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Our dedication to continuous student development LONG RANGE NEEDS <br /> dictates the optimal utilization of methodology and <br /> materials for maximum skill and concept acquisition. 1. To work on g <br /> im lementin the NCTM standards <br /> implementing <br /> for the 1990's as much as possible within the <br /> We must realize that the development of mathematics curriculum. <br /> skills is sequential and should take place based on a <br /> student's ability to understand certain concepts at some 2. To choose an appropriate text in both <br /> point in his or her progression which may not always elementary and middle grades that will facilitate <br /> match with expected objectives of a particular grade the curriculum. <br /> level. Allowances for such individual differences is <br /> necessary to insure optimum success of the entire 3. To integrate computer- and calculator-assisted <br /> population. instruction to keep pace with the technological <br /> advances of the 1990's. <br /> TEACHING STAFF <br /> 1 <br /> 1 <br /> 1 <br /> Elementary Middle MUSIC <br /> Program Profile <br /> All 6 <br /> PURPOSE <br /> GENERAL ASSESSMENT OF THE <br /> QUALITY OF THE PROGRAM To provide the students of Mashpee a music <br /> f <br /> background allowing them to understand and appreciate <br /> 1. The mathematics program utilizes a curriculum the world of music as it exists around them. In order to <br /> that contains a scope and sequence which accomplish this task, we must make available a <br />' introduces, teaches and reinforces skills for all curriculum complete in the areas of performance,theory <br /> i <br /> students regardless of their achievement levels. and appreciation. It is hoped that, through their <br /> participation in the various ensembles in place we can <br /> 2. Learning experiences should develop from the improve their skills as musicians as well as establish <br /> concrete to the abstract with memorization values and standards they will utilize through their lives. <br /> having a lesser role of importance. <br /> TEACHING STAFF <br /> 3. The teaching of math literacy and the ability to <br /> communicate mathematically is something that Elementary Middle <br /> occurs at every level. <br /> .66 2 <br /> SPECIFIC OBJECTIVES <br /> GENERAL ASSESSMENT OF THE <br /> 1. To introduce, teach and reinforce addition, QUALITY OF THE PROGRAM <br /> subtraction, multiplication and division facts, <br /> first and foremost for understanding. Some Elementary <br /> useful memorization of these facts is also <br /> emphasized. The thrust of the elementary program is the teaching of <br /> fundamental music theory and vocal development. The <br /> 2. To work on skills in measurement, estimation, primary methods used are singing, listening and the <br /> statistics, probability, geometry and their playing of basic instruments. <br /> relationship with the real world. <br /> Middle <br /> 3. To place increased emphasis on problem solving <br /> skills especially in cooperative learning settings. The general music program at the middle school level is <br /> designed for music appreciation. Content is varied at <br /> 4. To provide expanded topics to those students each level. Various vocal and instrumental ensembles <br /> who have demonstrated an ability to deal with perform at different occasions throughout the year. <br /> advanced mathematics. <br /> LONG RANGE NEEDS <br /> 5. To allow students to explore, and not to feel <br /> threatened by the exactness of answers. 1. To effectively implement our revised <br /> curriculum. <br /> 2. To maintain the quality of our music program as <br /> our school system grows. <br /> -95- <br />