Vision
The music education program at Newberry Math and Science Academy is committed to providing a rigorous academic environment while also fostering students’ social development and celebration of cultural differences. The music curriculum will support the needs of every student through a comprehensive, process-focused curriculum that is founded on the alignment of state and national standards for music education.
Through collaboration and involvement with the school community including parents, teachers, administrators, and community members, the music curriculum will support student growth, both socially and academically.
Mission
Music supports the core curriculum as well as provides opportunity for collaboration and integration of all academic subjects across the school thereby providing a natural fit into Newberry’s mission to support an integrated, rigorous curriculum that prepares students for college and career readiness. Beyond music at Newberry, providing arts experiences for youth represents a larger dedication to the impact of arts education and developing the arts-related skills, knowledge, and creativity essential for every student.
At Newberry, the comprehensive music curriculum will provide the highest quality learning experiences via approaches including Dalcroze, Kodaly, Laban, Orff-Schulwerk, and other areas of music education. The music curriculum will be experientially and process-based, allowing students to “learn how to learn.” The process-based learning environment will provide learning experiences that employ a methodical, concrete to abstract process thus guiding learners to understand material via thorough, meaningful discovery. Such a learning process helps students to master their knowledge through application and relate their learning process to novel learning experiences. Additionally, the process-based music curriculum fosters a sense of ownership and intrinsic motivation in students. Students at Newberry will engage in music to develop vocabulary, appreciation, process, and cultural literacy of the arts while also demonstrating mastery of cross-curricular objectives. The emphasis on experience, as opposed to performance, is illustrated through the students’ engagement with curricular goals– music experiences are devoted to conceptual exploration and application rather than students’ rehearsal for an audience. Emphasis on the process of learning will enable students to be successful in learning opportunities outside the classroom, therefore fostering the desire to continue education through college and beyond.
The Newberry music program prepares students holistically as both a support to the rigorous math and science core curriculum while also providing natural connections to the goals of celebrating diversity and social development. In direct collaboration with Newberry’s existing visual, performing arts, and physical education programming, the music curriculum encourages collaboration, through creating instrumental accompaniment to a poem; teamwork and responsibility, through small group and ensemble learning; problem solving, through improvising a melody within specified guidelines; analysis and vocabulary building, through evaluating a composition and learning new songs; body awareness, through purposeful and creative movement; and countless other potential areas for learning. The cross-curricular and aesthetic benefits of music study are limitless. At Newberry, we educate the entire child, providing experiences that enrich and challenge the learner academically and socially. Music is a natural extension to the classroom curriculum that provides students with opportunities for intellectual, social, and emotional growth.
Standards
Long-term curricular plans, assessments, and daily lesson activities are founded in national and state standards for music education.
National Standards for Music Education
National Association for Music Education (NAfME)
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
Illinois Learning Standards for the Arts
Illinois State Board of Education (ISBE)
STATE GOAL 25: Know the language of the arts.
STATE GOAL 26: Through creating and performing, understand how works of art are produced.
STATE GOAL 27: Understand the role of the arts in civilizations, past and present.
The music education program at Newberry Math and Science Academy is committed to providing a rigorous academic environment while also fostering students’ social development and celebration of cultural differences. The music curriculum will support the needs of every student through a comprehensive, process-focused curriculum that is founded on the alignment of state and national standards for music education.
Through collaboration and involvement with the school community including parents, teachers, administrators, and community members, the music curriculum will support student growth, both socially and academically.
Mission
Music supports the core curriculum as well as provides opportunity for collaboration and integration of all academic subjects across the school thereby providing a natural fit into Newberry’s mission to support an integrated, rigorous curriculum that prepares students for college and career readiness. Beyond music at Newberry, providing arts experiences for youth represents a larger dedication to the impact of arts education and developing the arts-related skills, knowledge, and creativity essential for every student.
At Newberry, the comprehensive music curriculum will provide the highest quality learning experiences via approaches including Dalcroze, Kodaly, Laban, Orff-Schulwerk, and other areas of music education. The music curriculum will be experientially and process-based, allowing students to “learn how to learn.” The process-based learning environment will provide learning experiences that employ a methodical, concrete to abstract process thus guiding learners to understand material via thorough, meaningful discovery. Such a learning process helps students to master their knowledge through application and relate their learning process to novel learning experiences. Additionally, the process-based music curriculum fosters a sense of ownership and intrinsic motivation in students. Students at Newberry will engage in music to develop vocabulary, appreciation, process, and cultural literacy of the arts while also demonstrating mastery of cross-curricular objectives. The emphasis on experience, as opposed to performance, is illustrated through the students’ engagement with curricular goals– music experiences are devoted to conceptual exploration and application rather than students’ rehearsal for an audience. Emphasis on the process of learning will enable students to be successful in learning opportunities outside the classroom, therefore fostering the desire to continue education through college and beyond.
The Newberry music program prepares students holistically as both a support to the rigorous math and science core curriculum while also providing natural connections to the goals of celebrating diversity and social development. In direct collaboration with Newberry’s existing visual, performing arts, and physical education programming, the music curriculum encourages collaboration, through creating instrumental accompaniment to a poem; teamwork and responsibility, through small group and ensemble learning; problem solving, through improvising a melody within specified guidelines; analysis and vocabulary building, through evaluating a composition and learning new songs; body awareness, through purposeful and creative movement; and countless other potential areas for learning. The cross-curricular and aesthetic benefits of music study are limitless. At Newberry, we educate the entire child, providing experiences that enrich and challenge the learner academically and socially. Music is a natural extension to the classroom curriculum that provides students with opportunities for intellectual, social, and emotional growth.
Standards
Long-term curricular plans, assessments, and daily lesson activities are founded in national and state standards for music education.
National Standards for Music Education
National Association for Music Education (NAfME)
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
Illinois Learning Standards for the Arts
Illinois State Board of Education (ISBE)
STATE GOAL 25: Know the language of the arts.
STATE GOAL 26: Through creating and performing, understand how works of art are produced.
STATE GOAL 27: Understand the role of the arts in civilizations, past and present.
700 W Willow Street Chicago, Illinois 60614 p (773) 534-8000 f (773) 534-8018 http://www.donorschoose.org/ms.ellington
http://www.newberryacademy.org
http://www.newberryacademy.org