Music and Social Studies

2020 ◽  
pp. 103-150
Author(s):  
Kristin Harney
Keyword(s):  
Social Studies ◽  
Teaching Strategies ◽  
National Curriculum ◽  
Classroom Community ◽  
State Standards ◽  
Full Length ◽  
Curriculum Standards ◽  
The Holocaust ◽  
Specific Teaching

This chapter explores connections between music and social studies. It includes rationales for integrating music and social studies, common links between the two disciplines, and a discussion of National Curriculum Standards for Social Studies, the C3 Framework for Social Studies State Standards, and the National Core Arts Standards for Music. Tables clearly show the standards that are incorporated throughout the lessons and examples. The chapter contains four detailed, full-length lessons that integrate music and social studies. These include a lesson that examines the importance of a classroom community; a two-part exploration of historical and musical aspects of the blues; and an introduction to the Holocaust through Górecki’s Symphony No. 3. The chapter ends with an inventory of ideas detailing nineteen additional lesson topics, specific teaching strategies, and recommended activities.

Music and Visual Arts

2020 ◽  
pp. 11-56
Author(s):  
Kristin Harney
Keyword(s):  
Visual Arts ◽  
Teaching Strategies ◽  
Full Length ◽  
Specific Teaching ◽  
Bright Blue

This chapter explores connections between music and visual arts. It includes rationales for integrating music and art, common links between the two disciplines, and a discussion of the National Core Arts Standards. A table clearly shows the standards that are incorporated throughout the lessons and examples. The chapter contains four detailed, full-length lessons that integrate music and visual arts. These include a student-focused arts analysis; exploring repetition, mood, context, and movement in Michael Torke’s “Bright Blue Music”; connecting artistic and music techniques through the painting of a pastiche collage; and delving into French Impressionism. The chapter ends with an inventory of ideas detailing nineteen additional lesson topics, specific teaching strategies, and recommended activities.

Research Commentary: Analysis of Curriculum Standards: An Important Research Area

2016 ◽  
Vol 47 (2) ◽  
pp. 118-133 ◽  
Author(s):  
Dung Tran ◽  
Barbara J. Reys ◽  
Dawn Teuscher ◽  
Shannon Dingman ◽  
Lisa Kasmer
Keyword(s):  
Mathematics Education ◽  
Education Reform ◽  
Careful Analysis ◽  
Research Area ◽  
State Standards ◽  
Content Standards ◽  
Curriculum Standards ◽  
Education Professionals ◽  
Important Research Area ◽  
Improving Student Learning

This commentary highlights the contribution that careful and systematic analyses of curriculum or content standards can make to questions and issues important in the mathematics education field. We note the increased role that curriculum standards have played as part of a standards-based education reform strategy. We also review different methods used by researchers to compare and analyze the Common Core State Standards for Mathematics, each method designed for a particular purpose. Finally, we call upon mathematics education researchers to engage in careful analysis of curriculum standards and to share their findings in ways that can inform public debate as well as support education professionals in improving student learning opportunities.

Teaching World History in a Swirl of Standards

2017 ◽  
Author(s):  
Merry E. Wiesner-Hanks
Keyword(s):  
Social Studies ◽  
Education Reform ◽  
Common Core ◽  
Grade Level ◽  
World History ◽  
High Stakes Testing ◽  
State Standards ◽  
High Stakes ◽  
History Teaching ◽  
Single State

Standards-based education reform efforts that began in the 1990s resulted in social studies standards by grade level in every single state, stretching from kindergarten to grade 12. All of these standards single out history as a separate subject or strand, and many include world history as a subset within history as a whole. These standards are highly variable, idiosyncratic, and sometimes error-ridden, and they have been the source of enormous controversy. Some world history standards are completely skills-based, with only one sentence about content, and many are very Eurocentric, especially in the lists of individuals and events students should know. Recent efforts to develop better standards, such as the C3 Framework, have become embroiled in the controversy over Common Core, but because high-stakes testing is often based on state standards, world historians should get involved in improving them, and advocate for better world history teaching.

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