“Music is exciting. It is thrilling to be sitting in a group of musicians playing (more or less) the same piece of music. You are part of a great, powerful, vibrant entity. And nothing beats the feeling you get when you've practiced a difficult section over and over and finally get it right. (yes, even on the wood block.) Music is important. It says things your heart can't say any other way, and in a language everyone speaks. Music crosses borders, turns smiles into frowns, and vice versa. These observations are shared with a hope: that, when schools cut back on music classes, they really think about what they're doing - and don't take music for granted.”- Dan Rather — CBS News

MUSED 360- Administration of School Music Programs

Welcome and Introductions

Mission Statements/Rationale

Benefits of the Elementary General

Music Program

Sample Lesson

Examples of student work

Our school’s vision is to provide a safe environment in which each student has the opportunity to achieve maximum growth in personal, social, and academic areas. Our school community enriches the quality of life and ensures excellence in teaching and learning.

The general music program at Sunny Valley Elementary engages students in activities designed to develop music knowledge, appreciation, and awareness of how music relates to other academic disciplines. Students participate in singing, movement, dance, instrument playing, composing, listening, note reading, and music games. All students experience music learning through different processes, enhancing creative thinking skills and building an appreciation for the multicultural dimensions of our world. All of our activities strengthen student creativity and self-confidence and prepare them to be life-long music participants. The music program's goal is to continue to enhance the overall achievement of our students.

Makes well-rounded students

Almost every child experiences music in some form.

žžLaying a musical foundation

žPrepares students for future musical experiences

žAccess to opportunity

“Understands our feelings like science understands nature” (Bruce Pearson).

Insight to our emotional self

interpersonal and intrapersonal intelligences.

Song, movement, and play

Creating and decision making

Recognizing emotion in sound

Developing sensitivity to emotional cues

Understanding of social contexts

Dealing with human relationships.

MUSIC IS FUN!

Pneumonic device

Some students may struggle with mathematics or language arts; however they may excel in music.

Organizing the information

Tool for memorization

Song-story books

Music is partly an abstract subject and therefore helps students think in new ways.

Improves visual-spatial, mathematical, and verbal performance.

Fine motor skills› Movement› External Timekeeper› Action Songs

Gardner’s Multiple Intelligences

“Almost all small children are curious about music and we can observe their spontaneous joy, which manifests itself in many ways: the desire to hum, the urge to move to music, the joy of hearing mother's lullaby, or the fascination when a favourite song is heard and recognized.” 

~Kerstin Wartberg: What influence does music education have on your child's development?

Benefits behavior and social goals

Improves academic achievement

Expression/Communication

Quality experiences

Prism Project

Games and folk-songs

Music and history

Shapes our identity

Connects to and values other cultures

Cooperation and collaboration/sharing

Group work--natural in music.

Every students’ part is important.

Practice enforces preference, responsibility, and discipline.

Perseverance, courage, pride in results

Young Children As Music Makers

Title IX, part A. Section 9101, of the law says that "The term 'core academic subjects' means English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography.”

Agnes S Chan, Yim-Chi Ho, & Mei-Chun Cheung, Dept of Psychology, The Chinese University of Hong Kong. Music training improves verbal memory. Nature 396:128

AMC-Music.org. (2006). Retrieved October 4, 2009, from http://amcmusic.org/musiceducation/literacy.htm Ball State University: Prism Project. (n.d.). Retrieved October 4, 2009, from http://prismproject.iweb.bsu.edu/Donald A Hodges (editor), Handbook of Musical Psychology, IMR Press. San Antonio .P258.E L Wright, W R Dennis & R L Newcomb. Neurological Res.19:2-8. 1997E W Weber, M Spychiger and J-L Patry, Musik macht Schule. Biografie Und Ergebnisse eines Schulversuchs

miterweitertemMusikuntericcht. Padagogik in der Blauen Eule, Bd17. 1993.F Sandor (ed). Music Education in Hungary. 1969Hamann, Donald L., Linda Miller Walker. “Music teachers as role models for African American students,” Journal of Research in Music Education, 1993.Heath, S. B. (1998, November). Music Advocacy: Facts, Figures and Quotes [fact sheet]. Retrieved October 4,

2009, from Stanford University and Carnegie Foundation For the Advancement of Teaching, Americans for the Arts Monograph website: http://www.westmusic.com/content/ index.php

option=com_content&task=view&id=67&Itemid=171Lane, C. (n.d.). Multiple Intelligences. In TecWeb.org. Retrieved October 4, 2009, from http://www.tecweb.org/

styles/gardner.html Lazar, M. (n.d.). Benefits of Music for Children with Special Needs: Tips for Parents and Educators. In UCP.org.

Retrieved October 4, 2009, from http://www.ucp.org/ucp_channeldoc.cfm/1/16/98/98-98/5093 M F Gardiner, A Fox, F Knowles & D Jeffrey. Learning improved by arts training. Nature 381:284. 1996. MENC Staff. (n.d.). Music Education Online. In Children's Music Workshop. Retrieved October 4, 2009, from

http://www.childrensmusicworkshop.com/advocacy/benefits.html MENC Staff. (n.d.). Support Music. Retrieved October 4, 2009, from http://www.supportmusic.com/Music Education Advocacy Kit. (n.d.). Music: Play For Life [pdf file]. Retrieved October 4, 2009, from

http://www.mca.org.au/mpfl/Kit3.pdfProfessor Jenny Saffran, Infant Learning Centre, University of Wisconsin-Madison. Developmental Psychology

journal, January 2001

Rauscher, F. H. (2003, September). Can Music Instruction Affect Children's Cognitive Development? ERIC Digest. . EricDigests.org. Retrieved from http://www.ericdigests.org/2004-3/cognitive.html

Teachout, D. J. (n.d.). The IMPACT OF MUSIC EDUCATION ON A CHILD’SGROWTH AND DEVELOPMENT (Thesis, The University of North Carolina at Greensboro). Retrieved from http://www.uncg.edu/mus/

SoundsOfLearning/GrowthDevelopment.pdf

Various studies by Dr. Gordon Shaw (University of California-Irvine) and Dr. Fran Rauscher (University of Wisconsin-Oshkosh), with others. Including those published in Nature 365:611 and Neuroscience Letters 185:44-47;

Wartberg, K. (n.d.). What influence does music education have on your child's development? EuropeanSuzuki.org, 1. Retrieved from http://www.europeansuzuki.org/web_journal/articles/Influence.pdf

Why Advocate Now?: How To Be Proactive Rather Than Reactive. (n.d.). VH1 Save the Music Foundation [PowerPoint]. Retrieved from http://vh1savethemusic.com/sites/default/files/PDFs/MENC%20Eastern%202009%20Advocacy.pdf