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Review – provides for technology–assisted activities
for formative assessment.
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Quiz – provides for technology–assisted activities for
summative assessment.
Each Opus provides instructional strategies that specifi-
cally target secondary and elementary levels. To assist lo-
cal, district, and state curriculum initiatives, each MIE
Opus also contains a cross–reference to the National
Standards for Music Education.
Because of the many differences in music program stan-
dards found in today’s schools, the curriculum is de-
signed to provide maximum flexibility in use and integra-
tion into the music classroom. Class size, frequency of
instruction, school schedule, and student understanding
and achievement are key determinants in the ability of a
teacher to cover instructional content and pace.
Curriculum materials in the Music In Education program
are non–graded; there are no recommendations as to the
number of Opuses that should be accomplished in any
given year, nor is there a recommendation as to the
length of time that should be spent in accomplishing
each Opus. However, Music In Education recommends
that all students begin with the first Opus. Students who
are more mature and have greater reading abilities and
motor skills will progress at a faster rate than those with
less developed abilities in these areas, or students who
are younger. Rates of progress will fluctuate by age, and
within classes, just as they do in all academic experi-
ences.
Following is a summary of all Opuses and Preludes, in-
cluding primary concepts and skills, repertoire, and sup-
porting materials.