Curriculum as and for Praxis

In this chapter, the cumulative effect of the previous five chapters supports a model of a praxis-oriented curriculum. The basic emphasis is designing curriculum that facilitates and promotes musicing by students and skills that can be used outside of school and after graduation. WARNING: Reliance on (i.e., thoughtlessly imitating) this model is not recommended. The model cannot be understood without consulting at least Chapters Three through Five. The three dimensions of a praxical curriculum are identified as (a) the action or praxis dimension, (b) the musicianship or competency dimension, and (c) the dimension that addresses attitudes, values, and personal rewards. A model of such a curriculum for middle school chorus is presented, as edited by the author and several in-service chorus teachers. It can easily be a model for the various curricular needs of band, orchestra, and general music classes. It concludes with suggestions for means of evaluating a praxical curriculum. Such a curriculum is situated: it obtains only in regard to specific conditions in a particular school—though multiple teachers in a school district can and should be guided by a shared curriculum they developed together.