Supervising the Successful School Music Program

1971 ◽  
Vol 19 (1) ◽  
pp. 123-124
Author(s):  
Vito E. Mason
Keyword(s):  
Music Program ◽  
School Music ◽  
Successful School

Supervising the Successful School Music Program

1970 ◽  
Vol 56 (7) ◽  
pp. 98-99
Author(s):  
Maurice C. Whitney
Keyword(s):  
Music Program ◽  
School Music ◽  
Successful School

Democracy in the Middle School Music Classroom

2019 ◽  
Vol 105 (3) ◽  
pp. 17-22
Author(s):  
Amanda R. Draper
Keyword(s):  
Middle School ◽  
Music Teacher ◽  
General Music ◽  
Music Classroom ◽  
Music Program ◽  
Motivation For Learning ◽  
Traditional Public School ◽  
School Music ◽  
Democratic Principles ◽  
Student Independence

Including democratic principles in a traditional public school general music program can be challenging, but the benefits are significant, including greater student independence and motivation for learning. Democratic practice is both an approach to teaching and an outcome of the experience. It prepares students to be participants in society by providing space for student voices and encouraging students to think deeply and ask challenging questions. It also involves negotiating a rebalance of control in which the music teacher is more of a teacher-facilitator, learning alongside the students and allowing their choices and decisions to be a driving force in the learning process. This article presents one model for incorporating democratic ideals in middle school general music.

Musical Aptitude in Relation to a High-School Music Program

1940 ◽  
Vol 48 (6) ◽  
pp. 445-450 ◽  
Author(s):  
L. A. Pechstein ◽  
L. Paschal Monk
Keyword(s):  
High School ◽  
Musical Aptitude ◽  
Music Program ◽  
School Music ◽  
High School Music

The School Music Program in Louisiana

1935 ◽  
Vol 22 (3) ◽  
pp. 38-40
Author(s):  
Samuel T. Burns
Keyword(s):  
Music Program ◽  
School Music

The State of Music in the Elementary School

2006 ◽  
Vol 54 (1) ◽  
pp. 6-20 ◽  
Author(s):  
Carlos R. Abril ◽  
Brent M. Gault
Keyword(s):  
Elementary School ◽  
No Child Left Behind ◽  
Music Education ◽  
School Principals ◽  
Music Programs ◽  
Educational Goals ◽  
Negative Effects ◽  
Music Program ◽  
School Music ◽  
Principals Perceptions

This study is an examination of school principals' perceptions of the elementary school music curriculum. A survey, mailed to 350 elementary school principals (61% response rate), was designed to answer the following questions: What are principals' perceptions of music learning outcomes and broad educational goals that result from school music instruction at their respective schools? How do they believe these should exist in ideal conditions? Is there a difference between principals' ratings for current and ideal conditions? To what degree do certain variables affect the music program? Results revealed that principals were generally satisfied with their music programs' ability to meet music education standards and broad educational goals. However, significant differences between the current and ideal conditions imply that they believe improvement is possible. Principals reported that the No Child Left Behind Act, budgets, standardized tests, and scheduling had the most negative effects on their music programs. September 15, 2005 November 30, 2005

The Traffic Circle

2018 ◽  
Author(s):  
Mark Slobin
Keyword(s):  
Music Education ◽  
Career Paths ◽  
Classical Music ◽  
Music History ◽  
Magnet School ◽  
Music Program ◽  
School Music ◽  
National Trends ◽  
School Training

This chapter examines the formative role of public school music in shaping the lives and careers of Detroit’s stellar cast of kids who became major jazz artists and eminent classical music figures. A discussion of national trends in music education shifts to Detroit’s school music history. There follows a detailed account of music in a junior high and a comparison and contrast of two remarkable high schools: the all-black Miller High and the nationally renowned music program of the magnet school Cass Tech, exploring figures such as Yusuf Lateef and Ron Carter and looking at the career paths that followed high school training.

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