Cardinal Middle School

Emily Hennegan-Choir Director, General MusicEmily Gooch-Orchestra Director, General Music

Abby Whitaker-Band Director, General MusicCatie Melemed-Asst. Band Director, General Music

Mission StatementOur mission here at Cardinal Middle School is to provide meaningful musical experiences to every child through comprehensive musicianship. We strive to help students realize and reach their potential through music, and apply it to all aspects of life by fostering a commitment towards the pursuit of excellence.

Music As Its Own Entity“The search for meaning is really rewarded when an adolescent can find something that deeply absorbs the talents of his mind and his emotional resources. He then has a passion for life.”

-Arthur Jersild

Music As Its Own Entity

• Music is essential to human culture• Music is universal• Music has historical value• Music is an outlet for creativity and

expression• Music offers multiculturalism and

aesthetic experiences

“Aesthetic illiterates are just as dangerous as intellectual ones; perhaps even more so, considering how closely choice and feeling are related to each other.”

-Harry S. Broudy

How Music Accommodates Adolescent Growth and

Development

“Playing a musical instrument significantly enhances the brainstem’s sensitivity to speech sounds. This relates to encoding skills involved with music and language. Experience with music at a young age can “fine-tune” the brain’s auditory system.”

-Nature Neuroscience, April 2007

Developmental skills of adolescents

• Physical

• Emotional

• Intellectual Development

• Moral

Bloom’s Taxonomy

• Psychomotor• Cognitive• Affective• How is this assessed?

Gardner’s Multiple Intelligences• The musical domain.• Music accesses other

domains.

Different Ways of Learning

• Auditory• Visual• Kinesthetic

Cooperative Learning & Social Aspects

• Students meet kids with similar interests.

• Creating music together builds special connections.

Music’s Benefits

Students find success where they might not elsewhere.

• Students can be successful in music where they find difficulty in other parts of the curriculum.

• Music gives students the opportunity to reach their potential.

Music is its own symbol system and language

• It is a human instinct to form, understand, and use symbols.

• Reading music requires students to multitask and use higher-level thinking.

• Reading music is universal.

Music prepares students for the ambiguities of the real world.

• Most of the curricular subjects teach students that there is only one correct answer to every problem.

• Music promotes problem solving and can help students think more creatively.

Educational Philosophy Shift

• Focus on preparing students for future careers.

• How music fosters the desired career skills.

Music Is Curricular

“I write to bring to your attention the importance of the arts as a core academic subject and part of a complete education for all students. The Elementary and Secondary Education Act (ESEA) defines that arts as a core subject, and the arts play a significant role in children’s development and learning process”

-US Secretary of Education Arne Duncan

Music is Curricular

• Music lays the groundwork that is essential for students

• Performance in music as a way of creative expression for adolescents

• Performance-Based programs allow access to the best that music can offer

“Every child is an artist. The problem is how to remain an artist once we grow up.”

-Pablo Picaso

Work Cited (2011). In National Standards for Music Education. Retrieved Oct. 2, 2011, from http://www.menc.org/resources/view/national-standards-for-music-education

Bloom, B. S. (1965). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.

Campbell, P., Connell, C., & Beegle, A. (2007). Adolescents' Expressed Meanings of Music in and out of School. Journal of Research in Music Education, 55(3), 220-236. Retrieved from EBSCOhost.

Garrison, C. and Ehringhaus, M. (2007). Formative and summative assessments in the classroom. Retrieved from http://www.amle.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx

Hoffer, C. R. (1973). Teaching music in the secondary schools (2nd ed.). Belmont, CA: Wadsworth Publishing Company.

Lane, C. (n.d). Multiple intelligences. The Distance Learning Technology Resource Guide. Retrieved from http://www.tecweb.org/styles/gardner.html

Lautzenheiser, T. (n.d). Why Music? Why band? In Teaching Music Through Performance in Band. Retrieved from http://www.musicforall.org/who-we-are/music-advocacy/why-music-why-band

Lehman, Paul R. Music in Today's Schools: Rationale and Commentary. Reston, VA: Music Educators National Conference, 1987. Print.

Smith, M. K. (2002, 2008). Howard Gardner and multiple intelligences. Encyclopedia of Informal Education. Retrieved from http://www.infed.org/thinkers/gardner.htm

Sprague, M. M., & Bryan, S. L. (2001). Aesthetics and the Middle School Learner. Clearing House, 75(1), 41-44. Retrieved from EBSCOhost.

Wallyn, G. (2011). Lecture notes: National Association for Music Education meeting. October 27, 2011.