Music Supervision and structure in USA Public Schools MUE731 UiTM April 5, 2016 Dr. Valerie Trollinger

Presentation includes: How education is structured in the USA How Music Education is structured: National Level State Level Local Level How music education is assessed (formally and informally)

National Education Structure- USA We have a department of Education in Washington. However, many presidents or candidates who are of the Republican party see it as a waste and wish to abolish it. So we will see. The national department of education overseas all educational initiatives. Right now, STEM is the main focus, but it has been changing to STEAM. Students are still assessed using national tests as part of No Child Left Behind /Race to the Top. Schools that don’t adopt the criteria do not receive federal funding. Many states are now opting out as well. However, that is hurting them financially.

Structure of Music Education-National National Level National Standards – revised to now three principal areas: Creating Performing Responding These standards are considered as recommended only, they are not legally required of any school and no national agency will check a school to see if they are being applied. They were developed by NAfME. Because they are not required, there is no National testing instrument for achievement in this area.

Music Education – State level Many states adopt the national standards, but they also can be “defined” for each state to meet their needs. Many states have competitions at various levels that allow students more advanced performance opportunities and brings prestige to schools. However, some states hold winning competitions as validation for keeping the music program. How they are applied is different for each state. Some states are rigorous ( e.g, Texas) many others are very lax. Some states will have an arts specialist at the state level in government seeing if the standards are being applied

State level, cont…. Main concern is that students receive the required hours of instruction in music — how it is done differs General music classes only, all year, K-8 for at least 30 minutes twice a week (40 at older ages). This is the gold- level version. General music once a week for 30 or 40 minutes, K-6. Middle school is different. Middle school general music: Can be once every 6 days for 40-50 minutes for the whole academic year (September- June) Can be every day for one quarter of /or a semester and that is it for the academic year OR that is it for the entire middle school experience ( grades 7-8). Is often taken by kids who are in neither instrumental or choral ensembles, which for those schools counts as their Music credits (kids in ensembles don’t take general music, however).

Instrumental and choral music Elementary : Instrumental music instruction has these options: Band instruments only offered in 5th grade on up Band instruments offered 4th grade on up String instrument instruction offered grade 3 and up ( if offered at all). OR all instrument instruction doesn’t start until Middle School/Junior High ( age 12 or so). Ensembles can meet once or twice a week, or in some cases, every day up through HS. It depends upon the district

Instrumental and choral music…. Usually starts in elementary school because it is cheaper than instrumental music. Middle schools – often have regular choirs but also add show choirs that include scenery and choreography. Musicals generally become important at this time. Orchestras Not as many as we should have. Strings usually are the first cut in many music programs.

Music education at the local level Schools at local levels make decisions affecting the previous statements. Schools are administered as a county – unified system, city- unified system, or as an individual town or area. More unified systems in the south and west. Most town or municipality systems in the North and Northeast. The configuration affects costs significantly. Districts financially supported by either (1) sales taxes, (3) income taxes, or (3) property taxes and state support. This also affects now the music program will function. Many music teachers know they need to apply for grants to get equipment for their programs and need to do fundraising to get money to go to festivals or to purchase new uniforms or choir robes, etc.

Music education at the local level… Local school districts also negotiate teacher contracts. Most adhere to a unionized protocol whether the teachers are unionized or not. Its just a cleaner way to do things. A current goal of Republican leaders are to bust unions so they can (essentially) pay teachers even less. Some schools are now combining Art and Music into one class, so the teacher has to be able to teach both.

Overall – Music education Overall – music and arts education are widely supported in the US, however, if it is too expensive, it is one of the first areas in which there are cutbacks. However teachers are finding alternative ways to keep programs going, there is often a lot of parental support to keep the programs, and there is the scientific evidence supporting the affect of the arts in learning across all disciplines .

Assessment of Music education (formal and informaL)

National level assessment Formal Assessment: No National Testing yet. As such, no national overseeing in schools. Informal Assessment: No official informal assessments, however NAfME does a “Best communities for music education” list each year.

State level assessment Some states have testing (Texas) and some are trying to develop their own. Districts will have music departments with an administrator, usually a teacher who has met the requirements of the state to serve as a supervisor. However, sometimes the supervisor is a principal of a building who knows nothing about music—or art, actually. Original licensure – usually only good for a limited period of time ( 6 years in PA, for example) and then the teacher has to apply for a permanent license usually based on the following: 3 years of positive evaluations Master’s degree or equivalent

Local level assessment Formal – Some schools may have their own formal assessments that they have developed, depending upon the strength of the program and how well it is regarded in the school district. Informal: Often based on how much enjoyment the students have, and in some places how well they do in competitions.

So, where are we now? Due to the economy and our presidential election, anything could happen. If we have a President Clinton, education will likely stay the course and arts education may strengthen. If we have a President Trump or Cruz, then likely there will be a lessening of support for the arts in general ( regularly happens with Republican party presidents). Your guess is as good as mine!

Questions?