JENNIFER MELLIZO
Jennifer M. Mellizo graduated from the University of Wyoming with a BM in Music Education in 2000 and has been teaching music in public schools for the past 18 years. She completed a MA in Music Education in 2006 and a PhD in Curriculum & Instruction, with a minor in quantitative research methods in 2016, also from the University of Wyoming. Currently, she teaches K-8 general music, band, and choir at the University of Wyoming Laboratory School in Laramie, WY. Jennifer’s research interests include multicultural music education, world music pedagogy, early adolescent intercultural sensitivity, and the musical/cultural traditions of Benin, West Africa. She has published practical and research articles in journals such as: General Music Today, Intercultural Education, and TOPICS for Music Education Praxis.
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Reimagining Music Curriculum in Outcomes-based Educational Systems
Through this provocation, I will discuss a curricular planning strategy I use to develop
curriculum that fits within the parameters of my lived reality in an outcomes-based system while staying true to my values regarding teaching and learning music in a culturally diverse world. First, I use the Multi-faceted Music Curriculum Model (MMC) to select musical learning
experiences (Leung, 2004). Next, I identify the unique knowledge, skills, and dispositions required to achieve a meaningful encounter with this music (Balistreri, 2012). Finally, I write several culturally sensitive action ideals (outcomes), which provide the basis for documenting/evaluating student learning (Regelski, 2004).
curriculum that fits within the parameters of my lived reality in an outcomes-based system while staying true to my values regarding teaching and learning music in a culturally diverse world. First, I use the Multi-faceted Music Curriculum Model (MMC) to select musical learning
experiences (Leung, 2004). Next, I identify the unique knowledge, skills, and dispositions required to achieve a meaningful encounter with this music (Balistreri, 2012). Finally, I write several culturally sensitive action ideals (outcomes), which provide the basis for documenting/evaluating student learning (Regelski, 2004).