mommyof3 is also known as Dee Crescitelli (her "Real Life" name)
I am currently a middle school teacher. When asked what I teach, I usually respond that I teach 6th graders the art of mathematical thinking. I truly believe that it is a kind of art...
I am also a HUGE band geek: marching band (flute/piccolo/bells) and concert band. I was one of those kids who drove the guidance counselor crazy trying to create a schedule that included band, chorus, AND AP Government and English (because why shouldn't I want to be able to do all of those things?)
I am now the mother of band geek daughters, and the treasurer for our high school band booster organization. The state of music education in our country, particularly in funding, is something I care deeply about and unfortunately my experience is that it is currently in danger...
In my school district in Virginia, we used to have one general music teacher per elementary school. Now we have traveling music teachers and some schools have the teacher only one day a week-- kids get 20 minutes at best of instruction. One teacher is responsible for all choir instruction at both a middle school and a high school. One band director is responsible for all instrumental instruction at the middle school and high school level. The school system has million dollar contracts for textbooks, yet the music teachers (and the students) must fundraise for sheet music. Very bright, excellent music teachers are being worn thin and music instruction is being squeezed.
There are, of course, justifications for this. Core subjects must have more time and focus, because well-- we have to TEST in those. Anything that doesn't have a "make-it-or-break-it-test" at the end winds up with less instructional time. Less focus means less money. Less money means fewer resources, of both personnel and materials. And this isn't happening just where I live- this is happening all over the United States. A little further down, we will look at some quotes about music education from around the country. First, here are some basic facts concerning music education:
An analysis of six experimental studies has revealed a causal relationship between music and mathematics performance.
From: "Music and Mathematics: Modest Support for the Oft-Claimed Relationship," Journal of Aesthetic Education, Fall 2000, 34 (3-4):149-166
A 2005 survey conducted of Illinois superintendents and principals found that out of 234 superintendents and 751 principals, a strong majority believe that arts classes reduce truancy rates.From: Arts at the Core: Every School, Every Student
The YouthARTS Development Project conducted a study in 2000 of at-risk youth in Atlanta, Portland, and San Antonio. It found that arts participants increased their ability to: appropriately express anger, effectively communicate with adults and peers, and cooperatively work with others.
From: (2000). "Youth Demonstrating Effective Communication Skills: Pre- vs. Post-YouthARTS Program." Americans for the Arts.
More than 10 million high school students taking the SAT were asked to indicate the number of years of arts classes they took or were planning to take. The meta-analysis of the data, published in 2000, found that:
• Students who take arts classes have higher math, verbal, and composite SAT scores than students who do not take arts classes.
• As the number of years of arts classes increases, so too do the SAT scores.
• Four or more years of arts classes correspond to the strongest relationship with higher SAT scores.
• Music history, theory, or appreciation has the strongest relationship with higher math SAT scores.
From: "SAT Scores of Students Who Study the Arts: What We Can and Cannot Conclude about the Association," Kathryn Vaughn and Ellen Winner, The Journal of Aesthetic Education, Fall 2000, 34(3-4):77-89
As districts increase instructional time in reading and math, the top three subjects with a reduction in instructional time are: social studies, science, and art/music, according to surveys conducted by the Center on Education Policy.
From: "From the Capital to the Classroom: Year 4 of the No Child Left Behind Act," Center on Education Policy, March 2006, Chapter 4, Page 98
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Now for those quotes from music educators around the country (These are taken from a survey done by >School Music Matters
Arizona: "All music, art, p.e., and some library staff will be eliminated at the elementary level. Those programs will disappear." "Arizona ranks 50th for funds per pupil. In order to afford music at the elementary level, bond override elections have had to be held. The last one, November 2008, did not pass. With the failing economy, the loss of the override, and a state whose legislature does not value education, 85 certified teacher positions were cut for 2009/2010 school year. Music, art, p.e., and library were at the top of the list of cuts. The students in our district will be hurt tremendously, and there is little hope of reviving programs. It is such a waste of exceptional teaching talent and such a loss for all students." (2009 survey)
California: "Our district is moving to a middle school model (6-8) instead of jr. high (7-9). This means our elementary schools become K-5. Most teachers are being reduced to reflect this change. Many will travel between schools (80% at one and 20% at another)." (2009 survey)
Florida: "Elementary music is probably safe for one more year in my county. Surrounding counties have already announced music elimination for next year. Florida has a $2.3 billion budget deficit that legislators plugged by cutting education by $140.00 per student for next year. Music and art are at risk." (2009 survey)
Georgia: "We do not get budget funding. "Each School is Site-Based Managed by the Principal," so we have no way to buy instruments, repair instruments, or purchase materials for the classrooms." (2009 survey)
Massachusetts: "The elementary instrumental music program 3-6 is currently slated for elimination for the '09-'10 [school] year." (2009 survey)
Michigan: "Our district is considering closing up to three buildings. This means that our schools will be extremely crowded and that nearly no one will have a dedicated music classroom. Currently many of our teachers teach from carts, teach in a gym, library or share a classroom with another teacher." (2009 survey)
New Mexico: "What has hurt our programs more than a lack of funding is the emphasis New Mexico has put on testing and meeting AYP. We have lost a significant number of students in all electives as students are pulled out and put into tutoring classes. We have some students who, in a six period day, do two math classes (one regular, one tutoring), two language arts classes (same situation), science and history. That leaves no time for any electives." (2009 survey)
Ohio: "Right now, they have five K-5 elementary teachers. Next year, the district is eliminating two music positions overall. They are moving the 6th grade down to the K-5 building and redistricting the schools. My student load is 800. If all goes as planned it will be 1,000 minimum. The children have 45 minutes of music every two weeks. They say they will be cutting that time! It is a very frustrating situation. We get NO funds. Everything that I get I pay for. I begged enough that I finally convinced them to get last year and this year's Music K-8. I still haven't received it and it is March! We have excellent elementary teachers but we are being used as cafeteria and bus duty people instead of using that time as student time. It is sad." (2009 survey)
Tennessee: (from a college music major) "I was an upcoming [high school] freshman with dreams of becoming a music teacher. Because of my father's job, my family was forced to move to Dayton, TN. During the time I was in middle school in Blountville, TN, I was in a wonderful middle school choir and had fallen in love with choral music. I got to Rhea County High School to find a horrible situation in our high school choir: they could not find a teacher. After two years of choir at Rhea County High School, they canceled the choir because of the fact that they, "could not find a teacher." I was devastated! We need music teachers! There really is a shortage because people fear that they will not be able to get a job. I am happy to inform that I am currently pursuing my vocal music education degree and would like to encourage others to do the same! SAVE THE MUSIC!!!!!" (2009 survey)
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So... how is it where you live? I know that there are areas of the country where resources are better, and expectations are higher. Let me know!
The National Association for Music Education has developed a set of "Opportunity-to-Learn Standards" that outline what curriculum and scheduling, staffing, materials and equipment, and facilities need to be in place for students to achieve. This link is to a short quiz that you can use to rate your school or school system:
Rate Your Music Program
My system's scores: Elementary: "F"; Middle School: "C"; High School: "C"
My fear: as budget concerns continue to grow, music education will take more cuts until it cannot be maintained. I will, of course, fight that as hard as I can.
Without music to decorate it, time is just a bunch of boring production deadlines or dates by which bills must be paid.
Frank Zappa
U.S. singer/songwriter
Music is a moral law. It gives a soul to the universe, wings to the mind, flight to the imagination, a charm to sadness, gaiety and life to everything. It is the essence of order, and leads to all that is good, just and beautiful, of which it is the invisible, but nevertheless, dazzling, passionate, and eternal form.
Plato