Critical Thinking in Music (Music Thinking Strategies)
Drawing on the empirically-based Visual Thinking Strategies model, Critical Thinking in Music is a constructivist, inquiry-based approach to developing musical reasoning and understanding unique to APS. Developed by Dr. Adriana Van Rensburg, Critical Thinking in Music is used at the elementary, middle, and high school levels. Originally called "Music Thinking Strategies" because it parallels Visual Thinking Strategies, the Professional Learning videos below demonstrate how and why to use it in your classroom.Critical Thinking in Music/Music Thinking Strategies is an APS program and not affiliated with Visual Understanding in Education (Visual Thinking Strategies) headquartered in New York City. See workshop video below downloadable resources.
Downloadable resources for Critical Thinking in Music (CTM)
Click to download audio files for CTM lessons or scroll to bottom of page to play audio clips from this web page.
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Download the Assessment Form and Rubric for Critical Thinking in Music (CTM)
Please down the CTM Pre/Post Assessment Form and Rubric. Use the first audio clip above ("ctm_01.mp3") for both the Pre and Post Test.
GUIDELINES for delivering CTM
Follow the directions below to deliver the CTM curriculum 8-10 times during your music class (K-5 general music, MS band, MS chorus, MS orchestra). Play two audio clips per lesson. Each lesson (discussing two clips -first one, then the other) should take 15-20 minutes. The CTM Assessment is given at the 3rd, 5th, and 6th Grades.
Teacher: "You will hear a 40 second piece of music. Quietly listen to the music."
Teacher then facilitates a discussion using the following questions (Use EXACT wording):
“What’s going on in this music?”
“What do you hear that makes you say that?”
“What more can I find?”
Let the student OWN their responses to the music - do not reveal what you think about the music. You are developing Habits of Mind, ELA skills, and Critical Thinking, not transmitting information in CTM lessons.
Teacher behaviors: Paraphrase. Link. Replay (music).
Features of selected music
Guidelines for presenting CTM in class
General guidelines
Teacher: "You will hear a 40 second piece of music. Quietly listen to the music."
Teacher then facilitates a discussion using the following questions (Use EXACT wording):
“What’s going on in this music?”
“What do you hear that makes you say that?”
“What more can I find?”
Let the student OWN their responses to the music - do not reveal what you think about the music. You are developing Habits of Mind, ELA skills, and Critical Thinking, not transmitting information in CTM lessons.
Teacher behaviors: Paraphrase. Link. Replay (music).
Features of selected music
- Music is “unknown” to the listeners.
- No lyrics, only instrumental
- Has sufficient complexity
- 40 second segments
- Diverse styles: Renaissance, Medieval, Baroque, Contemporary, etc.
- Diverse genres: solo, chamber, symphonic, jazz combo, etc.
Guidelines for presenting CTM in class
- Play a 40 second segment. You may play it twice to start off.
- Say: “What is going on in this music?”
- Listen to oral responses, paraphrase the response (do not echo), move on to the next response, etc.
- Some statements will require evidence. Say: “What do you hear that makes you say that?”
- After every 4-5 responses, paraphrase and summarize, “link” the thoughts that have been presented.
- Play the same 40 second segment of music again.
- Say: “What more can you find?”
- Same procedure as above.
- Music may be played several times.
- Play the 40 second clip in its entirety at each listening. Do not stop/start/fast forward/rewind, etc. Students must build an “aural image” of the whole.
- Session can last 10-15 minutes.
- Do not make qualitative responses e.g. good job, great, yes that’s right, etc.
General guidelines
- Use only the 20 music clips provided on www.igniteart.weebly.com which are also on the CD that you have been provided.
- Do not use any visual imagery with the music.
- Teacher and students have to listen quietly and attentively to the 40 second clip. No talking, giving directions, alerting students to musical features, etc.
- Remember: During facilitation teachers paraphrase, not echo, student responses. Only use “What do you hear that makes you say that?” when a statement needs evidence. Link connecting thoughts. The facilitator does not introduce any new ideas, concepts, features, etc. All ideas are generated by students.
- Present CTM at least once a week for 10-15 minutes of your lesson.
- CTM is oral. Only the pre and post assessment require written student responses for the purposes of assessment.
Critical Thinking in Music Workshop Video
CTM (MTS) Workshop Part 1
CTM (MTS) Workshop Part 2
CTM (MTS) Workshop Part 3
CTM (MTS) Workshop Part 4
CTM (MTS) Workshop Part 5
CTM (MTS) Workshop Part 6
CTM (MTS) Workshop Part 7
CTM (MTS) Workshop Part 8
CTM (MTS) Workshop Part 9
Stream CTM Audio Files Online
Click to play audio file.
01 History Of Music 6g.mp3
02 _19C Perc Sound Effect.mp3
03 History Of Music 12b.mp3
04 History Of Music 10h.mp3
05 Contemp Perc.mp3
06 Cymbals.mp3
07 History Of Music 7r.mp3
08 History Of Music 7e.mp3
09 History Of Music 7h.mp3
10 History Of Music 7f.mp3
11 History Of Music 6p.mp3
12 History Of Music 6o.mp3
13 History Of Music 6b.mp3
14 History Of Music 5v.mp3
15 History Of Music 5s.mp3
16 Prokofiev_ Toccata In D Minor, Op. 11.mp3
17 History Of Music 5q.mp3
18 History Of Music 12e.mp3
19 Slit Drums_Log Drums.mp3
20 History Of Music 12c.mp3