For Music Education
The study and performance of music inspires students to be creative and to express themselves. Music helps to reinforce other traditional classroom subjects, such as connecting music to culture and history, beats and subdivision to mathematics, or song structure to poetry and prose. Music education helps to further that creativity and stoke the fires of the child's artistic integrity.
In a K-12 music program, students should be exposed to a varied selection of musical studies and ensembles. Instruction of general music classes should be available especially for elementary students with budding musical interests, as well as middle and high school students with no previous musical background. The curriculum should expand as the students advance, growing more diverse in order to appeal to the multitude of musical interests in any given student body.
Band and orchestra should be introduced in elementary school in grades four and five. Choral groups could begin at the same time or even in third grade. Since vocal participation is integral to early music education, some students might have sparked an interest in singing earlier on. Large ensembles at a middle school level would likely include: concert band, choir, jazz ensemble, and a show/pop/jazz choir. Large ensembles offered at the high school level could also include: concert band, concert choir, marching band, jazz ensembles, string and symphonic orchestras, and guitar ensembles. Other smaller groups that might be auditioned for size constraints could include jazz combos, chamber duets or groups, select choirs, pop and rock groups, and piano and keyboard ensembles. Courses offered should include: general music theory, aural skills, piano skills, guitar methods, music composition, music appreciation, music history (including but not limited to classical, jazz, and rock n' roll), music technology, and instrumental and vocal lessons.
An excellent music educator is defined above all by his or her interest in the students' musical and intellectual well-being. The educators who put their students first and respect their abilities and efforts will encourage their students to become involved and participate in the music department. Every music teacher should not only be a well educated, certified classroom professional, but also an adept musician themselves. In experiences with countless musical instructors, it is evident that some of the most effective teachers are not necessarily those who have spent the most time in educational institutions, but those with abundant playing experience and those who continue to practice, direct and perform.
The materials and equipment necessary for music instruction depend on what the goal of the course is. In order to have a successful program, music educators need to be able to afford music, scores, storage lockers, repairs, and travels for recruitment. Rhythm section members will also need to consider using amplification, with schools may or may not be able to provide. Piano techniques classrooms will need at last a keyboard for each student in the classroom, as well as one for the instructor. Music teachers in almost any classroom setting will require textbooks and or music notation software to provide the students with in-class examples, worksheets, and homework assignments.
Music students should be able to experience & participate in music festivals whenever possible. Festival participation allows for students to not only hear other musicians, but to see how other bands are run, to travel and perform for other school groups and students, and to have a sense of the musical world outside the school ensembles that they participate in. Non-ranked/rated adjudication also provides students with an outside ear and mind that assesses what is heard by people outside of their classroom. All-state festivals provide students with opportunities to work with directors and musicians that they haven't played with before, which is crucial in the development & flexibility of a musicians' performance abilities.
Music education should be available to every student who has an interest in it. In order to provide these students with a satisfactory music experience, the music educators need to be well rounded certified teachers, devoted mentors, and outstanding musicians. Any student who wishes to sing, write or play should have access to a proficient music department with the capability to fulfill his or her musical ambitions. Music should be a required course until at least high school so that students are allowed exposure while they explore what they want to do with their lives. Music education in their daily lives can expose students to a new passion that they may not have previously realized. Because it has as much of a positive effect on students as other core classes, music should have as much classroom time allotted to it during the school day. A musically inclined student should be allowed the same educational opportunities as one who wishes to pursue social studies, math, or science.
In a K-12 music program, students should be exposed to a varied selection of musical studies and ensembles. Instruction of general music classes should be available especially for elementary students with budding musical interests, as well as middle and high school students with no previous musical background. The curriculum should expand as the students advance, growing more diverse in order to appeal to the multitude of musical interests in any given student body.
Band and orchestra should be introduced in elementary school in grades four and five. Choral groups could begin at the same time or even in third grade. Since vocal participation is integral to early music education, some students might have sparked an interest in singing earlier on. Large ensembles at a middle school level would likely include: concert band, choir, jazz ensemble, and a show/pop/jazz choir. Large ensembles offered at the high school level could also include: concert band, concert choir, marching band, jazz ensembles, string and symphonic orchestras, and guitar ensembles. Other smaller groups that might be auditioned for size constraints could include jazz combos, chamber duets or groups, select choirs, pop and rock groups, and piano and keyboard ensembles. Courses offered should include: general music theory, aural skills, piano skills, guitar methods, music composition, music appreciation, music history (including but not limited to classical, jazz, and rock n' roll), music technology, and instrumental and vocal lessons.
An excellent music educator is defined above all by his or her interest in the students' musical and intellectual well-being. The educators who put their students first and respect their abilities and efforts will encourage their students to become involved and participate in the music department. Every music teacher should not only be a well educated, certified classroom professional, but also an adept musician themselves. In experiences with countless musical instructors, it is evident that some of the most effective teachers are not necessarily those who have spent the most time in educational institutions, but those with abundant playing experience and those who continue to practice, direct and perform.
The materials and equipment necessary for music instruction depend on what the goal of the course is. In order to have a successful program, music educators need to be able to afford music, scores, storage lockers, repairs, and travels for recruitment. Rhythm section members will also need to consider using amplification, with schools may or may not be able to provide. Piano techniques classrooms will need at last a keyboard for each student in the classroom, as well as one for the instructor. Music teachers in almost any classroom setting will require textbooks and or music notation software to provide the students with in-class examples, worksheets, and homework assignments.
Music students should be able to experience & participate in music festivals whenever possible. Festival participation allows for students to not only hear other musicians, but to see how other bands are run, to travel and perform for other school groups and students, and to have a sense of the musical world outside the school ensembles that they participate in. Non-ranked/rated adjudication also provides students with an outside ear and mind that assesses what is heard by people outside of their classroom. All-state festivals provide students with opportunities to work with directors and musicians that they haven't played with before, which is crucial in the development & flexibility of a musicians' performance abilities.
Music education should be available to every student who has an interest in it. In order to provide these students with a satisfactory music experience, the music educators need to be well rounded certified teachers, devoted mentors, and outstanding musicians. Any student who wishes to sing, write or play should have access to a proficient music department with the capability to fulfill his or her musical ambitions. Music should be a required course until at least high school so that students are allowed exposure while they explore what they want to do with their lives. Music education in their daily lives can expose students to a new passion that they may not have previously realized. Because it has as much of a positive effect on students as other core classes, music should have as much classroom time allotted to it during the school day. A musically inclined student should be allowed the same educational opportunities as one who wishes to pursue social studies, math, or science.