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The Life Cycle of a Musician

The Life Cycle of a Musician. Wavier Day Presentation November 8, 2011. The Life Cycle of a Musician. From Elementary to Middle School. Westerville Music Demographics. Elementary General Music Students 7500 Fifth Grade Strings 300 Middle School General Music 696

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The Life Cycle of a Musician

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  1. The Life Cycle of a Musician Wavier Day Presentation November 8, 2011

  2. The Life Cycle of a Musician From Elementary to Middle School

  3. Westerville Music Demographics • Elementary General Music Students 7500 • Fifth Grade Strings 300 • Middle School General Music 696 • Middle School Strings 362 • Middle School Bands 941 • Middle School Choir 734 • High School Choir 459 • High School Orchestra 179 • High School Band 412 • Marching Band 280

  4. Elementary Access Points • First grade music classes taught by music specialist • Fifth grade students have option of adding string performance class

  5. What data would be helpful to know about our music students? Group Discussion

  6. Characteristics of Formative Years • Students from ages 5-9 can experience their largest musical aptitude growth during this age span. • Music aptitude stabilized for students from ages 10-18.

  7. Music Aptitude and Music Achievement • Music aptitude in a measure of student’s potential to learn music. • Students with low level of music achievement do not necessarily have a low level of music aptitude. • Music achievement is a measure of what a student has already learned. • Students with high level of music achievement must also have a high level of music aptitude.

  8. Gordon Music Aptitude Test • The test is used to identify musically talented children. • A raw score can be generated through the tonal and rhythmic test. • Students who score in the 80th percentile can greatly benefit from special music activities.

  9. What experiences shape the elementary musician? Group Discussion

  10. What external experiences support the young musician? Group Discussion

  11. What experiences did students share that helped them prepare for middle school music classes? • Note reading • Playing recorder • Singing • Learning about music symbols • Playing xylophone and guitar • Keeping Tempo • 5th Grade Strings

  12. What were some of their favorite activities or experiences? • Four Corners Game • Concert with singing and dancing • Playing Recorder at Pancake Breakfast • Veteran’s Day • Performing at Concerts

  13. What do you want middle school students to know about music? • Group Discussion

  14. The Life Cycle of a Musician From Middle School to High School

  15. Middle School Music Overview • 6th Grade Band • 6th Grade Orchestra Year 2 • General Music • 7th Grade Choir • 7th Grade Band Year 2 • 7th Grade Orch Year 3 • 8th Grade Choir Year 2 • 8th Grade Band Year 3 • 8th Grade Orch Year 4

  16. Middle School Access Points • Sixth Grade Band • Sixth Grade Orchestra • 7th Grade Choir • 8th Grade Choir

  17. What experiences shape the middle school musician? Group Discussion

  18. What activities or experiences help prepare them for high school? • Group Discussion

  19. What experiences did students share that helped them prepare for high school music classes? • Sectional or Extra help • Playing Scales • Playing Tests • Challenging Music • Learning how to do vibrato • Learning 3rd Position • Playing with high school students • Friday Extra Credit • Private Lessons • Participation in external groups

  20. What were some of their favorite activities or experiences? • Favorite Middle School Experiences • Field Trips to Elementary Schools • Jazz Band • 8th Grade Music Festival • Marching Band Day • Watching Concert s • Kings Island/Cedar Point • Concerts • 60’s Concert

  21. Results indicated that 73% of the dropout students and 70% of the continuing students were never contacted or encouraged by the high school teacher to continuein the program.

  22. Why do students quit music programs?

  23. What students say….. (a) it’s too time-consuming, (b) conflicts with participation in sports, (c) conflicts with other school activities, and (d) fear of failure.

  24. How can our curriculum promote retention of music students? • Group Discussion

  25. The Life Cycle of a Musician High school thru Young Adulthood

  26. High School Access Points • Concert Band • Orchestra • Jazz Band • Men’s Ensemble • Women’s Ensembles • Small Group Vocal

  27. Musical Experiences • What experiences are critical for the development of the musician during the period of time you teach them?

  28. How do we measure student success in music? Group Discussion

  29. Maslow’s Hierarchy of Needs • Self-Actualization needs: to find self-fulfillment and realize one’s potential • Aesthetic needs: symmetry, order, and beauty • Cognitive needs: to know, understand, and explore • Esteem Needs: to achieve, be competent, and gain approval and recognition • Belongingness and love needs: to affiliate with others, be accepted, and belong • Safety needs: to feel secure and safe, out of danger • Physiological needs: hunger, thirst, and so forth

  30. Transitions Beyond High School • How do we educate students about career opportunities in music? • How do we communicate options for music participation in college? • What bridges to we build to the adult musical community?

  31. Harvard University William Fitzsimmons, Dean of Admissions • We look for students whose previous participation in the arts shows that they can make a substantial contribution to our community.

  32. UCLAVu Tran, Director of Undergraduate Admissions • Students who can demonstrate their skills and achievements as accomplished music or artists would definitely enhance their chance for admissions in all majors.

  33. The Life Cycle of a Musician Middle and Late Adulthood

  34. Why all the fuss about lifelong learning? • More diverse methods of communication and information exchange • Increased need for adults to continue to engage in learning • Information is put different contexts and different orientations • Promotes positive health effects providing new opportunities, new purposes, and personal growth

  35. Adults view of the arts • Adults look favorably upon the arts • Positive benefits, aesthetic, intellectual, physical, and social aspects. • They enjoy participation later in life, many say they never forgot the fun and excitement they had participating in their high school music groups.

  36. Community Band Participation • Members cite their diverse experience in high school. • Love of music, personal pleasure, need to express themselves • Parents and teachers were reported as the most influential people in the development of their musical interest • Teachers encouraged participation in continuing participation beyond high school.

  37. Community Band Demographics • Most participation between 51 and 60 years of age (36%) • No children living at home (65.9%) • Annual income of $66,000 or more (50%) • Live in suburbs • Have at least a bachelor’s degree (89.7%)

  38. Building our adult community

  39. The Adult Community • Parents • Administrators • Colleagues • Church Musicians • Other Music Teachers • Alunmi

  40. Adults participate when they are aware of the mission or vision.

  41. OMEA Mission Highlights: encourages programs for gifted, special needs, and pre-school children, supports the concept of diversity in music education, encourages the use of technology and new approaches to music teaching and learning, and promotes life long participation and learning in music.

  42. National Association for Music EducationMission Statement • Music allows us to celebrate and preserve our cultural heritages, and also to explore the realms of expression, imagination, and creation resulting in new knowledge. • Therefore, every individual should be guaranteed the opportunity to learn music and to share in musical experiences.

  43. Westerville City Schools Mission Statement • VisionOur vision is to be the benchmark of educational excellence.__________________________MissionOur mission is to prepare students to contribute to the competitive and changing world in which we live.__________________________

  44. Parental Involvement • Adults are goal-activity oriented • Adults are group joiners • Seek social contacts • Select groups on the amount and kind of relationships the group yields

  45. Parents as Coaches • Sit in on a private lesson. • Sit in on a home practice session. • Attend a concert with your child. • Engage a conversation about music that you hear on television, on the radio, at music listening devices. • Discuss how music relates to other areas of your life and how it makes you feel.

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