1. What is Curriculum? A regular course of study; an accepted schedule or routine In other words, the content of your classes, “what” you teach How many of you have been through a curriculum revision recently? Are any of you doing unique things with your music or fine arts curriculum? How many of you have computers in your music classrooms?

2. Trends in Music Education 1950’s 1957 Sputnik 1959 Woodshole Conference Influential book from this time: “The Process of Education”- Jerome Brunner “The Process of Education”- Jerome Brunner

3. Trends in Music Education 1960’s By 1961-over half the funding from large foundations went to education 1960’s Baby Boom 1963 SAT scores hit all-time high 1965 Elementary and Secondary Education Act (ESEA) 1965 National Endowment for the Arts (NEA) is formed Youth movement Comprehensive Musicianship

4. Trends in Music Education 1970’s The decade was characterized by decline Rising oil prices and shortages caused cut- backs The student boom started to slow down 1975 public law 94-172 SAT scores plunged to all-time lows General public lost confidence in public education There was a call to go “back-to-the-basics”

5. Trends in Music Education 1970’s(not in text) Pop/Rock music is incorporated into the curriculum in many schools CEMREL- (Central Midwest Regional Educational Laboratory) a private curriculum development laboratory in Aesthetic Education Library now housed at U of I Library now housed at U of I Important book from the 70’s A Philosophy of Music Education” – Bennett Reimer A Philosophy of Music Education” – Bennett Reimer

6. Trends in Music Education 1980’s 1983- “A Nation at Risk: The Imperative for Educational Reform” Cafeteria style curriculum Cafeteria style curriculum 25% of credits went to PE, remedial and/or work- related courses 25% of credits went to PE, remedial and/or work- related courses Americans spent less time in school than other countries Americans spent less time in school than other countries Not enough homework being given Not enough homework being given Study skills not being learned Study skills not being learned

7. Trends in Music Education 1980’s 1983- “A Nation at Risk: The Imperative for Educational Reform” (continued) New teachers were coming from the bottom quarter of graduating college students New teachers were coming from the bottom quarter of graduating college students Teacher salaries were too low Teacher salaries were too low There was a shortage of teachers in math and the sciences There was a shortage of teachers in math and the sciences Suggested that 4 yrs of English, 3 yrs of Math, Science and Social Studies, and ½ a year of computer be required Suggested that 4 yrs of English, 3 yrs of Math, Science and Social Studies, and ½ a year of computer be required Also suggested, that we raise our standards for both students and teachers Also suggested, that we raise our standards for both students and teachers

8. Trends in Music Education 1980’s (not in text) 1983- College Board Report 1982- formation of Discipline Based Arts Education (DBAE) Outcomes-based education Students are evaluated based on certain outcomes rather than completion of particular subject matter with letter grades Students are evaluated based on certain outcomes rather than completion of particular subject matter with letter grades

9. Trends in Music Education 1980’s (not in text) Important books from this decade: “A Place Called School”-John Goodlad “A Place Called School”-John Goodlad Horace’s Compromise”-Theodore Sizer Horace’s Compromise”-Theodore Sizer

10. Trends in Music Education 1990’s Goals 2000- Clinton Administration’s plan for educational reform 1994-National Standards are released Accountability Movement and School Reform Movement 1997- Preliminary draft of “Illinois Learning Standards” is released

11. The Symposium Movement- Chap. 2 1959- The Young Composers Project 1963-1973- The Contemporary Music Project (CMP) 1963- The Yale Seminar (not supported by MENC)

12. The Symposium Movement- Chap. 2 1963- The Yale Seminar findings: The quality of music being used in schools was poor The quality of music being used in schools was poor Jazz, pop, non-western music was not being used at all Jazz, pop, non-western music was not being used at all Performance levels in schools were excellent Performance levels in schools were excellent There was a surplus of musicians for the job market and the musicality of these performers was low There was a surplus of musicians for the job market and the musicality of these performers was low

13. The Symposium Movement- Chap. 2 1963- The Yale Seminar recommendations: Developing musicality should be the primary goals of education Developing musicality should be the primary goals of education The musical repertoire should be expanded The musical repertoire should be expanded More guided listening with sequential listening experiences through all grades More guided listening with sequential listening experiences through all grades Small and authentic ensembles should be emphasized Small and authentic ensembles should be emphasized Advanced theory and literature classes should be available Advanced theory and literature classes should be available Start musicians in residence programs Start musicians in residence programs

14. The Symposium Movement- Chap. 2 1964- The Julliard Repertory project: Vittorio Giannini was project director Vittorio Giannini was project director MENC gave its support MENC gave its support Sought to create a body of quality music for grades K-6 Sought to create a body of quality music for grades K-6 Music was tested on real music teachers Music was tested on real music teachers The final project included 230 compositions both vocal and instrumental The final project included 230 compositions both vocal and instrumental Eventually published and distributed by Canyon Press Eventually published and distributed by Canyon Press

15. The Symposium Movement- Chap. 2 1965- Comprehensive Musicianship: Developed out of one of the seminars from CMP Developed out of one of the seminars from CMP Suggested we approach music teaching through an interdisciplinary approach Suggested we approach music teaching through an interdisciplinary approach Assessment was to be done in 4 areas: Assessment was to be done in 4 areas: Descriptive competence Performing competence Creative competence Attitude “Blueprint for Band” by Robert Garafolo “Blueprint for Band” by Robert Garafolo “Comprehensive Musicianship Through Classroom Music” from the Hawaii music curriculum program “Comprehensive Musicianship Through Classroom Music” from the Hawaii music curriculum program

16. The Symposium Movement- Chap. 2 1967- Tanglewood Symposium: Sponsored by MENC Sponsored by MENC Participants were selected from various professions including teachers, musicians and politicians Participants were selected from various professions including teachers, musicians and politicians Attempted to make recommendations for improving music education in the US Attempted to make recommendations for improving music education in the US Resulted in a philosophical statement for music education (read The Tanglewood Declaration, p. 44) Resulted in a philosophical statement for music education (read The Tanglewood Declaration, p. 44) The Goals and Objectives Project (1968) The Goals and Objectives Project (1968) Director was Paul Lehman Read the 8 priority objectives on p. 46-47 This eventually influences the National Standards

17. The Symposium Movement- Chap. 2 1967- Harvard project Zero: Headed up by Howard Gardner Headed up by Howard Gardner A project focusing on cognitive development as it relates to arts education A project focusing on cognitive development as it relates to arts education Gardner’s theory of multiple intelligences (“Frames of Mind”) eventually grew from this project Gardner’s theory of multiple intelligences (“Frames of Mind”) eventually grew from this project Arts Propel (1982) a project based on these findings was used in the Pittsburgh Public Schools. Arts Propel (1982) a project based on these findings was used in the Pittsburgh Public Schools. Arts Propel proposed studying music through production, perception and reflection Arts Propel proposed studying music through production, perception and reflection

18. The Symposium Movement- Chap. 2(not in text) 1968- Hawaii Curriculum Program: A state-wide curriculum based on work done in the Manhattenville project of the 1970’s (spiral curriculum) A state-wide curriculum based on work done in the Manhattenville project of the 1970’s (spiral curriculum) 1978-1981 Ann Arbor Symposium 1986 Crane symposium 1999 Vision 2020 Tallahassee, FL on the campus of FSU Tallahassee, FL on the campus of FSU Sponsored by MENC as a follow up to Tanglewood Sponsored by MENC as a follow up to Tanglewood