Date Approved
12-3-2025
Graduate Degree Type
Project
Degree Name
Education-Instruction and Curriculum: Secondary Education (M.Ed.)
Degree Program
College of Education
First Advisor
Sherie Klee
Academic Year
2025/2026
Abstract
This project aims to address the widespread issue of vertically misaligned curriculum in secondary instrumental music programs. Students frequently encounter inconsistent expectations, repeated or skipped content, and uneven literacy development when transitioning from one ensemble to another. These gaps can reduce achievement, hinder persistence, and heighten inequities for students with fewer resources. To solve this problem, the project develops a vertically aligned 5–12 instrumental music curriculum grounded in constructivist learning theory and self-regulated learning, emphasizing active knowledge building and student independence. The framework includes ten Priority Standards, grade-band proficiency scales, rehearsal routines aligned with the National Core Arts Standards (NCAS), literacy progressions, and embedded formative assessments. Teacher surveys, observation protocols, and learning checks will be used to evaluate alignment, usability, and transitions. The curriculum is aligned with the Reeths-Puffer Graduate Learning Profile (GLP) and aims to improve overall program coherence, as well as student literacy and independence.
ScholarWorks Citation
DeYoung, Philip D., "Bridging the Gap: Designing a Vertically Aligned 5–12 Instrumental Music Curriculum for Comprehensive Literacy and Musicianship" (2025). Culminating Experience Projects. 660.
https://scholarworks.gvsu.edu/gradprojects/660
