Montessori Scope and Sequence: Art, Music, and Movement

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Montessori FoundationThe Arts, Music, and Movement Scope and Sequence was designed to be a comprehensive resource that provides essential information to Montessori guides for Toddler through Upper Elementary classrooms. As was mentioned in the introduction, this scope and sequence was not intended to be a “one-size-fits-all” checklist of all the lessons and materials that should be covered, but instead a resource to select from when planning lessons and recording student progress.

The organizational design of the Arts, Music, and Movement Scope and Sequence was created specifically to be used in Montessori Compass. Within Montessori Compass, guides have access to the entire scope and sequence for their classrooms, but can use the organizational structure and search features to efficiently find the exact content they need. It is also important to note that within Montessori Compass, schools and guides can adapt the curriculum, at any organizational level, to meet their own needs.

Montessori students are encouraged to express their feelings, experiences, and ideas through art, music and movement. Fine motor, gross motor, auditory discrimination and self expression skills are also refined. With these goals in mind, the sequence of the use of lessons and materials is important. All of the content for Art, Music, and Movement is divided into sub-categories and these sub-categories and the lessons within them are listed in the order in which they would be introduced for most children in many Montessori classrooms.



Art, Music, and Movement in Montessori Compass

Art, Music, and Movement consists of exploring different techniques and styles of art, music and movement. Children also discover famous artists and musicians and their works. The sub-categories reflect that content. In addition to parent-friendly descriptions, lessons are accompanied by defined measurable learning objectives, referred to within MC as "elements." A guide may choose to plan a lesson such as “Primary and Secondary Colors,” or to plan for a specific element within the lesson such as “Explores mixing primary colors to produce secondary colors using various media. ” The same is true for recording student progress. The guide could mark the student’s progress in the general lesson/activity, “Primary and Secondary Colors,” or mark progress within a specific element. *It is important to note that elements, with defined measurable objectives, have been aligned to the CCSS; not the individual lessons.

Viewing Art, Music, and Movement Online

The Art, Music, and Movement Scope and Sequence is displayed on the spreadsheet with the same organization as within MC. For the example given above, the lesson “Primary and Secondary Colors" is listed adjacent to the sub-category of "Elements of Art." The parent-friendly descriptions and the associated elements for each lesson are included as well. Please note that when multiple elements are present, the lesson and lesson description are present multiple times. Lastly, the recommended cycle years for the lesson/activity is indicated by an 'X' in the columns on the right.

The viewer contains controls to help you better navigate the S&S. The 4 horizontal lines = Table of Contents, Magnifying Glass = Search, and the Square on right = Full-Screen.

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