I'm writing exam study guides at the moment for my grades 9 - 12s. Instead of searching for theory graphics on the internet, I've just decided to make up my own. I'm dropping them into my blog because I don't have a page specifically for theory.
We are an inclusive school with a very large English Language Learner population. Yesterday I went to Learning Support coach and asked for some advice, and he suggested that I give an illustrated study guide instead of my normal prose. He said this way he could also help the kids if they should come into his office in the next few weeks. Done! So here is my rough and ready study guide. I've sectioned the criteria like this:
Criterion Ai: General music knowledge. This might or might directly relate to what they are doing on their instruments. I consider this to be the "grammar" part of learning. Sure, they might be playing treble clef instruments, but when they get to DP music, they are going to need to know the alto and tenor clefs.
Criterion Aii: Knowledge in original context. Now we have music terms that they have directly seen in their method books (Standard of Excellence). This is now placing music in the most original of contexts for them --- in their very own playing. They've seen ties and slurs in their sheet music... can they remember the difference?
Criterion Aiii: Knowledge through their own artwork. This, for me, is the creative cycle. My kids are just finishing up their creative cycles now. I've differentiated for them, so they are all on different pieces. I have some advanced students doing trios, I've got some still doing the Standard of Excellent accompanied solo pieces, and I've got a few students who are on a modified program and are working on completely different books. Do they know which clef their music uses? Do they have repeat signs? What's their time signature?
I'm going to attach the study guide, but if you just want the images I've made, I'm including them below.
We are an inclusive school with a very large English Language Learner population. Yesterday I went to Learning Support coach and asked for some advice, and he suggested that I give an illustrated study guide instead of my normal prose. He said this way he could also help the kids if they should come into his office in the next few weeks. Done! So here is my rough and ready study guide. I've sectioned the criteria like this:
Criterion Ai: General music knowledge. This might or might directly relate to what they are doing on their instruments. I consider this to be the "grammar" part of learning. Sure, they might be playing treble clef instruments, but when they get to DP music, they are going to need to know the alto and tenor clefs.
Criterion Aii: Knowledge in original context. Now we have music terms that they have directly seen in their method books (Standard of Excellence). This is now placing music in the most original of contexts for them --- in their very own playing. They've seen ties and slurs in their sheet music... can they remember the difference?
Criterion Aiii: Knowledge through their own artwork. This, for me, is the creative cycle. My kids are just finishing up their creative cycles now. I've differentiated for them, so they are all on different pieces. I have some advanced students doing trios, I've got some still doing the Standard of Excellent accompanied solo pieces, and I've got a few students who are on a modified program and are working on completely different books. Do they know which clef their music uses? Do they have repeat signs? What's their time signature?
I'm going to attach the study guide, but if you just want the images I've made, I'm including them below.
| gr9_exam_study_guide_sem1_1516.pdf |
    |     |
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