and exe in the mas Sean st be able wo looks eer pati the sone and pay ms. ah ‘hough fr line nd ps, whl ac the sae ame managing the techn rsitements othe pate. They shoal be able to concent siciendy 2 tre-minate pace of mae to Kep thc minds actively oo oe Being ‘ Tnsmentats ough hve scent eon sierory trea sews theme afer hea them fe ee, The experience of lilly poring » pice of muse with other should not be underemate. Sill group Pesfomanes ae important oth for the el hey fran forthe high tara they se Playing mai by ‘wate oftine. pli psrmance of concert music encompae a maori ofthe portant goa of i: wood ‘ove, coret not, technical kil Knowledge of rascal symbol and terms, arenes of the sled fm of he ti, contol of tone quliy and ineonation. and aie to flow the eomdictor. Each sade nus excel 8 oF ‘es rs, ven fic spe the ees frexceene rom everyone in the rp he primary etn why perormnce iro ch vale fe lang ‘The teicher wl ave to decide how much empha to place on developing sil and oo the baie undensning ‘of mus, and how much ofthe yeas me shouldbe pened wih te goal of perc nmin. Ur wg Pesfomunce alone isthe oa, sen tend to become shehancl wonders who can play wil pecs baton Wwithot osc independence or undensanting. On th other hand, the gal uf extent pfomance hot the inption and the chet ling vet of dhe program eis ao ating. tn formulating ebjecves, thee, dhe music teacher mst reais comer all yper ef ajectve a importa. withthe ight poi peel ‘he individ pres ofeach sudent. Stade may ey t0 make mune am atiy eather than cone Btn {he wacker mist for overlook thse ke to ler, enjoy chalga ech progres in knowledge sv well sil, Folly the drector must be wing co wok cooperiey ith invdl an community groups tht tequs the sence ofa hoo peionning gop. To accommodate admins athlete detonate lenders whe ‘wth to have bans and orcas prom for vos schoa or community nso, he high school eementa teicher, more th anyother fcuky member, seins hs ose some ode local celine experiences, dep the importance ofa sequen curriculum. These ext ece ean been as opening opera for curiae flexi. The immedacy of the next perfrnce motes ich den fo work to hs he elle, ‘potenti roughest high schoo. This pesfrmance mind can provide de hex fora Rch pedhgupely bed Program dened ehane mas underandg, DISCUSSION QUESTIONS/ACTIVITIES "Stents mn igh schol ene Because hay tents sun ae becate the torts want ly thr "rumen whe ends Wow equ weet and empsarce muster), cud stain be excedng the Douns of hat ensere exponen is abut? How fhe citer fr mise sceol student han oe gh ool ew 2. Your principe seers determines to nse eczoutably ito each grog and asks what gobs, edueaton, and Irstucoral outcomes sha be conse nthe eure nsi acceunttiy pon. Wat se take alcenos? ‘OBIECTIVES, STANDARDS, CURRCULLMA 9° 4. Ane embetter of Ly Laon hat ahora sect gy spay {Giz nemnptor gu Aono grt cece ae notcaempartomane woos "mom ay Tera ctmuas nycr room aoe te a sng pope il uci a cot ate Turina ages tha tho compat big ated by hein sco eters pata bl ht you ty slocatng recoutos sich sal pecelage othe suet Dod, Aru ou eon. How doer one etalon concusm pris and trow when to move Gx? Doos ove poze or ap sins or Mat nema oeomes wi! yu cos ing a ale cece oh our buna mi RESOURCES ion) (82) The me ni its Sone Ba oa nf ee gl in pectin Soprond Cicabn Devopnese gag DIR RS neon Maa (160, Tsmney po °F Ean Oe Handa: ae Donn Now 1nd Diets Gp: Fl Repotny oat Bw tk. ‘eninccion ortrenc/op crn, Fra erect er ore fon ea ough ng th Ba cee ts Deca Grup Fuebok pop) Mais Educa Renal Conese (990, Nn Se ford Edu Ih Ey fogs Sha Ke ‘ccuulhatong nf lca fe As Reso, VA Mase Econ ee = (in Pre Sedans fr uc Sager and asia Stas br Ms ci Soe en se Bac Ne sar me a Tek Sl 6d ded ‘ed. Glenmore, PA: Nomheauem Publecations ‘Aide, He C Hole nd Komi (99, nati of “het at Set Nene: ches ke vexing, ening and Aang: A Revo of B's tail Os ew a Lop. teshum Scag} Am) Bos Oboe‘ Syed Beran tae St Tak A sa eT (8, The See ofa 00) The Na Hann f MENG call ind. Rar £ als ae Eon, 9) 30-309 ad a Tam Teng a amaig New Yor Onda Et, 4), WO, og MEN Unto Pes FR'Catwal and P. Wilber (es) [01]. New Yor Coma Ef) 015) 4 Lo san al nt Wa 5 Tn a ai fe Sf Mat Maw, ode, Cig wigan Gs) METihe 295d hy Des, 2a TC IO) i Ting Bay hecon WESC MET Une it ha in UT en ion D and M Sven 3). Ma Maer: Flory Sarmpte Carica *f Mot Eh, Sods New York: Oxond Unveray SAP Fine Df S Thonn (9) The Cin Ser "iene Reso he New York Rowe Ser ee hr gene Gimli AST Bp Bl, Le, FY dena Hea es Wat § Venera nd KM Shri (107), pry eric cum SHONC urn New Yo Tees Calera ‘Mapes easmeni METHE FOUNDATIONS NOTES Kenyon, J 1982. The homie Ma Dir Some ‘Rok pon of Pel wnt Hd ea fry Set et ch Da Sema fo taming Testo Rai Kotieoht DAL, BS. Blom, and BI Mar tow, Tomy Elsi Obs: Haat Ae Wig. Gand. McTighe Uniesonig by Den Framework nxn ASD eS panos’ LAD. ened Se 5 31) 1 (G07 Sate Tinka Te Rat eof Vand de "lato, New Yok Fence Cie Pron. i Fors more comple proeen on the 34 sain set he flowing Heke ep newkspcecom le! Sevier pe 9882 Fane 11 Sundrcanprion-REVIBED2 pl ‘afin. Stink ny201S 96 ent opponents ‘ev 201¢ Mc Suds Enc Sem pat 7 A Mug Bua, Da New York: On into: C. (Oxcber, 2), Seng Reger: A Miner of Coma A Penna Vpn San fcr, He Nr ASBD Cat Ca, Beri. Wome | Ae) Eons. Odean J Likeman 01) moan Stig Tey Meer, $2010), Raami he Hh St Ba Dey 2nd ed. Glenmoare, PA: NonbeatertPuiiabors 294, ee mes com/CMP tee eptember 9 300) San Ki} Tilo 8) The See 9 Bai Soa of ae Edi, 3) 35-2 un MENE Wont Roan vst torn. Vl York Osi! Uaieniy Pron NEY Mea, 2 el. Chg GIR. 70, ar (176, gi a, Laude, CHAPTER 4 Assessment The primary purpose of sesmen to improve leg Accondiry pupae iw prove dat for accounaily— are he progam and stant outcomes what shoud be expected? Teahen bere they ar countable to hee aden nua each the loa shoals cumalam, Another ups or tse to prove dats fr aoeny. The recat Procedures seed in this chapter ae to bel teachers help wens co len, This ines asesaners feng proces, pro and procedures. Asesinent of to types forma an! sate, awe of bath formative ind summa inproves teaching ad lenin The per ae explsined ltr in the hates. We fees on Moxie heklits tht ae ued rbot forma and rmtive esment and ate con ajse o wat eg eh Icischcir se that detenines whether the snmentcan be se in sito wher astenent data ve consequent “hese chectsste tained by aden antes 3 near of recording ssn dt tha ses the edd 2018 Elementary and Secondary Edocation Act S117, ered wou the "Every Stade Suceeds Aet™ (ESSAY? Frnly, we dius oer menses ued in nsramenal muse ck at sleet, ding seeraton rabid porto. ‘We find that none ofthe pushed mesures mond in the previous entence se story for high-stakes ‘semen and meet the standard sablshed by AERA, APA, and NCME, in thee 2014 juin pubaon Sond Sr Eduatil ol Pysgal ening? High-eakes wal eee oan assent that can Fave Cansequenss forthe ‘ewer sch a renewal af one's once A stdeot ston might be hightker if the cencqucncs of fala te peccived tobe afer inporance. High-eakes ascents have boc celtivey rain mse buts Becoming more ommon, case ofthe ink between asesing teacher and sade grosth we iad on the accompa eee 2 thor section on whit ws kre about eating estes sd aching fom the compres cuts Eine Teaching (MET) handed by the Dil and Melinds Gass Foundion® Ths funtion invesed mote tan 48 elon ols to ndomired esearch oes how good teaching an be seed. The eo ys common sbsertaton protocol such a Daieon, CLASS, and PLATO that guide cherstionacument of teaching were not seen ‘Meat for making important, cnseguentoldeisons Ascument, like teaching, depends onthe lol phoophy of mic education and local poy af sbjetives hat se mee with expectations ofthe sre. Under ESS, the feel goverment eis ese tin fr cles and cee readies, annua esting rates, ead langage s,s science slong with perforant ‘nts fr hook and provsons for sling shol and prtchook. Assent expec to prove data on bo individ an group objectives hat re coopercsy elite ESSA does ot special sat tht mun eis surewie assent ater "Each tate pla shill ernnsat ht the ste edocona agevy, nono eh local edcationa ages, hs implemented se of high-qualiy anesment nthe tee cedsabjets The te tee ‘height implement suck aneumen n anyother sujet chen by these AASCD suppor the whole child mansa of objectives, eay. ale, cmeaged, spore, ad calenged, with no mention finda ubjeets® Reference to "whale ci” objects inthe local ites msc cual Weald Jndcate support fr broad edna fa goals by the irameatal musi progam In insta muse, lensing otcomes const of proces, procs nd prods with proces mt Bas) ‘tn ate assed pam by tomeve snesmentwateper, The iurenal muse pope hes Geen incre ‘arto ff movemens: we provide aie deerpeon of theie movements of the pat hale cnry, plang oUt ‘ny rest earings forthe isteumenel program. The cl clemene to ses whi the par eet 4b of what is med ouside the school enviroment. Tht pth foes ofthe chapter on catch crc ha isnot mato o te sable but bral eb by the teacher. The checks we prope les for hanging st of objectives appropiate for the age snd competence level of the stents We mit wh foro of sygce-sponimporant concep suchas one might fd in matherair every high schol ssn cin impute the sate ro0r—but only broad concepts exit im ti ch plying inane and with expeon,