Pedagogical Strategies
The teaching strategies incorporated within the development of my curriculum unit will reflect the following principles for implementing the Texas Essential Knowledge and Skills from the state's curriculum guidelines and Project CLEAR from The Houston Independent School District's curriculum guidelines in order to evoke critical thinking. These strategies are: meditative, generative, directive, and collaborative strategies (see pedagogical design in the appendix).
First, the meditative strategy will be implemented by encouraging my students to utilize research skills for investigating the background of each tribe. In other words, this strategy will be used in the analysis of the political structure of each tribe, ways of life, family structure, and other cultural trends. The meditative strategy will enable my students' enhancement through an investigation of epistemological developments or theoretical concepts with reference to its limits and validity in correlation to the society created within each tribe. In addition, the musical structure, performance practices, and dance will be explored.
Second, the generative strategy will be implemented by encouraging my students to develop insights into the lives and social structures of the Indians. In addition, my students will analyze distinctions between music styles, instruments, and the cultural traditions. The generative strategy will enable my students' enhancement through application of concepts, theories, and practical aesthetic interpretations with regard to the music. In other words, the generative strategy grows out of the meditative, and it will generate critical analysis and knowledge in the philosophical developments cultural issues.
Third, the directive strategy will be implemented by me, the instructor. I will utilize this strategy in introducing the unit and the explanations of background information such as tribal influences between various groups, philosophies, and vocabulary list, written exercises, and explanation of procedures for assignments and projects.
Fourth, the collaborative strategy will be implemented by assigning group projects and discussion groups. Through the implementation of the above strategies in the development of this unit, my students will gain personal enhancements in the tribal diversity, ceremonial rituals, and the contributions made in music and dance.
Upon the completion of this unit my students would have developed an aesthetic appreciation for cultural music and dance of various American Indian tribes. My students would have developed an understanding of structural organization of musical styles and dance genres. My students will be able to correlate distinctions between melodic development and rhythmic structures and other devices utilized to implement idiomatic cultural influences. It will enable my students to develop an understanding of the instruments and their role in ceremonial traditions. Moreover, my students will develop an appreciation for experiencing styles and forms of cultural traditions through music. My students would have learned that the Indian dance and music are reflections of social implications, spiritual, and the artful blend of diverse cultures (see Figure 4 in the appendix).
Finally, this unit will enable my students to develop an understanding and tolerance for racial diversity because, "Art is not an end in itself, but a means of addressing humanity" (Modest Mussorgsky as stated in Harper's Book of Quotations, 1993:48).
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