The Sequential Guide is designed to allow teachers the flexibility necessary to incorporate these concepts and experiences within any school culture. Levels are developmental in nature, rather than grade specific. Concepts listed identify the developmental level in which they should be introduced to students, throughout the path of a spiraling curriculum. Teachers are expected to make necessary accommodations for students with various learning needs and styles. It is to be adapted by teacher and/or supervisor for each instructional setting, which may be impacted by factors, e.g.: frequency of meeting, length of class, ability of student, grade level, and resources (dedicated space, availability of instruments, audio, texts, sheet music, technology, etc.). The document identifies what students should know, understand, and be able to do in the music classroom. This link will help identify differences. NOTE: Some of the language of individual NGSS Performance Expectations have been modified. Understanding that every district and school has unique characteristics in creating learning situations, this document provides concepts general enough to be included in any course of study, yet specific enough that music educators can plan and implement a comprehensive course of instruction. New York State Science Learning Standards (NYSSLS) High School Standards Science Standards Implementation Resources. See the complete profile on LinkedIn and discover Robert’s. Robert has 1 job listed on their profile.
NYSSMA STANDARDS PROFESSIONAL
Zone 6 is comprised of Clinton, Franklin and Essex Counties. View Robert Schellhas’ profile on LinkedIn, the world’s largest professional community. The NYSSMA® Sequential Guide to Music Instruction is a tool intended to promote consistency in learning and instruction, through a standards/outcomes-based approach. NYSSMA divides New York State into 15 zones.
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