Transcript The Ideal Music Program

The Ideal Music
Program
Amanda Welter, Aaron Alexander and Bethany Finnegan
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.
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?
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
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.
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.
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.
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.
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?
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
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
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…
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…)
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
Our Ideal Music Program (6)
**Diagram of ideal music program’s physical set-up
Questions????