Middle School Band

Aviary Pride School Corporation Advocacy Presentation October 20, 2010 Middle School Band

Miss Carrie Wenger Falcon Middle School Miss Cathy Rutan Raven Middle School Miss Sharon Lee Raven Middle School Miss Ellie Scott Falcon Middle School Mr. Robi Davidson Eagle Middle School

What Students Say • Emotional Benefits • Social Benefits • Life Benefits • Music is a unique subject area Campbell, Patricia S., Claire Connell, and Amy Beegle. "Adolescents' Expressed Meanings of Music in and out of School." Journal of Research in Music Education 55, no. 3 (2007): 220-236.

Mission Statement The Aviary Pride staff and community are committed to inspiring students to reach their potential by encouraging academic achievement, fostering the development of a positive self-concept, promoting life-long learning and nurturing the development of productive and responsible citizens who can adapt to an ever-changing world.

“United States of America AT THE FIRST SESSION Begun and held at the City of Washington on Thursday, the fourth day of January, two thousand and seven Concurrent Resolution Whereas school music programs enhance intellectual development and enrich the academic environment for students of all ages; Whereas students who participate in school music programs are less likely to be involved with drugs, gangs, or alcohol and have better attendance in school; Whereas the skills gained through sequential music instruction, including discipline and the ability to analyze, solve problems, communicate, and work cooperatively, are vital for success in the 21st century workplace; Whereas the majority of students attending public schools in inner city neighborhoods have virtually no access to music education, which places them at a disadvantage compared to their peers in other communities; Whereas the arts are a core academic subject, and music is an essential element of the arts; and Whereas every student in the United States should have an opportunity to reap the benefits of music education: Now, therefore, be it Resolved by the House of Representatives (the Senate concur- ring), That it is the sense of the Congress that music education grounded in rigorous instruction is an important component of a well-rounded academic curriculum and should be available to every student in every school.” http://www.allinmusiced.org/download/congressresol121.pdf

Music for Music’s Sake • Music has been a part of human society throughout documented history and is part of human life. • Howard Gardner’s Multiple Intelligence Theory Gardner, Howard. Frames of Mind: the Theory of Multiple Intelligences. New York, NY: Basic, 2004.

Music as A Voice • Voice of individual • Voice of culture • Voice of community “A change to a new type of music is something to beware of to all of our fortunes. For the modes of music are never disturbed without upsetting of the most fundamental political and social conventions. - Plato

What Makes Music an Academic Subject? • What we teach at our school: • CONCEPT DRIVEN CURRICULUM! • Our students learn about music through performing music!

What Makes Music an Academic Subject, cont. • Students learn how to physically play an instrument: • Posture • Embouchure (forming our lips and facial muscles around mouthpiece) • Breathing (inhaling without tension and exhaling with air support) • Fingerings/ slide positions/ rudiments • Students learn Musical Concepts: • Tone (characteristic of each instrument) • Tuning (intonation-matching pitch) • Timing (rhythm and counting) • Technique (skills/ speed/ fingerings) • Terms (musical) • Students Learn to Play in an Ensemble: • Balance (making sure everyone is heard • Blend (making sure our sounds mesh well) • Intonation (matching pitch) Hourgan, Ryan. (2010.) A Concept-driven Curriculum: Choosing Music for a Young Band. Ball Statue University. (PowerPoint)

Music Literacy • It’s a two-way process which leads to performing music • Hearing music with understanding • Reading musical notation with understanding • Music Literacy is a major part of comprehensive musicianship • Performing music with the appropriate performance practices and appropriate stylistic inflections • Independent musicianship: enabling the student musicians to learn about a piece of music and how to perform without supervision from an instructor • Our students acquire a balance of technical, intellectual, musical, personal growth through this curriculum. Corporon, Eugene. (1996) Teaching Music Through Performance in Band, Vol. I. Chicago, IL: GIA Pub.

Learning Styles • Kinesthetic • Manipulating instruments • Tapping toe to the beat • Counting and clapping • Visual • Reading musical notation • Adding terms to the Vocabulary Word Wall • Watching the conductor • Teacher modeling • Aural • Hearing music • Counting and clapping • Singing parts • Listening across the ensemble • Echo patterns • Teacher modeling • Characteristic tone Kolb D. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, New Jersey: Prentice Hall. Fleming N.D. (2001.)Teaching and Learning Styles: VARK Strategies. Honolulu Community College ISBN 0-473-07956-9.

Last Chance • Music is for the “Last Chance” Students • The students that do not succeed in other areas in school and in life. • Music may be the one area that a student excels in, and that child deserves to experience the joy and satisfaction that comes from success in school. www.CathyRutanHuber.com

Assessment • Music Education is an independent academic subject in which students’ performance and progress can be assessed. • Formative Assessments • Questioning the students daily throughout the class period • Informal assessments made by the teacher • Summative Assessments • Written test and playing test at the end of a unit; typically right before or after the concert wwwCathyRutanHuber.com

Domains of Learning } • Psychomotor • Cognitive • Affective Music Teaches All Three! Bloom B. S. (1965). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.

Assessment within Domains of Learning • We assess students’ knowledge by gathering information related to the cognitive domain. • Written tests: musical terminology and notation, performance practices and etiquette, music history, music theory, even composers and pieces played in class. • We assess students’ skills by gathering information related to the psychomotor domain • Playing test • SmartMusic (computer program) • We assess student opinions, feelings and emotions by gathering information related to the affective domain. • Students write a reflection after a concert or performance and use musical terminology to back up their opinion based on their observations. Cathy Rutan, INTASC Standard 8

Music is a core subject it is not a sport • State and National laws dictate that all students should have instruction in music. • The Indiana Department of Education established academic standards that clearly outline what students should know and be able to do at each grade level and subject area. • In 1994, MENC – The National Association for Music Education developed the Music Education Nine National Standards to clearly outline the knowledge, skills, and understanding that all students should acquire in music. 2007-10-04-INMusicStandards.pdf(page1 of 100) http://www.menc.org/resources/view/the-national-standards-for-arts-education-a-brief-history

National Standards • Developed under the “Goals 2000: Educate America Act” • First Legislation to establish the arts as a part of the core curriculum • 9 Standards for K-4, 5-8, 9-12 • 4 Standards for prekindergarten http://www.menc.org/resources/view/the-national-standards-for-arts-education-a-brief-history

Foundation • Provide Foundation for Music curriculum • Create a new music curriculum that would include general and performance-based classes, allow for more exposure to the music of the world, reach a larger student base, and focus on more than just playing • Comprehensive Musicianship

Wired to Hear Music “If music does not confer any survival benefits, why would it be provided for in our neurophysiological structure? Why would it have developed to the point where it is a universal trait in our species?” Handbook of Music Psychology (1996), Hodges, pp. 42-43

Musicians’ Brains are Different • Corpus Callosum • Auditory and Motor Cortex • Auditory and Sensory Cortex • Cerebellum

Implications of Brain Differences “A research team exploring the link between music and intelligence reported that music training is far superior to computer instruction in dramatically enhancing children’s abstract reasoning skills, the skills necessary for learning math and science.” (Shaw, Rauscher, Levine, Write, Dennis, and Newcomb. “Music training causes long-term enhancement of preschool children’s spatial-temporal reasoning.” Neurological Research, Vol. 19, Feb. 1997.)

Implications of Brain Differences, cont. • Improved reading and math skills • Improved memory • Improved English and math test scores • Higher GPAs • Higher IQ (Pease refer to handout for complete quotations and citations)

How Our School Benefits • Students who are consistently involved in instrumental music through middle school and high school show “significantly higher levels of mathematics proficiency by grade 12.” • Regardless of socio-economic status • Differences between those involved and not involved become more significant over time • Students in music performance scored 57 points higher on verbal and 41 points higher on math than students who did not participate. • Catterall, James S., Richard Chapleau, and John Iwanaga. "Involvement in the Arts and Human Development: General Involvement and Intensive Involvement in Music and Theater Arts." Los Angeles, CA: The Imagination Project at UCLA Graduate School of Education and Information Studies, 1999. • College-Bound Seniors National Report: Profile of SAT Program Test Takers. Princeton, NJ: The College Entrance Examination Board, 2001.

School Benefits, cont. “The things I learned from my experience in music in school are discipline, perseverance, dependability, composure, courage and pride in results. . . Not a bad preparation for the workforce!” - Gregory Anrig – President, Educational Testing Service • Music participants received more academic honors and awards than non-music students. (National Educational Longitudinal Study) • Students in music in select middle schools in New York City had significant increases in self-esteem and thinking skills than those not involved. NELS:88 First Follow-up, 1990, National Center for Education Statistics, Washington DC National Arts Education Research Center, New York University, 1990 http://www.childrensmusicworkshop.com/advocacy/toptenquotes.html

Graduation and Attendance Rates http://www.menc.org/documents/legislative/harrispoll.pdf

Graduation Rates and Grants • According to Race To The Top’s Highly Effective Principal: Considering a principal whose students achieve high rates of student growth, schools must include multiple measures. Supplemental measures can include high school graduation rates. • Graduation Rates are a key indicator for successful grants • State awards will range from $20 to $700 million http://www.menc.org/documents/advocacy/rttt_advice_musiced.pdf

How Music Benefits Society • “Perhaps the basic reason that every child must have an education in music is that music is a part of the fabric of our society. The intrinsic value of music for each individual is widely recognized in the many cultures that make up American life” • Secondary students who participated in band reported the lowest lifetime and current use of all substances (alcohol, tobacco, illicit drugs). http://www.childrensmusicworkshop.com/advocacy/benefits.html Texas Commission on Drug and Alcohol Abuse Report. Reported in Houston Chronicle, January 1998

Music Provides Benefits for Life "Music education opens doors that help children pass from school into the world around them a world of work, culture, intellectual activity, and human involvement. The future of our nation depends on providing our children with a complete education that includes music.” - Gerald Ford, former President, United States of America • Encourages self-discipline and diligence • Promotes self-expression • Provides self-gratification while pleasing others Michael E. DeBakey, M.D., Leading Heart Surgeon, Baylor College of Music.

Purpose of Education The Aviary Pride staff and community are committed to inspiring students to reach their potential by encouraging academic achievement, fostering the development of a positive self-concept, promoting life-long learning, and nurturing the development of productive and responsible citizens who can adapt to an ever-changing world.

Music is Essential to a Complete Education • Music is the demonstration, explanations, and exploration, of the human condition and experience. It comes with its own set of knowledge and skills. • Music gives insight and is the transmission of culture, knowledge, and ideas • Technology, cultural practices and values, attitudes

Maintain A Broad Curriculum • Removing courses in the arts and humanities and continuing to standardize education leads to a narrowed, one-size-fits-all curriculum leaving student with: • A narrowed worldview • A specialized, thus limited education, limiting their access to the full world of knowledge, skills, career opportunities, and to the human condition.

Paul R. Lehman “A nation is judged by posterity, not by the size of its national product, nor by the destructive capability of its military arsenal, but by its contributions to the arts and humanities. . .it is the achievements of a civilization in the arts and humanities that remains when everything else is swept away.” - Paul R. Lehman, former President of the Music Educators National Conference Lehman, Paul R. "Priorities and Pitfalls of Music Education." NASSP Bulletin ( March 1988)

Budget Cut Alternatives • The Citizen’s Checklist • List of possible ways to make cuts to the budget without affecting classroom instruction and learning. • Top 10 ways from the Checklist on how to save according to the Alliance for Indiana Music Education http://www.allinmusiced.org/download/checklist.pdf

Alternatives, cont. • Email or fax instead of mail • Share music with other schools • Save energy with lower temperatures and rules about turning lights/ equipment off • Make students within certain range of school walk to save on bussing • Cancel after-school programs • Cut summer school/ programs

Middle School Band