nafmeadmin.
nafmeadminHi everyone,
I teach in a small, rural, K-12 district. There are 2 music teachers for our under 500 student population. I teach all instrumental students. I have a 5th and 6th grade beginner band. Up until this year, the elementary band has rehearsed twice every 6 days for 30 minutes and had small group lessons once every 5 days for 30 minutes. This year due to Common Core, APPR, and seat time requirements, I am no longer allowed to pull out elementary students during the day. I now rehearse the full band ONCE every 6 days for 30 minutes and do not have small group lessons. I AM able to see my sixth graders by class section once every 6 days in mixed instrument groups. However, in doing this, I only see my fifth grade beginners once every 6 days total in the following groups, trumpet and trombone, clarinet and sax, and flutes. They do not come to full band rehearsal. I did not start any new percussionists.
We have some new administrators and I would like to propose that pull out lessons be returned to the elementary program. Has anyone had this experience in their school? I would love any suggestions or supporting documents I could use to show that lessons do not have a negative impact on classroom learning.
Thank you!
nafmeadminHi,
I feel your pain! However our Disctrict went to a rotating lesson schedule so that no one misses the same class 2 weeks ina row. Also there are great articles about lesson pull outs and academic achievement. Just google that topic and you’ll find good documerntation to support your cause. FYI there is NO negative effect on academic achievement!
Christopher M. Johnson, Professor of Music Education and Music Therapy, is currently the Chair of the Music Education and Music Therapy Department and Director of the Music Research Institute at the University of Kansas. Johnson earned his Ph.D. from the Florida State University.
Since his arrival at The University of Kansas, Johnson has taught courses in Instrumental Conducting, Teaching Instrumental Music, Managing Behaviors in the Music Environment, Psychology and Acoustics of Music, and Research Methods in Music Education and Music Therapy. Johnson served two terms as the editor of the International Journal of Music Education: Research, the research publication of the International Society for Music Education. He is currently serving his second term on the National Association for Music Educations Executive Committee of the Society for Research in Music Education. He also served on the editorial board of the Journal of Research in Music Education, and one earlier term as the Chair for the MENC Executive Committee of the Society for Research in Music Education. Johnson also served as the Chair for the Research Commission of the International Society for Music Education.
Johnson’s research interests include applied research in music education, and basic research in all aspects of the psychology of music. He has published articles in many journals including the Journal of Research in Music Education, the International Journal of Music Education, the Journal of Music Therapy, Journal of Band Research, Contributions to Music Education, and the Bulletin of the Council for Research in Music Education, among others. Johnson has also been an active member and contributor to the Research Seminar of the International Society for Music Education and World Alliance for Arts Education.
Johnson received a university teaching award – the Ned N. Fleming Award for Excellence in Teaching and received the recognition for Graduate Teaching Achievement from the Center for Teaching Excellence. Johnson was also awarded a lecturing & research award as a J. William Fulbright Scholar and recently received the Ella Scoble Opperman Citation for Distinguished Achievement from the Florida State University College of Music.
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