Music Programs

Elementary school students experience music by listening, speaking, chanting, singing, moving, playing, reading, writing, and arranging. Leaving out even one element shortchanges student learning. These basic elements provide a foundation for advanced development when students interpret, compose, improvise, and evaluate music and musical performances.

Elementary music students listen, identify, describe, and categorize a myriad of sounds. They listen to short musical selections and distinguish between like and unlike passages. Through a carefully planned sequence of activities, students learn to look at a passage of notes and replicate it with accurate pitch, rhythm, dynamics, and tempo.

Elementary students also learn to listen to a melodic line and identify its visual representation. This exercise enables students to use both ear and eye to identify forms such as AB, ABA, theme, variations of a theme, and rondo. With more experience, children learn to hear the difference between two very similar phrases, for instance those having the same melodic line but different rhythms or vice-versa. From simple learning processes that begin at primary levels, students advance to analyzing longer and more complicated musical works in which harmony and texture also create form.

Music specialists and classroom teachers who are responsible for music instruction have a challenging task. To enable all students to realize their musical potential, elementary schools must implement a solid music program based on scaffolded course content. To build a foundation for musical achievement, activities must be sequenced and TEKS-based. Class musicals do not substitute for the ongoing, well-rounded instruction necessary for the development of content knowledge and skills. Excursions to concerts and performances do not constitute, and should not supplant, quality music instruction.

Scheduling

Districts and campuses make decisions about time allocations, meeting patterns, and class size. In class, time is used to teach music concepts and skills and distribute and collect the materials. In addition to the content taught, the facility and staff availability help determine maximum enrollment in music classes. Final scheduling considerations include the number of class meetings per week, the time of day, the length of the class, and the number of students in the class.

The music specialist should have no more than five to six classes per day and a total of no more than 150 students. Strong music education relies on both group and individualized instruction; large numbers of students reduce both the effectiveness of teaching and the quality of learning.

Elementary specialists have one duty-free planning and preparation period per day and scheduled intervals between classes. Classroom teachers may escort students to and from the classroom, providing security for students and time for the music specialist to set up for the next class. Specialists may require additional assistance when a class contains students with special needs. In small school districts where specialists are assigned to multiple campuses, an additional period is needed for travel, record keeping, materials management, and preparation of multiple music laboratories. An additional benefit of having a music specialist on the faculty is the added flexibility in scheduling teachers’ conference periods.

Facilities

The range of class activities determines the specific space allocations for elementary music courses. Playing classroom instruments, movement, singing, and games require adequate room for safety and instructional effectiveness. Other space considerations include:

• Secure storage for equipment and materials (e.g., tapes, compact discs, VCR/TV, classroom instruments, computers)

• The number of chairs, risers, and/or desks needed to accommodate the largest class. (If classes scheduled in the room include students from kindergarten through grade five, several desk and chair sizes are needed.)

Students in middle school can select from a variety of course offerings in music. Schools offer general music, band, choir, and orchestra in grades 6, 7, and 8. Jazz band and instrumental ensemble are other options for 7th and 8th graders. Each course addresses all aspects of the TEKS and appropriately integrates the strands to make content relevant for students.

In middle school, teachers select literature and materials that will teach, reinforce, and encourage students to apply the appropriate knowledge, concepts, and skills. Some other considerations in selecting literature include:

• Tessitura of parts

• Technical demands of the selection

• Relevance to student interests

• Relation to a repertoire that encompasses a variety of styles, historical periods, cultural influences, and genres.

In middle school, teacher, peer, and self-assessments help students identify what they have done well, what they can improve, and how improvements can be made. Thoughtful self-assessment stimulates personal achievement and encourages students to take responsibility for their own education. Achievement in music as a result of personal effort and commitment, builds students’ pride and confidence.

Scheduling

Time allotments need to be adequate for students to learn and to demonstrate the TEKS expectations. Secondary considerations for decisions about scheduling and the determination of class size are course content, expectations for demonstrated student achievement, available facilities, staff availability at designated periods of the day, and the format of instructional delivery (e.g., team teaching, heterogeneous or homogeneous grouping, number of beginners in the class).

The number of classes and the number of students taught per day should be comparable to the student load in other disciplines. The needs of all learners, including advanced studies students, students with identified special needs, and those who are not fluent English speakers, should be considered in all scheduling decisions. Scheduling configurations at the middle school level present a variety of scenarios in regard to length of time and patterns of class meetings.

In late elementary and middle school, beginning instrument classes should be taught separately from intermediate and advanced groups. Establishing criteria for determining proficiency levels can be helpful in scheduling classes and determining appropriate materials and instructional strategies. Factors that influence scheduling beginners include staff availability, student enrollment, available facilities, and efficacy of instruction.

Development of choral programs in middle schools requires making important decisions about whether to arrange classes by voice classification, grade levels, or demonstrated proficiency. Factors influencing decisions include staffing, facilities, enrollment, and educational objectives.

Facilities

Middle school music program facilities vary according to the courses taught. Instrumental and vocal classes have unique factors to consider when designing rehearsal and classroom space.

The main room for instrumental groups needs to be large enough to accommodate the largest group that will use the room. Space should provide flexible seating, a minimum of 20 square feet and 400 cubic feet per student with at least 10-15 feet between the front row of players and the front wall. Minimum height of the room should be 16 feet (ideally, 20 feet).

Sound leakage from the room to other parts of the school is also an issue. Acoustical engineers can address reverberation and sound distribution in designing new facilities or in remodeling older facilities.

Climate control is essential for the rehearsal room, smaller ensemble rooms, and practice rooms. Humidity and temperature affect playing qualities, such as intonation, and durability of musical instruments. Air conditioning and heating systems should provide adequate air circulation and should operate quietly. Adequate lighting in all rehearsal and work areas is essential.

Instrumental programs require storage space for resources such as the music library, instruments, uniforms, and recording and video equipment. Equipment and materials include:

• Instruments of sufficient quantity to ensure balance of instrumentation

• Chairs designed to encourage good posture

• Director’s chair, stand, and podium

• Durable, adjustable music stands in sufficient quantity

• Stereo sound system with recording and playback capability

• Electronic tuning device

• Percussion equipment cabinet with lock

• Music folio racks

• Computer with CD-ROM and printer

• Typewriter

• Video camera and VCR with monitor

• Overhead projector and screen.

Additional budgetary considerations include maintenance, repair, and replacement of school-owned instruments and uniforms. Other costs include the purchase of new music and maintenance of the current library and recordings.

The characteristics of the choral music facility are the same as those for the instrumental music program with the following exceptions:

• The rehearsal room should have 10 square feet of floor space and 200 cubic feet per student.

• The room should accommodate permanent or portable semi-circular risers. The remaining flat floor space should be large enough for the number of students in the risers.

• The ceiling of the rehearsal room should be at least 16 feet high.

Additional equipment and material needs include:

• Pianos for rehearsal and practice rooms

• A grand piano for the auditorium (recommended)

• Electronic keyboard with MIDI capacity

• Student chairs with swivel-type arms

• Metronome

• Portable standing risers

• Seated risers

• Robes or uniforms and storage facilities

• Acoustical choral shell (recommended).

Music courses are available for all students to fulfill the fine arts requirement for graduation. Levels I-IV represent achievement levels, not student classification. For example, a student in high school choir for the first time is enrolled in Choir I, regardless of his or her grade level. Likewise, a senior in Band IV who is taking instrumental ensemble for the first time earns credit for Instrumental Ensemble I and Band IV. Because students in secondary level performance classes often have differing skill and experience levels, the teachers individualize student expectations.

Materials used in performance groups change yearly. For example, each of the four levels of choir has its own lesson plans and materials. As teachers analyze and choose literature, they consider the skills and techniques that build student proficiency and make selections that represent a broad range of cultures, time periods, and genres.

Scheduling

Because TEKS achievement standards are rigorous, scheduling and class size decisions are important. Safety, student development levels, course content and activities, and available staff and facilities are all considerations. Student achievement is the primary goal. The following questions might be useful in the decision-making process:

• Will teachers be team teaching?

• Do students’ development levels vary significantly?

• Are beginners anticipated?

The number of classes and the number of students taught is comparable to student loads in other disciplines. The needs of all learners (e.g., advanced studies students, students with identified special needs, those who are not fluent English speakers) are important when making scheduling decisions.

Districts and campuses make the critical decisions about the time allotments. The music teachers need adequate time to teach the TEKS and students need adequate time to learn the TEKS. High school schedule configurations vary in length of class time and in pattern of class meetings; however, time allocations and credits given for music courses should be commensurate with allocations for foundation subjects. A course taken to satisfy a high school graduation requirement must be a full-credit course.

Facilities

Secondary school music facilities vary according to the courses taught. Instrumental and vocal classes have unique factors to be considered when designing rehearsal and classroom space.

The main room for instrumental groups is large enough to accommodate the largest group that will use the room. Space provides flexible seating, a minimum of 20 square feet and 400 cubic feet per student with at least 10-15 feet between the front row of players and the front wall. Minimum height of the room should be 16 feet (ideally, 20 feet).

Sound leakage from the room to other parts of the school is also a consideration. Acoustical engineers can address reverberation and sound distribution when designing new facilities or remodeling older facilities. Climate control is essential for the rehearsal room, smaller ensemble rooms, and practice rooms. Conditions of humidity and temperature affect playing qualities, such as intonation, and durability of musical instruments. Air conditioning and heating systems provide adequate air circulation and operate quietly. Good lighting in all rehearsal and work areas is essential.

Instrumental programs in secondary schools require storage space for the music library, instruments, uniforms, and recording and video equipment. Equipment and materials include items such as:

• Plenty of instruments to ensure balance of instrumentation

• Chairs designed to encourage good posture

• Director’s chair, stand, and podium

• Durable, adjustable music stands

• Stereo sound system with recording and playback capability

• Electronic tuning device

• Percussion equipment cabinet with lock

• Music folio racks

• Computer with CD-ROM and printer

• Typewriter

• Video camera and VCR with monitor

• Overhead projector and screen.

Additional budgetary considerations include maintenance, repair, and replacement of school-owned instruments and uniforms; purchase of new music and maintenance of current library; and recordings used as illustrative examples for student instruction.

The characteristics of the choral music facility are the same as those suggested for the instrumental music program with the following exceptions:

• The rehearsal room should have 10 square feet of floor space and 200 cubic feet per student.

• The room should accommodate permanent or portable semi-circular risers. The remaining flat floor space should be large enough for the number of students in the risers.

• The ceiling of the rehearsal room should be at least 16 feet high.

Additional equipment and material needs for music classes include:

• Pianos for rehearsal and practice rooms

• A grand piano for the auditorium (recommended)

• Electronic keyboard with MIDI capacity

• Student chairs with swivel arms

• Metronome

• Portable standing risers

• Seated risers

• Robes or uniforms and storage facilities

• Acoustical choral shell (recommended)