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Advocacy
Practical Guidelines for Music Advocates Printable Version
The following material summarizes analysis, research
and discussion by music teachers, administrators and music advocates.
These people came together at several meetings to share information
about reductions in school music programs that are proposed in school
districts from time to time.
Three questions were discussed during the meetings:
1) What aspects of the music program
seem to be targets for reduction?
2) What are the likely reasons for proposing
these particular cuts?
3) What are some effective arguments
in response to the proposed program cuts?
General Suggestions
Program Targets
Elementary instrumental
instruction
Reduced instruction
by specialist in elementary general music
Eliminate individual
or small group lessons in instrumental music
Reduce music department
supervisor or coordinator
Reduce or eliminate
middle school general music classes
Reduce instructional
time for middle and high school perfoming groups
General Suggestions
As music advocates become active in a school district and community,
it is valuable to draw upon the experience of others. For instance:
- An essential first step in communicating any
of the following information is to decide who
are the best advocates.
- It is clear that in most cases parents,
students and other community members are the most effective advocates
for the music program.
- A second step is to provide
advocates with accurate, up-to-date information
that includes local data as well as statements, opinions and research
from state and national sources.
- General statements about the importance of music
may not be effective if a proposed program cut is quite specific
and affects only a portion of the program.
- It is important to focus specifically on the
proposed cut and both the long range
and short range impact the cut will have
on students, the school and the community.
- Remind others that the U.S. Congress has identified
music as a core subject on par with other "traditional studies."
- Finally, a comprehensive education demands a balance
between creative/aesthetic experience and other academic studies.
Program
Targets
Program Target:
Elementary instrumental instruction
Possible Reasons for Proposing this Particular
Program Reduction:
- Interruption in the school day.
- Less important than other "special" programs (reading
recovery, counseling, etc.).
- Independence of "site-based" management.
- Equity (why should instrumental music begin before other opportunities).
- Save money (staff, equipment, supply reductions).
- Weak documentation of best age to begin instruction in instrumental
music.
- Save classroom space.
- Instructional time is needed for other (high priority) academic
subjects that are assessed.
- Dropout rate between beginning level and high school.
Counterarguments:
- Interruption in the school day
- School opportunities should be structured to
meet student/parent interests rather than teacher/administrative
convenience (relate to the "consumers").
- Research shows that "pullout" music
programs do not have a negative effect on achievement. Students
in music actually score higher on standardized tests at all
levels.
- Impact on overall student development is very
positive: auditory, perceptual, aesthetic, work ethic - both
immediate response and long range response.
- Stress the value to the student.
- Music study positively influences achievement
in other subjects.
- Reasons for beginning in elementary school
- Tends to involve parents more as partners in
learning.
- Elementary school is
physiologically appropriate for learning instrumental music.
- Does not interfere or compete with other opportunities
which become available at middle school.
- Has great value and impact at this younger age.
- "Musical Intelligence" (Howard Gardner,
Frames of Mind) needs to be developed at a young age.
- 4th & 5th grade students are ready for some
kind of specialization in their learning.
- Comparison to other "special" programs
- Need to offer options to build on individual
motivations and "special" intelligences.
- Need to provide equity of opportunity not based
on social/cultural/economic factors.
- Need to provide an inclusive program, rather
than exclusive.
- "Drop-out" Rate
- Each year of experience has value in itself.
- Some go on to other music experiences within
the school or community.
- Save Money
- Look at the long term effects: eventual impact
on middle and high school enrollment in music.
- Examine concept of John Benham's "Reverse
Economics." In most cases, music teachers have a higher
student-teacher ratio than other teachers. Who will teach
the children who are no longer in music?
- Instructional Space
- Rooms used for elementary instrumental music
instruction may also be available part of the time for other
instruction or special needs.
Program Target:
Reduced instruction by specialists in elementary
general music.
Possible reasons for proposing this program reduction:
- Reduce staff and save money.
- Inability to find qualified/certified music specialists.
- Music can be incorporated into core subjects as a tool, and
need not be taught separately.
- Trend toward integration of subject areas.
Counterarguments:
- This is the one aspect of the music program that touches all
students. It is the basis for subsequent learning and interest
in music.
- Music is an independent core subject. While it can support
other studies, it requires an independent curriculum.
- Wisconsin is a good state in which to teach. Recruiting efforts
can be broadened.
- The expertise of the music teacher brings unique experiences
to students in music class and can also enrich other subjects.
- Refer to "Eliminating elementary instrumental instruction."
Some of the same arguments apply.
Program Target:
Eliminate individual or small group lessons
in instrumental music.
Possible reasons for proposing this program
reduction:
- Eliminate staff and save money.
- Interruption in schedule.
- Shortage of facilities for instruction.
- Unique instructional pattern in comparison to other subjects
(special treatment).
Counterarguments:
- Refer to "Eliminating elementary instrumental instruction."
Some of the same arguments apply.
- Uniqueness of music as a discipline and area of learning
- Instruction should be based on the optimum way to learn within
a subject rather than forcing everything into one scheduling pattern.
- Equity is an important issue: Should music lessons only be available
to those who can afford to pay for them by studying privately
outside of school?
Program Target:
Reduce music department supervisor or coordinator.
Possible reasons for proposing this program reduction:
- Reduce staff and save money.
- Perception in the community of "too many administrators."
- Perceived ineffectiveness.
- Lack of role definition.
- The role does not provide direct services to students.
Counterarguments:
- Coordination ensures the effective use of resources.
- Coordination of curriculum, instruction and activities is important.
- Expertise in hiring effective staff is important.
- Important to maintain standards through monitoring and supervision
of programs.
- Need to provide leadership in curriculum development and unification.
- Initiating relevant staff development is important.
- Music is a unique discipline with special administrative needs
within the school program (equipment, safety issues, visibility
within the community).
- Traveling teachers must have their special needs met to be effective.
Program Target:
Reduce or eliminate middle school general music
classes.
Possible reasons for proposing this program reduction:
- Apathy of current teaching staff.
- Redundant for those enrolled in choral or instrumental music.
- Reduce staff and save money.
- Not appealing to students.
- Instructional time is needed for other core studies.
Counterarguments:
- Wisconsin state education laws require that general music be
offered in the middle school.
- Music offers a variety of options for exploration, consistent
with middle school philosophy.
- Student interest is an argument for curriculum revision, not
course reduction.
- Teacher disinterest is not a valid reason to deprive students
of educational opportunity.
Program Target: Reduce
instructional time for middle and high school perfoming groups.
Possible reasons for proposing this program reduction:
- Present scheduling model doesn't work with block scheduling.
- There is need to allocate instructional time to "traditional
core" subjects.
Counterarguments:
- Academic schedules should respect the learning needs of students
in all subjects.
- Community expectations for student music performance require
more student contact time - not less.
- Many schools have implemented block scheduling while maintaining
some yearlong courses.
- The long term implications of this reduction will affect individual
achievement, performing group quality, and ability to serve school/community
events.
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