Inclusive Curriculum Design for the K-8 Modern Music Instructor

Public education music classrooms vary wildly depending on the school size, location, budget, and resources available. Therefore, making a one-size-fits-all music education curriculum is nearly impossible. When Christopher Cavarretta started working at a K-8 school in New York, he was supplied only with 25 guitars, a drum kit, and about 25 xylophones. The primary instruction he received as a new teacher from his administration was to have all the students play instruments in some capacity while only seeing each class once a week. After reviewing various programs, talking with mentors, and researching resources, he realized that the best course of action would be to design a curriculum that encourages students to grow with skills in a level-up system that challenges them to build on previously utilized instruments from year to year.

Christopher Cavarretta teaches kindergarten to fifth grade general music, brass ensemble, modern band, and beginner strings at PS 101 in South Brooklyn, New York. His school houses a DOE Inclusive Program that integrates students with learning disabilities into inclusive classrooms. He developed inclusive educational activities to ensure everyone is involved in the classroom’s music-making process. He received a B.A. in Music Education from the Aaron Copland School of Music at CUNY Queens College and an M.A. in Music Therapy from New York University.

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The views expressed are those of the presenter; they do not necessarily reflect the views of NAfME.