THE LEARNING SEQUENCE by Dr. Sue Snyder


The learning sequence applies to any concept or skill in any discipline. Because sequence implies that one step comes before the other, understanding this process this can help us plan instruction. This sequence is only one model that might be used to organize and plan. It is particularly effective when demonstrating that arts education is more than entertainment of children. As with any scaffold, it is only a tool, and it has been particularly useful to many teachers.

One should take care that intuitive learners often take a different path, or simply leap rather than walk. There are questions about whether it is important to ever learn the label, particularly in the arts, because there are no words to describe the deepest knowing in music, art, dance, or drama. And keep in mind that you need to prioritize the concepts and skills that are the most important for your child to learn ?Ķ and there is no substitute for meaningful content and quality materials and activities.

Experience

Children experience the concept or skill with no mention of the label. For example, if the concept is the difference between speaking, singing, and whispering voices; children will probably hear others using these vocal uses in various settings. To intentionally create the experience, you can alternate between singing, speaking, and whispering directions and conversations during the day

Explore

Children do an activity or task through which they creatively explores the concept or skill without any label. In our current example, as you engage children through different uses of your own voice, they will often begin using these different vocal registrations themselves. Listening to stories and sings on tape will provide additional experiences with some new variations. When the opportunity presents itself, have the child hold a hand on her, his, or your throat gently as the voice speaks, whispers, and sings.

Describe

The adult asks a question which invites the children to describe the concept or skill in their own words.
You might ask the child what the difference is between how the voice is used in most of ?ÄúBakery Shop, ?Äù and then in the last part (it is mostly spoken, but the last line is sung); or if they can tell any different uses of the voice in ?ÄúPeanut Butter, Jelly, ?Äù which includes all three different ways.

Label

The adult provides the terminology or label(s) for the concept or skill.

Provide the labels: speaking, singing, and whispering. There is a fourth way of using the voice: calling, which is used outside for communicating over far distances. The calling voice should be used sparingly, as it is very hard on the vocal cords, and can lead to vocal nodules (calluses on the vocal cords that limit vocal flexibility and lead to a very husky, strained voice).

Practice

Concepts should be practiced 8-2,000 times until they are assimilated into practice. There should be visual, aural, and kinesthetic practice opportunities for different learners. During this stage, activities will be adult- guided at first, then move your children toward independent learning opportunities.

Any oral communication is an opportunity to try out different expressive treatments. Sing conversations, improvise melodies for nursery rhymes, or whisper the words to favorite songs. Children from ages 2-4 create songs at approximately 6 per hour, and stop only when this behavior is not reinforced. If you respond to children ?Äôs creative tunes and make up some of your own, it will become a life-long skill, and a special source of communication between you.

Create

Children choose or are given creative problem-solving tasks through which understanding or skill is demonstrated.

When an improvisation or interpretation is particularly effective or interesting, work on it to refine and share with others. These settings can be performed as part of a puppet show, play, or performance for formal or informal audiences, such as when parents get home from work, or at family gatherings. You can do them together, or children can perform alone. Be sure to make the description of the learning part of the performance.

Assess

Although assessment is on-going throughout the steps of the learning process, summative formal assessment through which children demonstrate their understanding and skill should occur before moving on to a new concept. The most powerful assessment occurs during completion of the ?ÄúCreate ?Äù step, through self, peer, and adult evaluation. Additional assessments may be necessary to determine individual growth. Paper and pencil tests can be constructed to measure knowledge, comprehension, and possibly some analysis and application. Process portfolios and journals are other sources of evidence.