Comparing and contrasting music curriculum: National vs IB

Comparing and contrasting music curriculum: National vs IB

1. 1. What is curriculum? Definition and relationships

   • References: Kelly Marsh
   • Culture, history, context
   • Types of curriculum: Hidden, pastoral etc
   • An overview of two curriculum perspectives: England and Colombia
     • 2.1Colombian National curriculum - Music syllabus (Lineamientos ed. artística)
       • Como diseñar un currículo de acuerdo al modelo colombiano https://books.google.com.co/books?id=TbVEBAAAQBAJ&printsec=frontcover&dq=curriculo+educativo+en+colombia&hl=es&sa=X&ved=0ahUKEwjUofOo6pfQAhVNxWMKHXNHCKgQ6AEIJTAC#v=onepage&q&f=false
       • 2.2 UK National curriculum
         • IB curriculum
           • Respond essential question 1.     How have you demonstrated your understanding of the PYP/MYP/DP’s underpinning educational principles and how these are incorporated into the curricular structure to create meaningful learning experiences?
           • DP Music curriculum
             • Comparison and contrast of Colombian and IB curriculum
               • Aspects that make them different
               • The extent in which they respond to socio cultural expectations
               • Scope of each one.
             • Aims, expectations...how does it respond to the essential elements of IB
               • Respond to essential question 2:    How have you demonstrated your ability to synthesize the essential elements of the PYP/MYP/DP?     
             • Ways to design an individual school's curriculum
               • Respond to essential question 4: How have you demonstrated your ability to select and use a range of appropriate teaching and learning resources that support the achievement of PYP/MYP/DP learning outcomes?     
             • Presentation of my personal way to develop the curriculum based on IB philosophy and syllabus
               • Respond to the essential question related to the professional area of inquiry:  B. How have you demonstrated your ability to participate in and undertake critical evaluations of collaborative working practices intended to promote PYP/MYP/DP learning outcomes?     
           • Role of teachers and society
           • Aims and objectives
           • Essential elements and differences among the IB programmes
             • Respond to essential question 3: How have you demonstrated your ability to identify and critique the key areas of commonality and difference in the three IBO programmes?