WGU GHN1 Task 1
Curriculum Design Proposal- 4th Grade String Orchestra
A1. Setting- This curriculum will be established in the lower instutution
music program at my school and is strictly for grade 4 string orchestra.
Learners in this class are in their 1st y e a r of learning either the violin,
viola, cello, or double bass. Instruction focuses on my students developing
strong foundational instrumental skills, working collaboratively in an
ensemble, and basic musicianship and music literacy. This curriculum is
designed for 4th-grade students who are starting to become more
independent on their instruments and learning how to perform with others
and be an active member of an ensemble. At this stage of musical
development, the students do well with a lot of structured instruction that
even distributes technique development, ensemble collaboration, and
personal performance.
A2. Curricular Goal- The goal of this curriculum is to aid students in
developing foundational performance skills and their ability to perform
expressively and collaboratively within a musical ensemble. Students will
learn proper playing technique, basic music reading skills, and ensemble
performance practices while also developing confidence and musical
expression. The curriculum will also support students in understanding how
musical elements such as tempo, dynamics, and articulation contribute to
expressive performance.
A3. Rationale for proposing this curriculum- Developing a well-
structured curriculum for my 4th-grade string orchestra program is
important because this is the time in their musical journey where they are
learning the fundamental techniques and habits that will support them as
they grow as a musician and as a person. A lot of beginning orchestra
programs only talk about technique and don’t connect that to musical
performance. This curriculum will bridge those two by purposefully
integrating technical skill development, musical expression, and ensemble
collaboration. The curriculum also aligns with the Massachusetts Arts
Curriculum Framework (2019), which emphasizes students’ abilities to
perform, create, respond to, and connect with music. By aligning
instruction with these state standards, the curriculum supports both
musical skill development and broader artistic understanding
(Massachusetts Department of Elementary and Secondary Education [MA
DESE], 2019
A4. How all the key components of the UbD model will inform the
curriculum design process-
Curriculum Design Proposal- 4th Grade String Orchestra
A1. Setting- This curriculum will be established in the lower instutution
music program at my school and is strictly for grade 4 string orchestra.
Learners in this class are in their 1st y e a r of learning either the violin,
viola, cello, or double bass. Instruction focuses on my students developing
strong foundational instrumental skills, working collaboratively in an
ensemble, and basic musicianship and music literacy. This curriculum is
designed for 4th-grade students who are starting to become more
independent on their instruments and learning how to perform with others
and be an active member of an ensemble. At this stage of musical
development, the students do well with a lot of structured instruction that
even distributes technique development, ensemble collaboration, and
personal performance.
A2. Curricular Goal- The goal of this curriculum is to aid students in
developing foundational performance skills and their ability to perform
expressively and collaboratively within a musical ensemble. Students will
learn proper playing technique, basic music reading skills, and ensemble
performance practices while also developing confidence and musical
expression. The curriculum will also support students in understanding how
musical elements such as tempo, dynamics, and articulation contribute to
expressive performance.
A3. Rationale for proposing this curriculum- Developing a well-
structured curriculum for my 4th-grade string orchestra program is
important because this is the time in their musical journey where they are
learning the fundamental techniques and habits that will support them as
they grow as a musician and as a person. A lot of beginning orchestra
programs only talk about technique and don’t connect that to musical
performance. This curriculum will bridge those two by purposefully
integrating technical skill development, musical expression, and ensemble
collaboration. The curriculum also aligns with the Massachusetts Arts
Curriculum Framework (2019), which emphasizes students’ abilities to
perform, create, respond to, and connect with music. By aligning
instruction with these state standards, the curriculum supports both
musical skill development and broader artistic understanding
(Massachusetts Department of Elementary and Secondary Education [MA
DESE], 2019
A4. How all the key components of the UbD model will inform the
curriculum design process-
