Music

Curriculum
and its
Lifelong
 Welcome
▪ Aesthetic values
▪ Utilitarian values
▪ Community engagement
▪ Psychological research
▪ Social-emotional learning
applications
▪ Pedagogical research

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 “
Schools that have music
programs have
significantly higher
graduation rates than do
those without music
programs (90.2 percent as
compared to 72.9
percent). In addition,
those that rate their
programs as “excellent or
very good” have an even
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Music For
Music’s Sake
Aesthetic Values of Music -
#musicINschools
 Semiotic Comparisons
▪ Music Education has been considered
both Aesthetic and Utilitarian
throughout history, making it a
versatile curriculum foundation for any
student.
▪ Semiotic theories prove the value of
aesthetic education
Spychiger, Maria B. “Aesthetic and Praxial Philosophies of Music Education Compared: A Semiotic
5 Consideration.” Philosophy of Music Education Review, vol. 5, no. 1, 1997, pp. 33–41. JSTOR,
6
Music Practically

Utilitarian Values of Music

● Music has been a staple of society throughout history
● In our current social climate, music is one of the huge
influences that has brought us together. There have
been some good, some bad, some interesting, and
some heartwarming, but when it comes down to it,
ultimately, it is the natural sense of camaraderie that
the music brings that has brought joy.
● Music is a way to communicate with others, no matter
how unconventional it may seem. People bond and
develop relationships through music.
● Cutting funding for the music program is ultimately a
way to limit the positive exposure that we could give
our children. The music program gives us as teachers
a way to expose our students to more than just what
is considered “good” in today’s culture. There is no
reason to discredit today’s music, but exposure
should be well rounded.
● Music is a tool. It is a way to be
successful, promote success, and
spread success to those around you
through inspiration and support.
● Music programs are used by board
members as a way to show off the
success of their school to the
community they live in. Music can go
places that other programs just
cannot.
● The No Child Left Behind Act was an
educational law passed by Congress
in 2002. It was an update of the 1965
Elementary and Secondary Education
Act from the Johnson administration.
No Child Left Behind placed much
more federal attention on student
outcomes in the classroom. It
promoted their success and gave
every school in the United States the
resources and support for student
success in the classroom.
 In schools, specialized classrooms, such as
music classrooms, have the highest number
of students in them.

If you cut funding to specialized programs:

● Reasonably, a smaller specialized classroom
has about 30 students in it, the same as a
standard core class.
● Hundreds of students will be without a
classroom in at least one period per day.
● They will have no place to go due to
overcrowding in available classrooms.
● This will limit the resources meant for 30
students per class that are now distributed
to 40 students
● This will lead to needing new teachers and
classroom space, leading to an ultimate loss
of money.
Music in the
Community
How it benefits our school
corporation

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 Asset to the School
Performing in the Professionals
community = converse: We live up to
our amazing
reputation.

Fundraising =
No reason to cut the
music program.
https://imeamusic.org/hoosier-student-is-finalist-for-san-francis
co-contemporary-music-players-compose-yourself-competition
/

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 “Music is what tells us that
the human race is greater
than we realize.” -Napoleon
Bonaparte

In times of In times of In times of

need... pain... CRISIS...

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 Psychological Benefits of
Music
Why do we listen to music?

Why should we listen to music?

Why should we create music?

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 Packer, Jan, and Julie Ballantyne. "The impact of music festival
attendance on young people’s psychological and social
well-being." Psychology of Music 39.2 (2011): 164-181.
“This study has attempted to explore the music festival experience from
the perspective of young adult participants and, in particular, to
investigate the extent to which the theoretical constructs of
psychological, social and subjective well-being resonate with the ways
young people describe and give meaning to the experience. It thus
contributes to giving a voice to an important audience for music, whose
experiences and perspectives, as noted by Pitts (2005), are worthy of
further investigation.”

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 Schäfer, Thomas, et al. "The psychological functions of music
listening." Frontiers in psychology 4 (2013): 511.
“Based on the research reviewed in the first part of this study, we
identified more than 500 items concerned with musical use or function.
Specifically, we assembled an aggregate list of all the questions and
statements encountered in the reviewed research that were either
theoretically derived or used in empirical studies. Of course, many of the
items are similar, analogous, or true duplicates. After eliminating or
combining redundant items, we settled on a list of 129 distinct items. All
of the items were phrased as statements in the form “I listen to music
because … “ ”

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 Fitzpatrick, Kate R. "The effect of instrumental music
participation and socioeconomic status on Ohio fourth-, sixth-,
and ninth-grade proficiency test performance." Journal of
Research in Music Education 54.1 (2006): 73-84.
“This study is a comparison of the Ohio Proficiency Test (OPT) results of
instrumental music students and their non-instrumental classmates according to
socioeconomic status (SES) over time. Subjects (N = 15,431) were students in the
Columbus Public Schools in Ohio, whose fourth-, sixth-, and ninth-grade OPT
results were compared with others of like SES on the subjects of citizenship, math,
science, and reading. Results show that instrumental students outperformed non-
instrumental students in every subject and at every grade level. Instrumental
students at both levels of SES held higher scores than their non-instrumental
classmates from the fourth grade, suggesting that instrumental music programs
attract higher scorers from the outset of instruction. Results also show a pattern of
increased achievement by lower SES instrumental students, who surpassed their
higher SES non-instrumental classmates by the ninth grade in all subjects.”
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 Social-Emotional Learning
(SEL)
What is it? Why does it matter?
▪ Managing emotions ▪ Higher academic
achievement
▪ Establishing and
maintaining ▪ Lower dropout rates
relationships
▪ Fewer behavioral
▪ Achieving goals problems
▪ Making responsible ▪ Lower rates of mental
decisions illness
Bierman, Karen L, et al. “The Effects of a Multiyear Universal Social–Emotional Learning Program: The Role of
Student and School Characteristics.” Journal of Consulting and Clinical Psychology, vol. 28, Apr. 2010.

Rutledge, Stacey A, et al. “Understanding Effective High Schools: Evidence for Personalization for Academic and
Social Emotional Learning.” American Educational Research Journal, vol. 52, no. 6, Dec. 2015.
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 SEL and Music
Music classrooms are better suited for facilitating
SEL
▪ Students:
▫ Express opinions
▫ Collaborate on artistic decisions
▫ Talk and write about emotional impacts of music
▫ Give and receive constructive criticism and
praise
▫ Develop self-efficacy and intrinsic motivation
“About CASEL.” CASEL, Collaborative for Academic, Social, and Emotional Learning, casel.org/about-2/.
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 The Three Domains of
Learning

Psychomot
Cognitive Affective
or

https://opusmusicacademy.com/blooms-taxonomy-music-and-the-great-connector-of-domains/
21 https://www.ucf.edu/pegasus/your-brain-on-music/
 Conclusion
Aesthetic
Methods
Are a creative approach
to education, instilling the
concept of value in all
areas of academics,
which is effectively
Psychological
taught in music.
benefits
Are the attraction and
creation of higher-
thinking and achieving
students.
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Utilitarian Community
Methods Engagement
Are the practical uses for Is how we bring joy and
music and how it can be positivity to the people
taught and utilized in around us, which in turn
other settings. gives our school a great
name.
Social and Domains of
Emotional Learning
Learning Music uses the 3 domains
SEL can be developed in of learning in a way that
music classrooms to not many other subjects
positively impact the rest do.
of the school
Questions
and
Discussion