public school music education one starfish at a time

Public School Music Education

One Starfish at a Time

Brenda J. Clark, Ph.D.Presentation for TaylorvilleArea Arts CouncilSept. 2, 2010

Backward Glance

Early American Music EducationMassachusetts Law of 1647Music traditions transmitted orally Congregational singing involved “lining out”

and was of poor quality (no hymnals)Many people, especially ministers, expressed a

desire for improvementMany congregations almost split over the issueAround 1723, reformers won their point. Better

singers began to sit together in a group (choir)

Development of Singing Schools

Developed by Singing Masters to provide their services to cities, towns, and villages for a fee

Classes held for all ages wherever space was available

Singing master earned additional income by selling tunebooks

Singing schools satisfied both musical and social purposes

Helped to improve the quality of singing in church

Music Instruction in Public Schools

Lowell Mason – highly regarded Singing Master and composer, now regarded as the “Father of Music Education” taught music in Boston School (1838) on experimental basis. (Free)Persuaded the administration to include music in curriculum (supported by

taxes)

Music education since 1838

Has developed, matured, and flourishedMany excellent choruses, bands, orchestras,

small ensembles, soloists; general music classes

Adult population is not widely musically literate, appreciative, and participatory

Goals? Restrictive conditions impose limitsNotable exceptions – some regions of the U.S.

have strong musical cultures

1950s

TurmoilSocietal demands1957 – Sputnik IBasic skills – reading writing, math$$ poured into education to improve

curriculumArts weren’t excluded, but weren’t supportedPerceived as “frills”

1960s

Economic strength for educationBaby boom = increased enrollment = teacher

shortageEducational R & D sponsored by govt. grantsLots of social unrest, societal change

1970s

Oil prices upInflation = inadequate funding for local

schoolsState and federal gov. attention away from edEnrollments and SAT scores declinedPublic confidence in schools droppedEducation, business, industry, military, and

public called for reform“Back-to-Basics” movement

1980s

Federal gov had no authority over educationMost ed funding from the state and local gov.Fed gov. can identify problems, recommend

solutions, offer some (but never enough) funding, and encouragement

Other factors – # of school districts 130,000 to 16,000% of teachers in total staff 96% to 86%amount of school support from local gov. 83% to 43% population almost doubledper-student cost increased almost 500%

National Reports on American Education

A Nation at Risk: The Imperative for Educational Reform (1983) (minimally supported the arts)

Academic Preparation for College: What Students Need to Know and Be Able to Do (1983)

Research based - both reports indicated that the goals of education needed to be clarified

1990s

The enactment of federal legislation to adopt national educational standards

Provided a way to decide what knowledge students in all states should have.

Goals 2000: Educate America ActNational Standards in Music Education1. Singing, alone and with others, a varied repertoire of

music2. Performing on instruments, alone and with others, a varied

repertoire of music3. Improvising melodies, variations, and accompaniments4. Composing and arranging music within specified

guidelines5. Reading and notating music6. Listening to, analyzing, and describing music7. Evaluating music and music performances8. Understanding relationships between music, the other

arts, and disciplines outside the arts9. Understanding music in relation to history and culture

No Child Left Behind (NCLB) (2001)Supports standards-based education reformRequires states to develop assessments in

basic skills to be given to all students in certain grades, if those states are to receive federal funding for schools

Standards are set by each individual stateSo, where are we today?

Scientific Research Shows…. Music Study Helps Young Minds Develop

Music is a basic building block of intelligencePlaying music develops critical neural

connectionsMusic and other arts involvement helps

average students transform into exemplary students

Is not always reflected in objective measures such as testing regimes

Research Reveals.... Strong Correlations Between Quality Music Education in School and ….

Academic achievementHealthy social developmentPreparation for the 21st century workplaceQuality of a young person’s life

Research Reveals…

Children taking music lessons improved more over the year on several memory skills tests….

….Than did children not taking music lessons

High School Music Makers’ Test Scores Higher…

UCLA tracked 25,000 students over ten years with U.S. Dept. of Education data

Music-making students outperformed non-musical peersResults same for all socioeconomic groupsScore higher on SATs

Average 57 points higher in verbalAverage 41 points higher in math

Music Students are High Achievers in College

Music majors are better readers

Music majors are the most successful medical school applicants

Music Making Develops Students in Many Ways

Better math skillsBetter social skills

Music Is a Core Subject

•Why, then, are arts programs among the first subjects to be considered for cuts as budgets get tighter?

Making the Case

Arts education opens another way of understanding the world in which we live.

Each academic subject presents a way of knowing and dealing with the world that is different from other areas.

Take a Stand

Supply facts that supports the study of music to everyone who influences public policy

Take the initiative in political leadership

Don’t give up class time for activities that are supposedly more worthwhile

Take a Stand

Don’t give up high visibility; showy programs may help to retain public support

Don’t offer to do more for less; quality suffers when teachers are spread too thin

Ask for the resources to do a good job

Strive for results based on your own determination and administrative changes that you can bring about

Dealing with Change

Change is inevitableUnderstand why change is occurringMay have unforeseen benefitsStep out of comfort zoneFind new sources of cheese

Implementation

Cooperation and support of all

Arts can have an impact on whole schools and entire communities

Study, practice, and appreciation of music does make a difference

Make a Difference

For some – change is inevitable – your cheese will be moved – so, what should you do?

Revisit goals – strive for a bright future

Cope with change by adapting quickly

Set off in new directions to find new cheese

Be a star thrower - -

One Starfish…..

or Piece of Cheese at a Time

Brenda J. Clark, Ph.D.Presentation for TaylorvilleArea Arts CouncilSept. 2, 2010