Where does music fit in the notion of a well-rounded education in public schools in the country? In our previous blog, we had a glimpse on the state of music education programs in American schools: elementary, middle school, and high school. A 2017 report, The Status of Music Education in United States - 2017, presented an insightful and informative data on this subject.
The report also seeks to learn about how foundations and organizations can further encourage equitable professional development for music educators; increase the amount of relevant, music-specific professional development districts offer to teachers through philanthropic and outside efforts; if advocacy related to ESSA implementation is needed; and if resources content, manpower, and financial are the issue.
Below are the key takeaways on the report:
- Most music educators work within subfield specialty areas. Majority of American music educators teach in their specialty area, particularly in smaller schools where the number of educators are directly correlated to the number of students. Elementary music teachers are found to be the most likely to teach across a variety of specialty areas, while middle and high school music teachers are more likely to be specialists.
- Traditional, ensemble-based music education is by far the most common form of music education in America. This includes variations such as marching band or show choir offered across all levels. Non-ensemble General Music is most commonly offered in elementary schools. Expanded, non-traditional offerings such as guitar, music appreciation, music theory, and keyboard are offered at only up to 25% of schools across the country.
- The 2014 music standards have begun to influence music teaching and learning. More states 24 as of the publishing of this report, 12 more in processcontinue to adopt or adapt the 2014 Music Standards compared to the 1994 Standards. The 2014 version puts emphasis on Creating and Responding to music as equal goals to Performing. This opens the possibilities for music educators teaching traditional ensembles to make music education more comprehensive (such as including music creation and response) by developing within the traditional, ensemble structures currently common.
- Fundraising is an important part of being a music educator, especially in urban districts and in secondary schools. Fundraising is viewed as a necessity, which is integral to offering a quality music education program, especially in urban settings. Financial management and fundraising are considered as vital skills for music teachers. The report showed high school music programs raise the most money, while elementary programs have the least, which can be attributed to the increased costs needed for equipment that are more prevalent in middle and high school music programs.
- Professional development (PD) for music teacher varies considerably. Results show that secondary music teachers are more likely to attend PD outside their local school district, while elementary educators are more likely to attend within. It also revealed that music educators are presented PD opportunities outside their content areas and that financial support must be provided in order for music teachers to obtain their relevant PD outside their districts.
- Music teachers want to invest in musical instrument. If provided additional funds specifically for music learning improvement, 79% of music teachers said they will spend the funds on instruments for the students. The reality of situation, however, is capital funds are not enough to provide adequate instruments, which can only be supplemented through fundraising efforts.
- Local leadership is key. Principals and site administrators are identified as key roles in determining the students music education opportunities. The report pointed out that decentralized districts with site-based management can make the difference between an outstanding or negligible music program. It also notes that, if music education is to be seen as the right of every child in American schools, then advocates and philanthropists must work at the local level to educate school leaders as much as they work in the broader state and national policy environments.
Music education is an essential part of ensuring students have a well-rounded education. Live Music Tutor works closely with schools and other educational institutions to advocate each childs right to arts education. Visit our page to learn more about our efforts.