Band Fine Arts Materials Submission
Core Code Alignment
Fine Arts
Music
02040000010: General Music (Music Connections)
Music
02040000010: General Music (Music Connections)
Recommendation
Recommended Primary
Evaluation
These resources include a variety of method books that can be used in ensemble, small group, and/or individual music instruction of band instrument. The resources reviewed ranged from beginner level resources to advance resources geared toward full ensembles, percussion, sight reading, and general musicality. Using the resources as a part of a band curriculum would likely provide great foundational skills and a scope and sequence of learning that would help students progress on their instruments and as an ensemble. The books align with the strands from the Utah Core Standards for music.
Educators Using These Materials
No educators found.
Material Categories
No categories assigned.
Rubric : Generic
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | The content of this resource aligns with appropriate grade-level core standards and is current, well-researched and referenced from reliable sources. | The content of this resource aligns with most grade-level core standards but will need supplementary materials to ensure coverage of all the objectives for this course. | The content of this resource aligns with a few grade-level core standards for a portion of the course. | The content of this resource does not align with standards and objectives for this course. | ||
| No explicitly stated ties to standard (Utah standards or National Standards), however, the content does align with the Utah Core Standards and has connections to all four Strands found within the standards. | ||||||
| Scaffolding | Scaffolding supports for these materials are complex and challenging, engage learners from various skill levels, assist all students in enhancing conceptual understanding, and offer opportunities for students to share evidence and research. | Scaffolding supports for these materials engage learners from various skill levels and assist students in enhancing conceptual understanding. | Scaffolding supports for these materials engage learners from various skill levels. | Scaffolding supports for these materials do not engage learners. | ||
| Scaffolding is generally acceptable and on par with similar materials. | ||||||
| Navigation | Students can navigate the material independently. Instructions are clear and understandable. | The material contains instructions that are understandable and easy to navigate. Students may need educator support to navigate material. | The material may be used with direct educator support but lacks clear instructions. | The instructions in this material are unclear, and navigation is difficult. | ||
| The organization is easy to navigate, and can be followed with or without teacher directions. | ||||||
Accessibility
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | The design of the material is ADA-compliant and can be utilized by all students. In physical terms, this material is durable, interactive, and provides high-quality audio-visual and tactile experiences for all users. The material contains modern, up-to-date, and relatable visuals, including diverse groups of people. | In physical terms, this material is durable, interactive, and provides high-quality audio-visual and tactile experiences for all users. | In physical terms, this material is fragile in construction, and provides limited tactile experiences for students. | In physical terms, this material is designed to be disposable and temporary. | ||
| The resources are well constructed and organized. Both the conductor books and the student books are easy to read and align with similar resources in terms of physical characteristics and how things look on the page. | ||||||
| Technical Standards | The material goes above and beyond meeting all the technical standards, ensures student data privacy is safeguarded, and can be easily installed or accessed without technical assistance. Licensing information is clearly stated in the description. | The material meets all the requirements of federal and state laws, along with the accepted technical standards (ISTE Standards and VPAT Compliance). Additional technical specifications and limitations, including hardware requirements, bandwidth demands, student data privacy, and software/ web access restrictions, are adequately noted in the description. The design of the material allows for error-free installation or access without purchasing additional components. | The material is limited by specifications requiring additional materials, technical assistance, hardware, software, or infrastructure. Student data privacy could be at risk. Resources within the material end after a trial period. | Student data privacy is at risk. | ||
| Technical standards regarding data and software are not applicable as these are physical books. | ||||||
| Adaptability | The material is currently relevant and adaptable for teacher and student use in individualized or group instructional settings across multiple content areas. The material can be customized for the needs of diverse learners. | The material is currently adaptable for a teacher or student to use in a limited instructional setting across a few content areas. The material can be utilized by diverse learners (not customizable). | The material has some features adaptable for students in at least one content area. The material has limited options to address the needs of diverse learners. | The material is not adaptable or easily incorporated into various educational settings or with various diverse learners. | ||
| Adaptability is limited to how the teacher would choose to adapt instruction. Possibilities exist, but are not explicitly stated. | ||||||
Pedagogy
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Instructional Support | The material provides multiple examples and strong support to educators of ways to deliver instruction. These may include: -Scaffolding Lesson Plans, Personalized/Differentiated Instruction, Experiential Learning, Concept Mapping, Questioning Techniques, or Family Involvement. Furthermore, this material has content that can be problem/project-based, with incorporated skills and concepts that are integrated with all disciplines equally to support student sense-making. (Transdisciplinary/ Interdisciplinary Content Integration) | The material provides some examples to educators of ways to deliver instruction. It contains a few of the following: Scaffolding Lesson Plans, Personalized/Differentiated Instruction, Experiential Learning, Concept Mapping, Questioning Techniques, or Family Involvement. | The material contains limited instructional support on using the material with diverse groups of students, various skill levels, and student needs. | The material does not provide instructional support or examples for the educator. | ||
| Teacher book includes instructional support called "Sound Advice" for each exercise. These tips provide may provide some support to the teacher regarding specific things to look when working on the exercise. | ||||||
| Supplemental Resources | The material provides a wide variety of supplemental resources that are evidence-based and are linked to real-world circumstances and current events. | The material references numerous available supplemental resources. | The material references some available supplemental resources. | The material does not refer to any supplemental resources. | ||
| Supplemental resources are available in some of the books for some instruments, but not for others. Others of the books serve as primarily supplemental resources. | ||||||
| Assessments | The material contains a variety of formative and summative assessments aligned with Utah Core Standards, Personalized Competency-Based Learning, and Universal Design for Learning. It provides appropriate intervention strategies that lead to observable performance and real-world experiences for students. The assessments are ADA-compliant. | The material contains summative assessments aligned with Utah Core Standards with few interventions and is ADA-compliant. | The material contains a limited number of assessments without intervention strategies but is ADA-compliant. | The material does not provide assessment materials. | ||
| There are few if any clearly marked assessments. The selection, use, and grading criteria for assessments would need to be designed by the teacher independently. | ||||||
Culture of Learning and Belonging
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Bias Free | This material is free from bias and is in compliance with all relevant federal and state laws, rules, and regulations, as listed in the next “2-Adequate” section for this item. Furthermore, this material focuses on shared identity and includes the unique characteristics & cultural differences of students in Utah. (53E-4-204.1) This material supports civic and character education. (53G-10-204) | This material is neutral and is in compliance with the laws, rules, and regulations below: -It can be used by all students regardless of sex, race, religion, sexual orientation, gender identity, or membership in any other protected class, such as ethnicity, or disability, as described in (R277-328). -This material supports educators to be in compliance with (53G-10-202.4), where they may not use their positions to endorse, promote, or disparage a particular religious, denominational, sectarian, agnostic, or atheistic belief or viewpoint. -The material is free from discrimination and does not support stereotyping of character traits, including hard work ethic. (53G-10-206) -It is free from advertising, e-commerce, or political interest and is in compliance with the law and community standards. | This material may be interpreted as biased. Or promoting advertising, e-commerce, or political interest. Or maybe considered to regard or treat some groups unfairly. | This material does not comply with federal and state laws, rules, and regulations. This material is biased and favors a point of view that may be distracting to the educational experience of students. | ||
| No noticeable bias is observed. | ||||||
| Cultural Awareness | This material promotes respect for distinct socio-cultural identities by representing various cultural and social aspects of society. The material accurately reflects the culture, languages, traditions, beliefs, values, and customs of people from diverse backgrounds, including various forms of cultural philosophy and epistemology. | This material displays respect for distinct socio-cultural identities and cultural awareness. Creates opportunities to recognize and incorporate the diverse ethnic histories, cultures, contributions, and perspectives of peoples from Utah, the United States, and the world. | This material has limited themes of social and cultural histories within the United States and globally. | This material lacks cultural awareness and recognition of diverse perspectives and/or contributions. | ||
| Music from various nationalities and cultures is used in the instruction. However, discussion of these cultures and their music would be solely up to the teacher as the student books do not go into any detail about the cultures the music is from. | ||||||
| Inclusive Components | The material uses a range of texts, examples, scenarios, applications, and imagery to promote diverse representation, inclusion, and belonging. The material provides cultural backgrounds, contemporary real-life experiences, and contexts that are relevant to local students. It includes diverse characters representing people of color, people with disabilities, various body types, complexions, ages, personalities, and societal roles. | The material provides a range of texts, examples, scenarios, imagery, and applications focusing on various cultures. It includes some diverse characters. | The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters. | The components of this material are not inclusive or diverse in nature. | ||
| Inclusivity is lacking due to limited text connected to the backgrounds of the composers. | ||||||
| Shared Values and Character Traits | The material focuses on the shared values of diverse people and communities, including the common elements that unite Utahns and the world. -Such as diverse histories, family units, geographies, cultures, socioeconomic environments, livelihoods, etc. Additionally, figures in the material may be described by their behaviors, beliefs, and values regardless of education, income, or occupational descriptors. The material fosters the development of character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles contained in the Constitution. | The material focuses on the shared values of diverse people and communities, the common elements that unite Utahns, and displays some character traits in its imagery and content. | The material lacks a sense of either shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing character traits. | The material does not include character traits and shared values. | ||
| The only connection to shared values and character traits observed dealt with create shared expectations for concert etiquette. Opportunities may have been missed for other crucial ways these can and do happen in a band or ensemble. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807