Music Curriculum Rationale Grades 1 8 Studying music remains a vital part of a student s total education. Music provides an opportunity for growth by expanding a student s world, discovering musical expression, and developing creativity. By encouraging creativity and personal expression, the Ogdensburg School District provides students in grades one to eight with a musical experience that facilitates personal, intellectual, social, and human growth. Students will increase their understanding of the creative process, the history of music and culture, performance, aesthetic awareness, and critique methodologies. The Music Curriculum aligns with the National Standards for Music Education and the New Jersey Core Curriculum Content Standards for the Performing Arts. Music shapes daily experiences and, throughout history, remains a valuable part of the fabric of society. Music challenges past perspectives, connects students to past societies, and develops understanding of the cultures of the world. Music education develops learning communities that depend on understanding the elements of music, the influence of music in social development, and advancement of aesthetics and musical critique. Utilizing technology enhances the musical learning experience and offers students the opportunity to create and selfcritique their compositions. Music, understandable throughout the world, serves as an aural means of communication. The ability to express feelings and ideas through the unique qualities of music assists students as they develop. Students strengthen verbal and nonverbal skills, which assists the development of analysis, synthesis, and evaluation in problem solving experiences. The wonder of music develops organization, dependability, group dynamics, and self discipline. Music is critical to the development of whole child. The music curriculum creates a forum to enhance a variety of societal understandings. The student grows in awareness and understanding of music-making, history, culture, and aesthetics, and analysis. This cross-curricular involvement promotes well-rounded students who explore ideas, diversity, and commonalities among each other and people of the world. 2 Revised Curriculum 2011
Performing Music: Music Visualvikga ;dgjv eijvvna;oniv;ae General Music Class Grades 1 and 2 Standard 1.1 The Creative Process Standard 1.2 Standard 1.3 History of the Music and Culture Performance Standard 1.4 Aesthetic Responses and Critique Methodologies Board Approved on: 3 Revised Curriculum 2011
Content Area: Music Grade Level: 1, 2 Unit Title: Creative Process Unit Summary: All students will demonstrate an understanding of the elements and principles that govern the creation of works in the music. Interdisciplinary Connections: 3.2, 3.3, 8.1 21 st Century Themes: 9.1 Learning Targets Standards 1.1.2.B.1 1.1.2.B.2 1.1.2.B.3 1.1.2.B.4 CPI # 1.1.2.B.1 1.1.2.B.2 1.1.2.B.3 1.1.2.B.4 Content Statement Ear training and listening skills are pre-requisites for music literacy. The elements of music are foundational to basic music literacy. Music is often defined as organized sound that is dependent on predictable properties of tone and pitch. Musical notation captures tonality, range, and rhythm. Musical instruments have unique qualities of tonality and resonance. Conventional instruments are divided into musical families according to shared properties. Cumulative Progress Indicator and Learning Targets Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. Identify and categorize sound sources by common traits and identify rhythmic notations up to eighth notes and rests. Categorize families of instruments and identify their associated musical properties. 4 Revised Curriculum 2011
Unit Essential Questions: What are the elements and principles of music? How are the elements and principles of music used in specific comopositions? How does creating music differ from listening to music? Unit Enduring Understandings: The elements of music include meter, rhythm, tonality, intervals, harmony, melody, dynamics, and timbre. Specific compositions apply a variety of elements and principles of music. The music serve multiple functions when creating or listening to music. Assessment: Observation Performance Written Examples Critique Equipment Needed: LCD projector CD ROMs Television VHS tapes Composition software Teacher Materials : Discovery Education Network Videos Educational Periodicals Web accessed instructional programs 5 Revised Curriculum 2011
Content Area: Music Grade Level: 1, 2 Unit Title: History of the Music and Culture Unit Summary: All students will understand the role, development, and influence of the music throughout history and across cultures. Interdisciplinary Connections: 6.1, 6.2, 7.1, 21 st Century Themes: 9.1 Learning Targets Standards 1.2.2.A.1 1.2.2.A.2 CPI # 1.2.2.A.1 1.2.2.A.2 Content Statement Music from diverse cultures and historical eras has distinct characteristics and common themes that are revealed by contextual clues within the works of music. The function and purpose of composition across cultures is a reflection of societal values and beliefs. Cumulative Progress Indicator and Learning Targets Identify characteristic theme-based compositions, such as music based on the themes of family and community, from various historical periods and world cultures. Identify how musicians and specific compositions reflect, and are affected by, past and present cultures. 6 Revised Curriculum 2011
Unit Essential Questions: Does music define culture or does culture define music? What is old and what is new in any musical composition? How important is new in music? Unit Enduring Understandings: Culture affects self-expression, whether we realize it or not. Every musicians has a style; every musical period has a style. The new aspects of compositions produce a change in style. Assessment: Observations Performance Written Examples Critiques Equipment Needed: LCD projector CD ROMs Television VHS tapes Composition software Teacher Materials : Discovery Education Network Videos Educational Periodicals Web accessed instructional programs 7 Revised Curriculum 2011
Content Area: Music Grade Level: 1,2 Unit Title: Performance Unit Summary: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting compositions. Interdisciplinary Connections: 2.5, 3.4, 4.2, 8.1 21 st Century Themes: 9.1 Learning Targets Standards 1.3.2.B.1 1.3.2.B.2 1.3.2.B.3 1.3.2.B.4 1.3.2.B.5 1.3.2.B.6 1.3.2.B.7 CPI # 1.3.2.B.1 1.3.2.B.2 1.3.2.B.3 1.3.2.B.4 1.3.2.B.5 1.3.2.B.6 1.3.2.B.7 Content Statement The ability to read music notations correlates with music fluency and literacy. Notations systems are complex symbolic languages that indicate pitch, rhythm, dynamics, and tempo. Proper vocal production/ vocal placement requires an understanding of basic anatomy and the physical properties of sound. Playing techniques for instruments develop foundational skills used for hand percussion and melodic percussion instruments. Proper breathing technique and correct posture improve the timbre of the voice and protect the voice when singing. Improvisation is a foundational skill for music composition. Prescribed forms and rules govern music composition, rhythmic accompaniment, and the harmonizing of pmusic. Basic conducting patterns and gestures provide cues as to how and when to execute changes in dynamics, timbre, and timing. Cumulative Progress Indicator and Learning Targets Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics and tempo. Demonstrate developmentally appropriate vocal production and breathing techniques Demonstrate correct playing techniques for a variety of instruments. Vocalize the home tone of familiar and unfamiliar songs, rounds, or canons in unison or with a pmusicner. Improvise tonal and rhythmic patterns over ostinatos and modify melodic and rhythmic patterns to demonstrate expressive ideas. Sing or play simple melodies or rhythmic accompaniment in AB or ABA form and sight read rhythmic notations up to eighth notes and rests in a scale. Blend vocal pmusic and timbres in response to conductor s cues. 8 Revised Curriculum 2011
Unit Essential Questions: How does creating and performing music differ from listening to music? What connections exist between music experiences and every day life? Unit Enduring Understandings: Knowledge of musical elements and principles offers insight to the musician s intent during creation. Music establishes a connection to emotions, situations, perceptions, livelihood, and culture of everyday life. Assessment: Observations Performance Written Examples Critique Equipment Needed: LCD projector CD ROMs Television VHS tapes Composition software Teacher Materials : Discovery Education Network Videos Educational Periodicals Web accessed instructional 9 Revised Curriculum 2011
Content Area: Music Grade Level: 1,2 Unit Title: Aesthetic Responses and Critique Methodologies Unit Summary: All students will demonstrate and apply an understanding of music s philosophies, judgment, and analysis to works of visual music. Interdisciplinary Connections: 2.2, 3.1, 3.2, 3.3, 8.2 21 st Century Themes: 9.1 Learning Targets Standards 1.4.2.A.1 1.4.2.B.1 1.4.2.B.2 1.4.2.B.3 CPI # 1.4.2.A.1 1.4.2.A.2 1.4.2.A.3 1.4.2.A.4 1.4.2.B.1 1.4.2.B.2 1.4.2.B.3 Content Statement Music and musicians have distinct characteristics. Relative merits of music can be assessed qualitatively and quantitatively through observable criteria. The evaluative tool of constructive criticism enables musicians to communicate more effectively. Contextual clues that are embedded in compositions provide insight into musicistic intent. Cumulative Progress Indicator and Learning Targets Identify aesthetic qualities of exemplary compositions and identify musicians s characteristics. Compare and contrast diverse cultural compositions that communicate culture and emotion. Create and tell a story based on a musical experience that communicates feelings. Distinguish patterns of nature found in compositions. Observe elements in compositions to formulate an objective assessment. Apply the principles of positive critique in giving and receiving responses to created works of music. Recognize the subject or theme in a variety of compositions. 10 Revised Curriculum 2011
Unit Essential Questions: What process leads to an informed judgment and assessment of a composition? Unit Enduring Understandings: The critical process of observing, describing, analyzing, interpreting, and evaluating leads to informed judgments regarding the relative merits of compositions. Assessment: Observations Performance Written Examples Critiques Equipment Needed: LCD projector CD ROMs Television VHS tapes Composition software Teacher Materials : Discovery Education Network Videos Educational Periodicals Web accessed instructional programs 11 Revised Curriculum 2011
Content Area: Music Grade Level: 3, 4 5 Unit Title: Creative Process Unit Summary: All students will demonstrate an understanding of the elements and principles that govern the creation of works of music. Interdisciplinary Connections: 3.2, 3.3, 8.1 21 st Century Themes: 9.1 Learning Targets Standards 1.1.5.B.1 1.1.5.B.2 CPI # 1.1.5.B.1 1.1.5.B.2 Content Statement Reading basic music notations contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skills and temporal and spatial reasoning ability is connected to listening skills. The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords, and melodic and harmonic progressions. The building blocks contribute to music literacy. Cumulative Progress Indicator and Learning Targets Identify elements and principles of music in response to aural prompts and printed music notation. Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions. Differentiate basic structures. 12 Revised Curriculum 2011
Unit Enduring Understandings: The elements of music include rhythm, meter, tonality, harmony, and timbre. Specific compositions apply a variety of elements and principles of music. The music serve multiple functions when creating or listening to music. Assessment: Observation Performance Written Examples Critique Equipment Needed: LCD projector CD ROMs Television VHS tapes Composition software Teacher Materials : Discovery Education Network Videos Educational Periodicals Web accessed instructional programs 13 Revised Curriculum 2011
Content Area: Music Grade Level: 3, 4, 5 Unit Title: History of the Music and Culture Unit Summary: All students will understand the role, development, and influence of the music throughout history and across cultures. Interdisciplinary Connections: 6.1, 6.2, 7.1, 21 st Century Themes: 9.1 Learning Targets Standards 1.2.5.A.1 1.2.5.A.2 1.2.5.A.3 CPI # 1.2.5.A.1 1.2.5.A.2 1.2.5.A.3 Content Statement Music and culture affect and reflect each other. Characteristic approaches to content, form, style, and design define music genres. Contributions of some musicians influence other musicians and signal the beginning of a new music genre. Cumulative Progress Indicator and Learning Targets Recognize works of music as a reflection of societal values and beliefs. Relate common musical elements that define distinctive music genres. Determine the effect of significant contributions of individual musicians from diverse culture throughout history. 14 Revised Curriculum 2011
Unit Essential Questions: Does music define culture or does culture define music? What is old and what is new in any work of music? How important is new in music? Unit Enduring Understandings: Culture affects self-expression, whether we realize it or not. Every musician has a style; every musician period has a style. The new aspects of compositions produce a change in style. Assessment: Observations Performance Written Examples Critiques Equipment Needed: LCD projector CD ROMs Television VHS tapes Composition software Teacher Materials : Discovery Education Network Videos Educational Periodicals Web accessed instructional programs 15 Revised Curriculum 2011
Content Area: Music Grade Level: 3, 4, 5 Unit Title: Performance Unit Summary: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of music. Interdisciplinary Connections: 2.5, 3.4, 4.2, 8.1 21 st Century Themes: 9.1 Learning Targets Standards 1.3.5.B.1 1.3.5.B.2 1.3.5.B.3 1.3.5.B.4 CPI # 1.3.5.B.1 1.3.5.B.2 1.3.5.B.3 1.3.5.B.4 Content Statement Complex scores may include compound meters and the grand staff. Proper vocal production and vocal placement improve vocal quality. Harmonizing requires singing ability and active listening skills. Individual voice ranges change with time. Music composition is governed by prescribed rules and forms that apply to both improvised and scored music. Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts. Cumulative Progress Indicator and Learning Targets Sing or play music from complex notation, using notation systems in treble and bass clef, and mixed and compound meter. Sing melodic and harmonizing parts independently and in groups, adjusting to the range and timbre of the developing voice. Improvise and score simple melodies over given harmonic structures using traditional instruments and/or computer programs. Decode how the elements of music are utilized to achieve unity and variety, tension and release, and balance in musical compositions. 16 Revised Curriculum 2011
Unit Essential Questions: How does knowledge of music materials, vocabulary, and methodologies affect symbolism and personal expression in music? What connections exist between music and everyday life? Unit Enduring Understandings: Knowledge of materials, vocabulary, and methodologies offer insight to the musician s intent during creation. Music establishes a connection to emotions, situations, perceptions, livelihood, and culture of everyday life. Assessment: Observations Performance Written Examples Critiques Equipment Needed: LCD projector CD ROMs Television VHS tapes Composition software Teacher Materials : Discovery Education Network Videos Educational Periodicals Web accessed instructional programs 17 Revised Curriculum 2011
Content Area: Music Grade Level: 3, 4, 5 Unit Title: Aesthetic Responses and Critique Methodologies Unit Summary: All students will demonstrate and apply an understanding of music s philosophies, judgment, and analysis to compositions. Interdisciplinary Connections: 2.2, 3.1, 3.2, 3.3, 8.2 21 st Century Themes: 9.1 Learning Targets Standards 1.4.5.A.1 1.4.5.A.2 1.4.5.A.3 1.4.5.B.1 1.4.5.B.2 1.4.5.B.3 1.4.5.B.4 1.4.5.B.5 CPI # 1.4.5.A.1 1.4.5.A.2 1.4.5.A.3 1.4.5.B.1 1.4.5.B.2 1.4.5.B.3 1.4.5.B.4 1.4.5.B.5 Content Statement Works of music may be organized according to their functions and musical purposes. Formalism in music varies according to personal, cultural, and historical context. Understanding the relationship between compositional design and genre provides the foundation for determining the aesthetic merits of compositions according to context. Identifying criteria for evaluating performance results in deeper understanding of music and music making. Decoding simple contextual clues requires evaluation mechanisms to sort fact from opinion. Music maintains its own terminology which may be shared with other Fine Arts. A musician s level of proficiency can be assessed through elements of music. Musicians and audiences may disagree on the relative merits of a work of music by considering contextual settings for the creation of the music. Cumulative Progress Indicator and Learning Targets Employ basic music terminology to categorize works of music according to genre. Make informed aesthetic responses based on composition and historical/personal points of view. Demonstrate how music communicates personal and social values. Assess the application of music s elements and principles using criteria. Use evaluative tools for self assessment and appraise the objectivity of peer review. Use music terminology to evaluate works of music. Define technical proficiency using elements and principles of music. Distinguish ways individuals may disagree about merits and effectiveness of musical choices during the creative process. 18 Revised Curriculum 2011
Unit Essential Questions: What process leads to an informed judgment and assessment of works of music? Unit Enduring Understandings: The critical process of observing, describing, analyzing, interpreting, and evaluating leads to informed judgments regarding the relative merits of compositions. Assessment: Observations Performance Written Examples Critiques Equipment Needed: LCD projector CD ROMs Television VHS tapes Composition software Teacher Materials : Discovery Education Network Videos Educational Periodicals Web accessed instructional programs 19 Revised Curriculum 2011
Content Area: Music Grade Level: 6, 7, 8 Unit Title: Creative Process Unit Summary: All students will demonstrate an understanding of the elements and principles that govern the creation of works in music. Interdisciplinary Connections: 3.2, 3.3, 8.1 21 st Century Themes: 9.1 Learning Targets Standards 1.1.8.B.1 1.1.8.B.2 CPI # 1.1.8.B.1 1.1.8.B.2 Content Statement Common, recognizable musical forms often have characteristics related to specific cultural traditions. Compositional techniques used in different styles and genres of music vary according to a prescribed set of rules. Cumulative Progress Indicator and Learning Targets Analyze the application of the elements of music in diverse Western and non- Western musical works from different historical eras using active listening and interpreting written scores. Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of music. 20 Revised Curriculum 2011
Unit Essential Questions: What are the elements of music? How are the elements of music used in specific works of music? How does creating music differ from listening to music? Unit Enduring Understandings: The elements of music include rhythm, meter, timbre, tonality, and harmony. Specific works of music apply a variety of elements of music. The arts serve multiple functions when creating or listening to music. Assessment: Observation Performance Written Examples Critique Equipment Needed: LCD projector CD ROMs Television VHS tapes Composition software Teacher Materials : Discovery Education Network Videos Educational Periodicals Web accessed instructional software 21 Revised Curriculum 2011
Unit Title: History of the Music and Culture Unit Summary: All students will understand the role, development, and influence of the music throughout history and across cultures. Interdisciplinary Connections: 6.1, 6.2, 7.1, 21 st Century Themes: 9.1 Learning Targets Standards 1.2.8.A.1 1.2.8.A.2 1.2.8.A.3 CPI # 1.2.8.A.1 1.2.8.A.2 1.2.8.A.3 Content Statement Technological changes continue to influence the development and nature of the music. The history of music provides insight into the lives of people and their culture. Music reflects cultural mores and personal aesthetics. Cumulative Progress Indicator and Learning Targets Map historical innovations in music that were caused by new technologies. Differentiate past and contemporary works of music that represent important ideas, issues, and events chronicled in diverse cultures. Analyze the social, historical, and political effect of music on culture and the effect of culture on music. 22 Revised Curriculum 2011
Unit Essential Questions: Does music define culture or does culture define music? What is old and what is new in any work of music? How important is new in music? Unit Enduring Understandings: Culture affects self-expression, whether we realize it or not. Every musician has a style; every musical period has a style. The new aspects of compositions produce a change in style. Assessment: Observations Performance Written Examples Critiques Equipment Needed: LCD projector CD ROMs Television VHS tapes Composition software Teacher Materials : Discovery Education Network Videos Educational Periodicals Web accessed instructional software 23 Revised Curriculum 2011
Content Area: Music Grade Level: 6, 7, 8 Unit Title: History of the Music and Culture Unit Summary: All students will understand the role, development, and influence of the music throughout history and across cultures. Interdisciplinary Connections: 6.1, 6.2, 7.1, 21 st Century Themes: 9.1 Learning Targets Standards 1.2.8.A.1 1.2.8.A.2 1.2.8.A.3 CPI # 1.2.8.A.1 1.2.8.A.2 1.2.8.A.3 Content Statement Technological changes continue to influence the development and nature of the music. The history of music provides insight into the lives of people and their culture. Music reflects cultural mores and personal aesthetics. Cumulative Progress Indicator and Learning Targets Map historical innovations in the visual music that were caused by new technologies. Differentiate past and contemporary works of music that represent important ideas, issues, and events chronicled in diverse cultures. Analyze the social, historical, and political effect of music on culture and the effect of culture on music. 24 Revised Curriculum 2011
Unit Essential Questions: Does music define culture or does culture define music? What is old and what is new in any work of music? How important is new in music? Unit Enduring Understandings: Culture affects self-expression, whether we realize it or not. Every musician has a style; every musical period has a style. The new aspects of compositions produce a change in style. Assessment: Observations Performance Written Examples Critiques Equipment Needed: LCD projector CD ROMs Television VHS tapes Composition software Teacher Materials : Discovery Education Network Videos Educational Periodicals Web accessed instructional programs 25 Revised Curriculum 2011
Content Area: Music Grade Level: 6, 7, 8 Unit Title: Performance Unit Summary: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of music. Interdisciplinary Connections: 2.5, 3.4, 4.2, 8.1 21 st Century Themes: 9.1 Learning Targets Standards 1.3.8.B.1 1.3.8.B.2 1.3.8.B.3 1.3.8.B.4 CPI # 1.3.8.B.1 1.3.8.B.2 1.3.8.B.3 1.3.8.B.4 Content Statement Western, non-western, and avant-garde music have distinct characteristics. Stylistic considerations vary across genres, cultures, and historical eras. Understanding of specific music terminology is a component of music literacy. Improvisation is a compositional skill that is dependent on understanding the elements of music as well as stylistic nuances of historical eras and genres of music. Cumulative Progress Indicator and Learning Targets Perform instrumental or vocal compositions using complex standard and nonstandard, Western, non-western, and avant-garde compositions. Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genres. Apply theoretical understanding of expressive and dynamics music terminology to the performance of written scores and the grand staff. Improvise music in a selected genre or style, using the elements of music that are consistent with basic singing or playing techniques of that genre or style. 26 Revised Curriculum 2011
Unit Essential Questions: How does knowledge of music, tools, vocabulary, and methodologies affect symbolism and personal expression in music? What connections exist between music and everyday life? Unit Enduring Understandings: Knowledge of materials, tools, vocabulary, and methodologies offers insight to the musician s intent during creation. Music establishes a connection to emotions, situations, perceptions, livelihood, and culture of everyday life. Assessment: Observations Performance Written Examples Critiques Equipment Needed: LCD projector CD ROMs Television VHS tapes Composition software Teacher Materials : Discovery Education Network Videos Educational Periodicals Web accessed instructional programs 27 Revised Curriculum 2011
Content Area: Music Grade Level: 6, 7, 8 Unit Title: Aesthetic Responses and Critique Methodologies Unit Summary: All students will demonstrate and apply an understanding of music s philosophies, judgment, and analysis to works of music. Interdisciplinary Connections: 2.2, 3.1, 3.2, 3.3, 8.2 21 st Century Themes: 9.1 Learning Targets Standards 1.4.8.A.1 1.4.8.A.2 1.4.8.A.3 1.4.8.A.4 1.4.8.A.5 1.4.8.A.6 1.4.8.A.7 1.4.8.B.1 1.4.8.B.2 1.4.8.B.3 CPI # 1.4.8.A.1 1.4.8.A.2 1.4.8.A.3 1.4.8.A.4 1.4.8.A.5 1.4.8.A.6 1.4.8.A.7 1.4.8.B.1 1.4.8.B.2 1.4.8.B.3 Content Statement Analyze representative or consummate works of music through knowledge and understanding of culturally specific music. Describe utilitarian and non-utilitarian purposes for music production. Performance techniques vary according to historical era and genre. Express musical ideas according to specific stylistic traits. Identify symbolism in music and music-making. Apply basic elements of style to judge originality in compositions. Assess relative merit of compositions through form, function, and originality. Utilize content and form to assess a work of music. Apply observable criteria to the assessment of compositions to differentiate formal and informal structures. Apply elements of music across cultures and historical eras. Cumulative Progress Indicator and Learning Targets Generate a response to culturally and historically diverse works of music. Identify utilitarian and non-utilitarian compositions. Distinguish musical trends and movements throughout cultures and history. Compare and contrast changes in compositions applying shifts in society. Interpret symbolism embedded in works of music. Distinguish non-conventional elements of style to express new ideas. Analyze the form, function, craftsmanship, and originality of representative music. Evaluate a musician s effectiveness through technical proficiency and content. Differentiate basic formal structures and technical proficiencies of compositions. Compare and contrast representative works of music from diverse cultures and eras through written visual analysis. 28 Revised Curriculum 2011
Unit Essential Questions: What process leads to an informed judgment and assessment of works of music? Unit Enduring Understandings: The critical process of observing, describing, analyzing, interpreting, and evaluating leads to informed judgments regarding the relative merits of compositions. Assessment: Observations Performance Written Examples Critiques Equipment Needed: LCD projector CD ROMs Television VHS tapes Composition software Teacher Materials : Discovery Education Network Videos Educational Periodicals Web accessed instructional programs 29 Revised Curriculum 2011