There are many ways to teach the standards, and ideally, educators develop curriculum that is adapted to the needs of learners, to local policy and philosophies, and to accommodate local resources and partnerships, etc. For instance, theA+ Schools Program of the North Carolina Arts Councilphilosophy includes "using the arts as a catalyst for creating connections and making school engaging, meaningful and enjoyable places to teach and learn." When developing curriculum around the standards, make sure that the activities you choose, the way you structure and scaffold the lesson, and the assessments you use are clearly aligned.

How this standard is reflected in student workThe activities and resources you choose for students should be directly aligned with the intent of the standard. For instance, Music 3.ML.1.1 states "Apply elemental changes, including changes to dynamics, tempo, timbre, or texture, when singing or playing music." The verb "apply" means "to use". When choosing activities, make sure that students are using one or more of the elements to sing or play music. An inappropriate focus would be memorization of definitions and technical terms related to dynamics, such as crescendo and mezzo-forte. However, in order for students to use the elements when singing and playing music, they will need a basic familiarity with the terms as well as techniques for singing and playing instruments with elemental changes.

How I teach this standardThe way that you teach the standard will impact student learning. This may involve breaking a task into smaller chunks, providing support tools, modeling, providing feedback, focusing the most important information, and generally scaffolding instruction. Sequencing is also an important part of the way you approach teaching the standards. Consider the background information of students as well as the proficiency with concepts when you make instructional decisions about the sequence in which you introduce concepts and the ways that you repeat and reinforce them over time.

How this standard is assessedAssessment is an important part of instruction. Perhaps the most important kind of assessment is formative assessment, or information that is gathered during instruction and used to make instructional decisions. For more information about formative assessment, see the NC FALCON Online Learning Module. Benchmark assessments should be taken throughout various points in the year to assess student progress toward proficiency with the standard. Summative assessments happen at the end of the year to determine mastery of the standard.