Assessment In Performance-Based Secondary Music Classroom Analysis

Perhaps the most tangible benefit of music education for students is the increase in their performance in the classroom. People often say, “Music makes you smarter,” but where is the evidence? As South Dakota State University’s Professor Kevin Kessler eloquently stated via email, “How were you

Music education greatly enhances students’ understanding and achievement in non-musical subjects. For example, a ten-year study, which tracked over 25,000 middle and high school students, showed that students in music classes receive higher scores on standardized tests than students with little to no musical involvement. The musical students scored, on average, sixty-three points higher on the verbal section and forty-four points higher on the math sections of the SATs than non-music students. When

Teaching music comes in all different kinds of methods and views. Music plays a very vital role in our school systems, and is arguably just as important as any other subject. The teacher pays various roles in the classroom, but always keeps the students’ best interest in mind. The student also plays various roles in the classroom, but is always expected to come to class ready to learn. The curriculum allows teachers to create clear and concise lesson plans that fit the students needs. And effective instructional methods will vary from student to student, and effective teachers will try several methods to breakthrough to the student.

“I get that music programs are under intense pressure, that all across America they are sitting hunched over with one nervous eye on a hooded figure stalking the halls with a big budgetary ax”, states Peter Greene. It has become common today to dismiss music’s contribution to the field of education. In the article “Stop Defending Music Education”, written by Peter Greene, the issue if obvious. What the issue is whether or not public schools should teach music and art, since so many students are below proficient levels in “more basic” subjects like reading and math.

Across the United States many elementary school music classrooms are filled with simple and popular tunes such as Hot Cross Buns and The Ode to Joy, played on the recorder, while high school students may be playing collegiate or professional pieces of music such as Armenian Dances and Carmen Suites. I have been very fortunate to have gone on the journey of progressing through different music education programs within Fairfax County Public Schools. If I was never exposed to music while in elementary school I might not have ever found one of my greatest passions or been able to create such fond and unforgettable memories. While music education programs across the country appear large and strong, many schools are beginning to experience budget reductions. As a result, music is often the very first component of a school 's curriculum or programs to be cut or significantly reduced, but I believe this is not the right course of action. It is important to preserve and promote music education in public schools because of the proven cognitive, character,and academic benefits for students.

Much too often in America today, modern music and art programs in schools are perceived to many as extracurricular activities rather than important subjects that are vital to a students learning and skill development. The truth of the matter is that encouraging music and art education in public schools has a much larger impact on student’s grades, academic performance, and the economy than the majority people realize. Within the next year city school budgets will be dropping by twenty five percent, and despite the fact that music and art programs have been showing a dramatic contribution to student’s learning, this substantial drop in funding for the programs will lead to no dedicated money for art or music programs (Mezzacappa). There is

My music students will be supported by predictable routines and clearly communicated goals, within an organized learning environment. Rules and expectations for learning will be clearly articulated, revisited often, and represent a mutual contract of respect, responsibility, safety, honesty, and caring, in the effort to maximize learning and encourage participation. Students not only know and agree upon the goals of their learning community, but in my classroom they will understand the impact of their poor choices on their grades and the health of the whole. Students who do not use good judgment in their actions will always be dealt with respectfully and promptly, using predetermined and appropriate consequences.

Music programs are constantly in danger of being cut from shrinking school budgets even though they're proven to improve academics. In May 2005 a Harris Poll showed that ninety three percent of the population agree the arts are vital to providing a well-rounded education for children, a two percent increase over 2001 (Catterall). This evidence shows that the people believe that these programs are indeed improving and are important to the lives of students. Along with the fact that Studies done mostly in children of young age show that their academic performance increases after a certain period of music education and training. One particular study published in the journal 'Nature' showed that when groups of first graders were given music instruction

Music programs throughout the United States are making quite the hurrah, and yet seem to never be heard by the classmates and staff that walk the same halls as them. The lack of appreciation of the music and arts programs throughout America is astonishing, and heartbreaking to many of the students, parents, and staff that are involved with them. There are more than a few causes that can be held responsible, however the main three are a lack of funding, lack of support from administration and staff, and the lack of equal support amongst students involved in different activities, such as sports, clubs, and music programs, all of which have led to a decrease in student participation in music. However, there may be a solution in sight, with the help of some creative thinking on the part of the administration, the support of the staff members, and the acknowledgment of the student body.

The researcher used three phases to collect data for this study. Phase 1 of the study was a small focus group of instrumental music educators from the Chicago Public Schools. The focus group served to guide the creation of the survey questionnaire. Phase 2 of the study was the survey, which included questions similar to research questions #1-4. 59% of the surveys that were sent out were successfully returned. Phase 3 of the study, interviews and observations, took place concurrently with Phase 2. Four instrumental music educators from the CPS received a pre-interview, a one-day observation, and a follow-up interview. During the observation, extensive field notes and ensemble recordings were obtained.

Our interactions with it, the changes that have transpired, and the way in which we pass on and instruct the next generation through music is extremely vital. Music education has frequently proven to be beneficial to the “subjects” involved, both students and their teachers. This type of classroom’s mission is to ultimately carry out a synchronized musical performance; in order to execute it correctly, adherence to the “division of labor” is crucial. Akin to formal writing, music has a set of “rules” for ordering components, such as chords, intervals, and notes. Each child is assigned an instrument and a piece to play as their “mediating artifact”. It is not necessarily always about how well a student plays that matters, but the constant use of different senses, muscles, and brainpower, that improves literacy development and may even expand the brain’s capacity for neural connections. In upper-level schooling, institutions with music programs have recorded higher test scores, graduation rates, and overall attendance, compared to those lacking art

Music Education is no doubt a necessity to the students of today. Music plays a major role in everyone’s daily life. Music is listened to while driving in the car, when eating in restaurants, relaxing at home, and even when on hold to a company’s overloaded phone system. Music is everywhere you turn, and it should be one of the main subjects to be studied in our public school systems. Public schools in America need to understand that the funding and continued study of music is just as important as the funding for math or science to produce a well rounded graduate.

This study took place in the Chicago Public Schools (CPS). The observation portion of the study took place at four different schools in the CPS. Two of the schools had thriving instrumental music programs and two had struggling instrumental music programs.

Because 93% of American citizens believe that music is a very important part of a child’s education, it is surprising how much money is actually being taken away from the programs which take an active role in giving this valuable part of education to a child(Russell). This vital money seems to go elsewhere in the schools, such as to the math or the science departments. Some researchers argue , "Music courses may not turn students into musicians; but on the other hand, chemistry classes don’t necessarily make them chemists either" (Kupferberg 1). Music "opens doors"(Russell) to things that children could hardly seem to be imaginable. For them, the opportunities appear magnificent and endless. When a child is doing poorly in a subject, s/he, if given the opportunity, may have music to look to as an area of success, instead of failure, and this has the potential to greatly improve child’s self-esteem.

To begin with, music programs are not normal classes. What other class requires the complete integration of every student? What other class encourages healthy competition? What other class has a teacher who is required to have such patience? Music programs allow students to learn skills not taught in other classes. They allow straight “A” students who have problems connecting with other people to amend that. They allow failing students to learn the merits of trying harder. Any student who is in a music program has to think about who takes the hit for an error or lack of motivation on their part. This kind of thinking applies to the real world more than a good or bad grade does, as not being the best student or person you can be puts weight on others as well as hindering your success.