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Unit 1: Public law and music education

Unit 1: Public law and music education. Music education has always been effected by general education policies and political movements Chp . 1 in the text by Abeles and Custodero explores these relationships. Chapter 1. John Dewey was an educational theorist in the early 20 th century

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Unit 1: Public law and music education

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  1. Unit 1: Public law and music education • Music education has always been effected by general education policies and political movements • Chp. 1 in the text by Abeles and Custodero explores these relationships

  2. Chapter 1 • John Dewey was an educational theorist in the early 20th century • His ideas formed the basis for the Progressive Education Movement • This movement emphasized the individual student’s unique abilities, interests and ideas (child-centered) • This movement’s ideas have re-surfaced today in “Differentiated Instruction” movement in schools • Music instruction fit well in this model • Instrumental music became well-established in schools (often taught by professional musicians) • Music appreciation was introduced into secondary schools

  3. Chapter 1 • National Defense Education Act, NDEA(1958) • Happened in reaction to Sputnik launching in 1957 • Eisenhower administration allocated funds for higher education and research in math and sciences • Characteristic of a period of curricular reform that emphasized “back to the basics” • Music classes had to be justified in this climate • Led to justification of music (and the Arts) on an Aesthetic basis (Reimer 1970)

  4. Chapter 1 • Elementary and Secondary Education Act (ESEA, 1965) • Johnson administration provided federal funds to low income schools • Title I grants were used to buy instruments and equipment for music classes • Manhattanville Music Curriculum project and Julliard Repertory project received funds from this • Both projects were influential on music curriculum in the late 60’s and early 70’

  5. Chapter 1 • National Commission on Excellence in Education published… • A Nation at Risk: The Imperative for Educational Reform, 1983 • This report warned the public that our mediocre educational system would lead to the US falling behind other nations in our quality of life • Specific problems cited (not in text) -”cafeteria style” curriculum, with no stress on “main courses” -25% of the credit earned by HS students was PE, work-related, and remedial classes -Americans spend less time in school compared to other competitive nations -study skills not being learned -not enough homework or time spent on it -new teachers are coming from bottom 1/4 of graduating college students -teacher salaries are too low -shortages of teachers in math, science and foreign languages

  6. Chapter 1 • Recommendations made by “Nation at Risk” report • Raising standards for teachers and schools • More stringent grading • Lengthening the school day • Grouping students by ability rather than age • Recruiting stronger teachers • Professional development plans All of these recommendations are still influencing school reform today

  7. Chapter 1 • The recommendations of “Nation at Risk” led to the formation of the Holmes group (1986) • The group was comprised of 96 universities and educational programs • They recommended several steps to better prepare teachers • The Carnegie Forum on Education and the Economy was another educational organization from the mid 80’s • They recommended the creation of a National Board test for teachers (NBPTS) • This exam is now used to certify teachers to the Master level in Illinois

  8. Chapter 1 • Goals 2000: Educate America Act- Clinton administration’s plan for educational reform. Included a grant program for states who agree to set high content and performance standards and also align student assessment and teacher training with the standards. • The idea was to create national standards with local implementation of necessary reforms. • National Standards (1994)- These were voluntary standards set up by each discipline within the school. This is NOT a national curriculum. • Music standards were approved by MENC. • This legislation led directly to the accountability movement that we still are experiencing today

  9. Chapter 1 • No Child Left Behind (NCLB, 2001) • The idea was to insure that all children received a high quality education • The law identified 10 core subjects. Music was not one of them.  • The law emphasized accountability using systematic assessment (in Math , Science, and Language Arts) • In order to receive funding, states had to implement strategies for assessing progress in these areas(standardized tests) • This law led to cuts in spending in the arts and scheduling conflicts against mandated testing

  10. Chapter 1 Equity Issues: Desegregation • 1954- public schools are desegregated by law (Brown vs Board of Education) • 1963- march on Washington, key event of African-American nonviolent resistance movement • Civil Rights Act (1964)- prohibited many specific aspects of racial discrimination

  11. Chapter 1 Equity Issues: Women’s movement • 1972- Title IX of the educational Amendments • 1972- Women’s educational equity Act • Protected the rights of individuals in educational settings regarding gender • Increased equity and funding for women’s sports • Eventually led to increased research and scholarship in the area of women in music

  12. Chapter 1 Equity Issues: Inclusion • PL 94-142, The Education for All Handicapped Children Act (1975) • Gave handicapped children guaranteed public education (mainstreaming) • The law also specifies that handicapped children be provided individualized services • PL 94-119, The Individuals with Disabilities Education Act (1997) • Created IEP’s, individualized educational program

  13. Chapter 7: Curriculum • Chapter 7 takes a look back at different influences on curriculum and how these changes reflected society as a whole • Definition of Curriculum: a regular course of study; an accepted schedule or routine (Websters dictionary). • Curriculum deals with the selection of desired educational outcomes and learning experiences to achieve these outcomes (Leonard & House, 1959) • It is the content of your class or “what” is to be learned (Snyder).

  14. Chapter 7 • Educational theorists Rousseau (1712-1778) and Pestalozzi (1746-1827) influenced the teaching approach of Lowell Mason (the father of music education in this country) • Both theorists suggested that information should be grouped into similar components • New information should be introduced in manageable portions based on what the student already knew • Mason applied this by introducing musical components one step at a time and mastering that one step before moving on

  15. Chapter 7 • The Curriculum (1918) by John F. Bobbitt • This influential book helped shape much of today’s curricular thinking • He believed that the school should provide experiences and activities that provide for the advancement of life • These experiences could be broken down into discrete sub-skills • Bobbitt’s concern with varying ability paved the way for ability grouping in schools today • Bobbitt’ legacy of filling the “empty reservoir” of a student’s mind remains with us today • The idea of “curriculum as repertoire or activities” can be traced back to his theories.

  16. Chapter 7 • Ralph W. Tyler, Basic Principles of Curriculum and Instruction (1949) • Proposed 4 questions to guide the curricular process: • What educational purposes should the school seek to attain? (goals) • What educational experiences can be provided to help attain these purposes? (learning activities or repertoire) • How can learning experiences be organized for effective instruction? (sequencing) • How can we determine whether these purposes are being attained? (assessment) • The portion in parentheses is mine. Sounds a lot like today’s curriculum mapping, yes? • Tyler believed in working backwards from the goals and objectives. This same approach is basically used by Wiggins and McTighe in their 2005 text “Understanding by Design” • This text will be used later in the semester

  17. Chapter 7 • The Spiral Curriculum, Jerome Brunner 1959 • Any student can be taught any concept at any age level in some form. • Deepening of ones understanding by moving into progressively more complex forms (spiraling) • Relationships and connections between concepts should be reinforced through “discovery learning”

  18. Chapter 7 • Mannhattanville Music Curriculum Project (1965-1970): • Ronald Thomas’ objectives were to develop a comprehensive music curriculum and related materials for a sequential music learning program for grades K-12. • used the “spiral curriculum” idea: the same concepts were approached at progressively higher levels of cognition in a cyclical pattern • students used creativity, discovery learning and interaction to learn about music • a music lab was the intended environment for MMCP • student used composing, performing, evaluating, conducting and listening to engage the curriculum • the concepts of timbre, dynamics, pitch, form, and rhythm were the foundation for learning

  19. Chapter 7 • The National Standards (1994) • Standards identify what our children must know and be able to do. • The standards were created by the Consortium of National Arts Education Associations (MENC is included) with a grant from NEA, NEH, and the DOE • The US has no national curriculum, the standards speak to competencies; not a course of study. These standards are concerned with results, not with how these results are delivered(method). • The Standards: * are deliberately broad statements * encourage local curricular objectives * and flexibility in instruction * encourage cross-curricular integration * and cultural diversity • The standards emphasize: * creating, performing, and producing, as well as (just like Manhattenville) * listening, analysis and reflection

  20. Chapter 7 The Standards: • I. Organization A. Presented by grade level K-4, 5-8, and 9-12 and organized by discipline: Dance, Music, Theatre, and Visual Arts B. Content standards are equivalent to what we call goals C. Achievement standards are equivalent to behavioral objectives D. Proficient and Advanced achievement standards are offered grades 9-12. • 1. students choosing specialized courses in the discipline will meet the advanced level but all students are expected to meet the proficient level. • Content and achievement standard for grades K-4, 5-8, and 9-12 can be viewed at: http://www.menc.org/resources/view/national-standards-for-music-education

  21. Chapter 7 Multicultural Curriculum • Defined as a way to differentiate traditions, to reflect diverse populations, a tool for unifying diverse populations and sometimes even as a code word for race and ethnicity • This movement started in the early 1990’s and is still influential today • This movement is manifested in schools today with the advent of drumming circles, mariachi ensembles, traditional songs from other cultures, etc.

  22. Chapter 7 Curriculum re-conceptualized: If you haven’t already, stop and read the MEJ article “Challenges to Music Education: Curriculum Reconceptualized” by Betty Handley by opening the pdf in this unit

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