Music Five Year PlanProgram Review, Research & Recommendations

Chris McCullough, Supervisor of Visual & Performing ArtsJune, 2019

RPS Music Guiding Principles

• Music education in the Ridgewood Public Schools develops and nurtures each student’s musical abilities, skills and creativity through the provision of a sequential curriculum. The variety of experiences offered encourages a higher level of aesthetic sensitivity, cultural awareness, and self-esteem.

Music Curriculum & Program Review Plan

• 2018-2019: o Program Review, Research, and Recommendation.

• Summer 2019: o 6th - 12th Curriculum Revising, and/or Reaffirmation.

• School Year 2019-2020: o 6th - 12th Implementation of New or Revised Curriculum & Materialso K-5 Curriculum writing preparation

• Summer 2020: o K - 5th & 7th grade Curriculum Writing, Revising, and/or Reaffirmation.

• School Year 2020-2021: o 7th grade & K-5 Implementation of New or Revised Curriculum & Materialso Monitoring and Revising 6th - 12th as needed

• 2021-2022: Monitoring and Revising as needed

• 2022-2023: Begin to prepare for next study of department

Music StudyYear One Objectives

● Review pertinent research in music education.

● Research various instructional programs.

● Research & visit comparable school district to gain insights on program structure and staffing.

● Review current practices across the district.

● Collect and review feedback from teachers, students & parents.

● Recommend curricular revisions or reaffirmations.

What does the research show concerning K -12 Music?

Child Development & Music Education

Sponsored by NAfME (National Association for Music Education)

Research initiatives have linked music participation to cognitive growth and academic skills, including developing language and reasoning; mastering memorization; increased coordination; emotional development; and teach discipline, creative thinking and spatial intelligence. (NAfME et al., 2014). Music participation has additionally been linked to positive social outcomes, school engagement, and prosocial activities. Research has found that with a continued, pronounced emphasis on the value of music education, students do a better job of making sense of their world, making connections between disparate ideas, and making connections between the self and others. This social and emotional value of music experiences is found at every developmental age.

Child Development & Music Education

The research also presents an interesting overall balance between the importance of structure and experimentation, and emphasized the importance of learning tools and techniques and aspiring toward ever more sophisticated practice, while simultaneously encouraging experimentation and risk-taking in developing one’s own personal persona and voice.

National Endowment for the Arts

• Arts and cultural activities contributed more than $760 billion to the U.S. economy in 2015 (4.2% of GDP), more than four times than the agricultural sector and $200 billion more than transportation or warehousing (NEA et al., 2018)

• Employment of musicians and singers is forecast to grow by 6% from 2016 to 2026, about as fast as the average for all occupations.

NJ and National Music Standards

• National Standards for Music K-12• Singing, alone and with others, a varied repertoire of music• Performing on instruments, alone and with others, a varied repertoire of music• Improvising melodies, variations, and accompaniments• Composing and arranging music within specified guidelines• Reading and notating music• Listening to, analyzing, and describing music• Evaluating music and music performances• Understanding relationships between music, the other arts, and disciplines outside the arts• Understanding music in relation to history and culture

• New Jersey Core Curriculum Content Standards for Music

• 1.1 Aesthetics• 1.2 Creation and Performance• 1.3 Elements and Principles• 1.4 Critique• 1.5 History/Culture

What are comparable school districts doing?

Commonalities

• Elementary: K-5 weekly instruction.

• Middle School: Grade level based ensemble instruction. • High School: Ability based ensemble levels & co-curricular

programming.

Program Considerations

• Elementary: Recorders in 3rd Grade; Instrumental Program in 4th grade; After-school clubs including ukulele, chorus, recorder ensemble, orchestra, and Orff.

• Middle School: Semester music technology or appreciation course offerings, vertical teaching of lesson groups throughout entire district; opportunity for band/choir/orchestra to meet before/after school for additional rehearsals; Band Buddy Day linking elementary, middle and high school musicians.

• High School: Multiple levels of music theory offered, specific Jazz courses, as well as guitar and keyboarding classes.

What are we doing and how are we doing it?

The K-12 Music Staff & Students

6 - Elementary School teachers (K-5 General 2,461 students or 1:410)

2 - 5th Grade Instrumental teachers(429 students or 1:214)

7 - Middle School teachers(1,322 students or 1:189)

4 - High School teachers(543 students or 1:135)

Music in theElementary Schools

• Students begin in Kindergarten with Music education.• Students K-5 receive general music instruction twice

a week (60 - 70 min. total) addressing all elements of music theory and music making.

• Students begin learning the Recorder in 4th Grade.• Each school has a vast array of school wide and grade

level concerts.• Teacher to student ratio is 1:410• Students choose instruments and begin weekly

instrumental instruction in 5th Grade (30 min.). Teacher to student ratio is 1:214

Music in the Middle Schools

• Music including Band, Choir or Orchestra is required for all 6th & 7th graders.

• Music is not required for 8th grade students but many choose to continue their respective programs.

• Music classes are all year long courses. • Each program has two concerts a year.• Various after school groups are offered including

vocal ensembles, jazz, and orchestral groups. • Students receive small group pull-out lessons around

X times per year.• Teacher to student ratio is 1:189

Music in the High School

• RHS offers 3 levels of Band, Orchestra and Choir.• Non-performance classes include AP Music Theory, Intro to Music

Production, Advanced Music Production, and Advanced Portfolio Development.

• RHS offers over 20 co-curricular ensembles including Marching Band, 4 a cappella groups, string octet, and 2 jazz bands.

• The RHS Recording Studio is fully functional (staffed by Music Production Club) with RHS students able to book recording sessions.

• RHS students are regularly accepted to various honor ensembles at the Bergen County, Region, All-State and All-Eastern levels.

• The RHS Marching Band competes throughout the tri-state area and has placed in the top 3 at the National Championships the past 5 years.

• Teacher to student ratio is 1:135

Community Research DataA district -wide survey was conducted on April 3rd to:• Determine level of satisfaction with current program• Gather community perceptions• Solicit feedback and suggestions

Participation Rate - 483 Total Responses• Elementary Schools

279 Parents/Guardians Responded(Hawes 12.2%; Ridge 11.8%; Travell 10.1%; Orchard 8.3%; Willard 8.1%; Somerville 7.2%)

• Middle Schools172 Parents/Guardians Responded

(GW Middle School 18%; BF Middle School 17.6%)• High School

110 Parents/Guardians Responded(22.8%)

115 Students Responded(9th Grade 21.7%; 10th Grade 23.5%; 11th Grade 28.7%; 12th Grade 26.1%)

Parent Survey Results K-12Satisfaction with Music Program

Parent Survey Results K-12Music education supports intellectual development

Parent Survey Highlights K-12

Strengths

● “Music has been a source of joy & growth for my children.”● “Music feeds the soul. It’s an important piece to balance and development.”● “The teacher is amazing at fostering a love of music from all types of learners.” ● “The music program has challenged and brought about the best in my child.”

Improvements

● “I would like instrumental music instruction to begin at an earlier age.”● “Instrumental lessons should be twice a week.” ● “Adding music field trips or bringing in workshops could enrich the program.”

Parent Survey Results K-12Satisfaction with Middle School Music Program

Parent Survey Highlights 6 - 8

Strengths

● “Music Education provides balance a young brain needs to develop all aspects of thinking and problem solving.”

● “I have been very impressed with the concerts, programs, and performances.”● “Without music, life would be a mistake”● “ My child has anxiety issues, but with music she plays with confidence.”

Improvements

● “Student to teacher ratio is too high.”● “Individual instruction time is minimal due to constraints and it’s really difficult for

students to improve without small group lesson time.”● “Music performance isn’t for every child. I wish my son had other music options.”

Parent Survey Results K-12Satisfaction with High School Music Program

Parent Survey Highlights 9-12

Strengths

● “We moved to Ridgewood because of the music program.”● “Being part of the music program is the best thing my daughter has ever done”● “My son has blossomed as a freshman thanks to the the HS program.”● “RHS music provides a unique balance of musical challenge, social interaction,

and intellectual development.”

Improvements

● “A performing arts facility and more classroom space is desperately needed at RHS. The current facilities are subpar compared to other school districts.”

● “I wish it was an option to take both art and music classes at the HS.”

RHS Student Survey ResultsStudent Recommendations

Student Survey Highlights 9-12

Strengths

● “The program has allowed me an opportunity to channel my creativity in the unique art of making music. I would not trade my music class for any other activity. The friends that I have met through the program are amazing, and I am grateful that I have had the opportunity to play music at RHS.”

● “The staff is extraordinary - their guidance and expertise is both boundless and enlightening.”

Improvements

● “Allow students to take music and other electives at the same time.”● “We need more storage and rehearsal space.” ● “It would be nice to have a performance space that reflects the quality of our

program.”

Recommendations

• Revise & update K-12 Music curriculum• 6th - 12th grade summer 2019• K - 5th grade summer 2020

• Explore the option of creating a Music Appreciation / Technology course in 7th grade that would introduce content connect to the high school’s music technology course offerings. (targeted to run 2020). Survey reports 74% of respondents in support of this.

• Explore the idea of increasing support for the middle school and elementary instrumental programs.

Recommendations

• Continue to explore ways to leverage the 1:1 Chromebook initiative, particularly in the area of assessment.

• Integrate MusicFirst software into K-5 program ($300 annually per elementary school)

• Continue to work towards creating constant temperatures in music rooms with wood instruments.

• Explore ways to create recording studios in BF & GW. • Explore way to continue leveraging the RHS recording

studio.

Special Thanks

• To the members of the Music Department throughout the district for the excellent work they do every day.

• To the parents, teachers, and students who responded to the surveys.

• To Skye Philbrick and Stacie Poelstra for help in putting this presentation together.

Work Cited

• NAfME: https://nafme.org/20-important-benefits-of-music-in-our-schools/

• NEA: https://www.arts.gov/news/2018/arts-contribute-more-760-billion-us-economy

Music in Ridgewood

Stats

Music Tech Class in Middle School - 74.3% Yes; 25.7% No (483 Respondents)

RHS Student Survey ResultsStudent Recommendations

High School Student Feedback

● “The staff is extraordinary - their guidance and expertise is both boundless and enlightening.”

● “The Music Program deserves a performing arts space comparable to other schools.”

● “It’s one of the best programs at RHS and should featured as prominently as academics and athletics.”

High School Student Feedback

● “It would be great if RHS could find a way to allow students to take music classes and other academic electives at the same time.”

● “The RHS Music Program has allowed me the opportunity to channel my creativity in the unique art of music.”