The Ideal Music Program

1. The Ideal Music Program Amanda Welter, Aaron Alexander and Bethany Finnegan

2. Our Goal To develop a physical and “on paper” prototype of our ideal music program through the collection, analysis and reflection on data from 6 schools of various sizes.

3. The Study • Asked of 6 six different programs in Indiana --- 2 “large schools”, 2 “medium schools”, 2 “small schools” --- present one from each • 1) When did your school begin band, choir and/or orchestra? 5th grade? 6th? • 2) If you know, how was your program funded? Lots of fundraising? Donations? Sponsorship? State/District funding? • 3) What music programs were/are offered (including General Music) in both middle school and high school? • 4) What was your General Music experience, if any, in middle school or high school? • 5) What kind of fees were required of the students? • 6) Were any programs solely extracurricular (didn't meet during the school day)? • 7) What was the schedule like? Block? Trimester/Quarter/Semester? How much time did you devote weekly to a given ensemble? • 8) Any other comments about your program? Likes/dislikes/improvements you would make if you could?

4. The Basics • Band--- instrumental performance ensemble, winds and percussion only (marching, concert, jazz) • Orchestra--- instrumental performance ensemble, strings, winds and percussion • Choir--- vocal performance ensemble, various combinations of voices (women’s, men’s, mixed, chamber) • General Music--- class in music that is NOT performance based, discussions of concepts of music without performance as end goal • Misconceptions: piano classes, guitar classes, percussion ensembles are all NOT general music classes • Comprehensive Musicianship--- teaching students about music through music experiences

5. School ‘A’--- “Large” • Student interviewed--- • 1). Band, choir, and orchestra started in grade 6; full orchestra (with winds) started in 8. • 2).Mostly state funding, with extra fundraisers or extra band fees for extracurricular ensembles. • 3). In middle school, if a student is in an ensemble general music is not necessary. Middle school had band, orchestra, and choir. High school did not have a general music requirement. Classes offered were band (4), orchestra (4), and choir (numerous). Students could also take piano, marching band, jazz band, or an independent study in music. (NOTE- none of these are actually general music at the high school level.) • 4). General music was an easy A, a lot of movies, and work with hand bells. Learn to read both clefs. • 5). Jazz band $15, Concert band $40, orchestra about $60, and marching band was about $800 (mostly for staff and BOA entrance fees) (Choir unknown) • 6.) Jazz band met in the mornings, marching band met before and after school. These classes both counted as credit. For the wind players, orchestra was strictly extracurricular. • 7).Block schedule, 3-4.5 hours in concert band and 3-4.5 hours in independent study weekly. For marching band, ranged from 15 hours on a no-competition weekend to 40 the week of Grand Nats. Orchestra was 4.5 hours/week. One thing that I wished my program in high school did better was to focus on concert band.

6. School ‘B’--- “Medium” • Band Director interviewed--- • 1. County schools start band in 6th grade, option of starting strings in 5th grade. • 2.School corporation gives money every 3 years for general purchases (instruments). They also give us a annual music purchasing budget. 3 marching band staff positions, funding provided. The remainder paid by the boosters consisting of donations, fundraising and student fees. • 3. In the middle schools, only the students not enrolled in band, orchestra or choir take general music. In the high schools, option of taking music appreciation to help fulfill their fine arts credit. • 4. (No recollection of experience in general music) • 5. Marching band, fee of$225 for the season. Small fees for other programs. • 6. All of our programs outside of concert band are extra curricular. • 7.Trimester system. Classes are 70 minutes long and meet daily. • 8. Improvements - get rid of the trimester system. It is highly limiting the amount of students that can fit band into their schedule. • **** Programs have changed recently in that the increase of the demand for AP enrollment has led to less kids continuing in band due to difficult schedules. Other things that have changed is just the limitations of funds recently by the state.

7. School ‘C’--- “Small” • Student Interviewed--- • 1. Beginning band started in the 6th grade • 2. State funding every year for music and general funds, most of the program was funded through fundraising and a strong booster program. • 3. General music was offered at the middle school level, but not at the high school level. Only band was offered as a class. Orchestra and Choir were not offered at any level. • 4. General music was offered, however the content was not that of a general music classroom. • 5. Concert band and jazz band were without cost, and marching band had a $175 fee. This paid for uniform alterations and cleaning, entrance fees, music, and drill. • 6. Yes, jazz band, and marching band were offered solely as extracurricular courses. • 7. The middle school used periods and only electives changed each semester. The high school used block scheduling, and only electives changed each semester. • 8. The concert band, which acted as the main learning environment, consisted of only one group.

8. Accommodations Available for Financial Strain of Instrumental Ensembles • Interviewed Band Director at small, rural high school--- • State funds for the music organizations are limited • Most funds are obtained through fundraisers and a strong parent booster program. • Fees are kept as small as possible to allow students to join several different organizations. • How can we help provide equal opportunities for participation to all student regardless of financial situation? • Payment plans are established, and students can do individual fundraising where everything earned goes into their account to pay for fees. • Schools normally owns larger, unobtainable instruments. • Some smaller instruments, usually obtained by donation, are given to students to use. • Music stores use a rent to own method. This includes different qualities of instruments and the best plan is worked out between the parents and the store directly.

9. Tracking in Music Programs • Chamber Music • Peer tutoring ideal (heterogeneous grouping) • Elitist “wind ensemble” mentality in larger programs • Chair placements v part rotation • Student musical growth • Labeling theory • What is the goal? Your resulting sound or the education of your students? Part rotation in all but top ensembles = best of both?

10. Our Ideal Music Program (1) • When to begin band, choir and/or orchestra--- • 6th grade • 4th grade for strings • How to fund our program--- • State funding, donations, sponsorship • Active booster club, fundraising • Course offerings--- • Middle School: concert band, jazz band, two orchestras, mixed, men’s and women’s chorus, required general music • High School: marching band, concert band(s) (ideally 3), jazz bands (2), orchestra- two levels (at least one with winds), mixed, women’s and men’s chorus, chamber choir (jazz, madrigal), general music in middle and high, based on population/community extras (i.e. mariachi band, fiddling ensembles), AP Theory offering, chamber music ensembles • General music experience--- • Solid general music experience required of ALL in middle school (every year, 6-8) and required one course in high school with additional electives

11. Our Ideal Music Program (2) • Fees--- • As low as possible to facilitate enrollment no matter financial status. • Unavoidable fees--- instrument upkeep/purchase, uniform cleaning • Emphasis on fundraising opportunities to minimize cost • Extracurricular v during school--- • During school: both ‘traditional’ orchestras, all concert bands and jazz bands, chamber, mixed, men’s and women’s choruses, general music (required and additional electives), AP Theory • Extracurricular: marching band, “extras”, chamber music programs • Schedule and time--- • Every day • School B ideal, 70 minutes every day (Block) but not at cost of enrollment, in reality periods might be better

12. Our Ideal Music Program (3) • Miscellaneous--- • Multiple access points (allowing students to join after 6th grade, no participation mandates… i.e. can be in marching band w/o concert band) • Allow students to be creative and lead • i.e. if students want to start a rock band afterschool, provide help • Avoid competition in music programs • Even if marching band competitive, do not make that your focus of your program. Consider non-competitive marching band etc…

13. Our Ideal Music Program (4) • Comprehensive Musicianship as backbone of program • Limitation of tracking practices • Part rotation • Actively work to provide equal opportunity to all students (most common hardship is the financial burden but also scheduling problems, conflict b/w sports and marching band and students with special needs. Make accommodations to allow for maximum participation) • Actively work to incorporate multicultural aspects into music curriculum and discover what community values from music program (Mariachi band? Fiddling ensemble? Etc…)

14. Our Ideal Music Program (5) • Environment • Conducive to learning/playing • Plenty of space • Designated chairs to save time • Available practice rooms for sectional/individual practice • Plenty of storage for instruments/equipment • Plenty of resources (music, instruments, stands, chairs etc…) • Communication b/w teachers • Allows for easy collaboration • Allows for cooperation when students participate in multiple ensembles • Allows for sharing of information and ideas between colleagues

15. Our Ideal Music Program (6) **Diagram of ideal music program’s physical set-up

16. Questions????