No Subject Left Behind

1. No Subject Left Behind

2. MUSED 360- Administration of School Music Programs Sunny Valley Elementary School General Music Jessica McClellan, Joe Young, & Damon Clevenger “Music is exciting. It is thrilling to be sitting in a group of musicians playing (more or less) the same piece of music. You are part of a great, powerful, vibrant entity. And nothing beats the feeling you get when you've practiced a difficult section over and over and finally get it right. (yes, even on the wood block.) Music is important. It says things your heart can't say any other way, and in a language everyone speaks. Music crosses borders, turns smiles into frowns, and vice versa. These observations are shared with a hope: that, when schools cut back on music classes, they really think about what they're doing - and don't take music for granted.” - Dan Rather — CBS News

3. Overview • Welcome and Introductions • Mission Statements/Rationale • Benefits of the Elementary General Music Program • Sample Lesson • Examples of student work

4. School Mission Statement • Our school’s vision is to provide a safe environment in which each student has the opportunity to achieve maximum growth in personal, social, and academic areas. Our school community enriches the quality of life and ensures excellence in teaching and learning.

5. Music Mission Statement • The general music program at Sunny Valley Elementary engages students in activities designed to develop music knowledge, appreciation, and awareness of how music relates to other academic disciplines. Students participate in singing, movement, dance, instrument playing, composing, listening, note reading, and music games. All students experience music learning through different processes, enhancing creative thinking skills and building an appreciation for the multicultural dimensions of our world. All of our activities strengthen student creativity and self-confidence and prepare them to be life-long music participants. The music program's goal is to continue to enhance the overall achievement of our students.

6. Why Elementary Music? • Makes well-rounded students • Almost every child experiences music in some form. • žžLaying a musical foundation • žPrepares students for future musical experiences • žAccess to opportunity

7. The Aesthetic Experience • “Understands our feelings like science understands nature” (Bruce Pearson). • Insight to our emotional self • interpersonal and intrapersonal intelligences. • Song, movement, and play • Creating and decision making

8. Emotional Intelligence • Recognizing emotion in sound • Developing sensitivity to emotional cues • Understanding of social contexts • Dealing with human relationships.

9. Motivation and Student Success • MUSIC IS FUN! • Pneumonic device • Some students may struggle with mathematics or language arts; however they may excel in music. • Organizing the information • Tool for memorization • Song-story books

10. Cognitive Development • Music is partly an abstract subject and therefore helps students think in new ways. • Improves visual-spatial, mathematical, and verbal performance. • Fine motor skills • Movement • External Timekeeper • Action Songs • Gardner’s Multiple Intelligences

11. “Almost all small children are curious about music and we can observe their spontaneous joy, which manifests itself in many ways: the desire to hum, the urge to move to music, the joy of hearing mother's lullaby, or the fascination when a favourite song is heard and recognized.”  ~Kerstin Wartberg: What influence does music education have on your child's development?

12. Benefits of music for Students with Special Needs • Benefits behavior and social goals • Improves academic achievement • Expression/Communication • Quality experiences • Prism Project

13. Cultural Experiences • Games and folk-songs • Music and history • Shapes our identity • Connects to and values other cultures

14. Life Skills/Character Development • Cooperation and collaboration/sharing • Group work--natural in music. • Every students’ part is important. • Practice enforces preference, responsibility, and discipline. • Perseverance, courage, pride in results • Young Children As Music Makers

15. Achievement in Core Academic Areas • Title IX, part A. Section 9101, of the law says that "The term 'core academic subjects' means English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography.”

16. References Agnes S Chan, Yim-Chi Ho, & Mei-Chun Cheung, Dept of Psychology, The Chinese University of Hong Kong. Music training improves verbal memory. Nature 396:128 AMC-Music.org. (2006). Retrieved October 4, 2009, from http://amcmusic.org/musiceducation/literacy.htm Ball State University: Prism Project. (n.d.). Retrieved October 4, 2009, from http://prismproject.iweb.bsu.edu/ Donald A Hodges (editor), Handbook of Musical Psychology, IMR Press. San Antonio .P258. E L Wright, W R Dennis & R L Newcomb. Neurological Res.19:2-8. 1997 E W Weber, M Spychiger and J-L Patry, Musik macht Schule. Biografie Und Ergebnisse eines Schulversuchs miterweitertemMusikuntericcht. Padagogik in der Blauen Eule, Bd17. 1993. F Sandor (ed). Music Education in Hungary. 1969 Hamann, Donald L., Linda Miller Walker. “Music teachers as role models for African American students,” Journal of Research in Music Education, 1993. Heath, S. B. (1998, November). Music Advocacy: Facts, Figures and Quotes [fact sheet]. Retrieved October 4, 2009, from Stanford University and Carnegie Foundation For the Advancement of Teaching, Americans for the Arts Monograph website: http://www.westmusic.com/content/ index.php option=com_content&task=view&id=67&Itemid=171 Lane, C. (n.d.). Multiple Intelligences. In TecWeb.org. Retrieved October 4, 2009, from http://www.tecweb.org/ styles/gardner.html Lazar, M. (n.d.). Benefits of Music for Children with Special Needs: Tips for Parents and Educators. In UCP.org. Retrieved October 4, 2009, from http://www.ucp.org/ucp_channeldoc.cfm/1/16/98/98-98/5093 M F Gardiner, A Fox, F Knowles & D Jeffrey. Learning improved by arts training. Nature 381:284. 1996. MENC Staff. (n.d.). Music Education Online. In Children's Music Workshop. Retrieved October 4, 2009, from http://www.childrensmusicworkshop.com/advocacy/benefits.html MENC Staff. (n.d.). Support Music. Retrieved October 4, 2009, from http://www.supportmusic.com/ Music Education Advocacy Kit. (n.d.). Music: Play For Life [pdf file]. Retrieved October 4, 2009, from http://www.mca.org.au/mpfl/Kit3.pdf Professor Jenny Saffran, Infant Learning Centre, University of Wisconsin-Madison. Developmental Psychology journal, January 2001

17. References (cont’d.) Rauscher, F. H. (2003, September). Can Music Instruction Affect Children's Cognitive Development? ERIC Digest. . EricDigests.org. Retrieved from http://www.ericdigests.org/2004-3/cognitive.html Teachout, D. J. (n.d.). The IMPACT OF MUSIC EDUCATION ON A CHILD’SGROWTH AND DEVELOPMENT (Thesis, The University of North Carolina at Greensboro). Retrieved from http://www.uncg.edu/mus/ SoundsOfLearning/GrowthDevelopment.pdf Various studies by Dr. Gordon Shaw (University of California-Irvine) and Dr. Fran Rauscher (University of Wisconsin-Oshkosh), with others. Including those published in Nature 365:611 and Neuroscience Letters 185:44-47; Wartberg, K. (n.d.). What influence does music education have on your child's development? EuropeanSuzuki.org, 1. Retrieved from http://www.europeansuzuki.org/web_journal/articles/Influence.pdf Why Advocate Now?: How To Be Proactive Rather Than Reactive. (n.d.). VH1 Save the Music Foundation [PowerPoint]. Retrieved from http://vh1savethemusic.com/sites/default/files/PDFs/MENC%20Eastern%202009%20Advocacy.pdf

18. MUSIC MATTERS!