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