Chapter 18
4. In what way did music education expand in the 1970s? What factors contributed to the decrease in funding that later occurred.
The expansion of music education happened in the 1970s because of the Education for All Handicapped Children Act, which came about in 1975. This act required that all handicapped children be placed in their ‘least restrictive environment’ to learn. It showed that people were concerned about the well-being of all students and wanted to give them all an equal opportunity to learn.
However, at this same time schools had less money to work with because more money was going toward the Vietnam War, law enforcement, medical care, and vocational and special education. Because schools were getting less funding, music programs received less money to work effectively. Also, the number of children in school was decreasing while the resistance to tax was increasing. All these factors had negative effects on music education.
5. Cite five challenges that music teachers in the secondary schools face now and in the near future. Describe why each of the five you selected is important.
1. Bring about a better balance in the high school music curriculum.
Most high schools concentrate almost fully on the performance aspect of music education (band, and choir). Some time should be spent teaching students about the music they are preparing to perform. Also some thought needs to go into other performing groups, such as smaller ensembles or orchestra.
2. Make the performing ensembles more educational.
Similar to the last one; music in high school shouldn’t just be about getting ready for concerts. It seems that most high school music teachers feel almost obligated to simply prepare for concerts because that is what the administration and the rest of the community want. Though preparing for concerts is indeed important in the short run, teachers need to expand their planning for what can benefit students in the long run.
3. Increase the amount of music instruction middle students receive.
Music classes are often scheduled as an elective course which makes it difficult to get the necessary amount of class time. In middle school especially, music should be taught on an everyday basis, but most schools are lucky if they have it three times a week. Educators need to find ways to fight to increase the amount of music education students receive.
4. Develop better means of assessing learning in music.
When I was in high school, there was no real way of assessing points to give grades in band. The only basis used for grades were attendance and participation. Teachers should devise a way to accurately grade students.
5. Increase the percentage of high school students involved in music courses.
Often in small schools (or any school for that matter), numbers seems to be an over-riding issue with music programs. There are many ways to go about this, but one big way is to make students want to be in music. I remember several students in my high school band who were only in it because their parents were making them. Teachers need to make a point to make the music program fun and interesting to participate in, in order to gain more participation.
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