Describe in detail how the curriculum will look in its transformed state, including illustrative activities and materials.
Contextualize the curricular text: When was it designed? Who (specifically) was it designed to serve?
Problematize aspects of the curricular text: how does it privilege the teacher over the student, the masculine over the feminine, the scientific over the artistic, the select or elite over the non-auditioned, “classical” music over “popular” music?
Expose the power relationships inherent in the text: how does it sustain the power of the school district administrators, national or state standards, others?
Trouble, or challenge the assumptions of the curricular text: look for the hidden assumptions and the ways in which “status quo” cultural, social, and economic relationships are maintained.
In what ways does the curriculum impose order and/or construct time linearly? (Consider traditional music history chronologies, rhythmic and harmonic patterning, vocal and instrumental “development,” instrumentation of a choir, band, and orchestra, and testing/assessment among other possibilities)
In what ways might a stakeholder student be discouraged or deterred from integrating music into his or her sense of self?
Describe in detail how the curriculum will look in its transformed state, including illustrative activities and materials.
Also describe and discuss in detail challenges that might be encountered on the way to realizing this transformed music curriculum.
