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Brookings School District Proposal for Additional Music Staff and Re-Assignments

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It is through nurturing and encouraging the path of a student through music education that the

schools are creating successful citizens through music education. Education supports the growth of the

student and also provides support and guidance as a growing citizen within our world that we live.

(Phillips, Winter 2013) Ultimately the goal is for molding good citizens for society and strong

individuals with independence, not just in their music endeavors, but also within their lives.

Then why teach music? Four characteristics of music education that shape society are

craftsmanship, sensitivity, imagination and authenticity. Human nature has an inherent need for music in

their lives. Music education is a catalyst for human expression; it assists the student in developing points

of view with others, developing an individual, learning to create alone and with others, and working with

many different elements in the production and creation of music. It is reasonable then to think that

music education can teach critical thinking, problem solving and ethical sensitivity.

All students within the music program should receive the same education and full effort of the

teacher. The teacher should foster an environment that gives full and equal education to those who learn

on all different levels of ability. No matter what skill level of the student in the music classroom, all

students should receive the same quality of education. Through this exploration of emotions, feelings,

and creativity, the knowledge and process that the learner experiences will nurture the student as an

individual and create a good citizen, one that is conscious of positive involvement and contribution to the

world. Through this exploration of emotions, feelings, and creativity, the knowledge and process that the

learner experiences will nurture the student as an individual and create a good citizen, one that is

conscious of positive involvement and contribution to the world.

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The role of the teacher should also be a lifelong learner. As an educator, active involvement in

seeking out deeper understanding of our profession and evaluating our philosophy and allowing it to

evolve is essential. As educators, we need to know what is best for our students and to allow them many

opportunities to experience music within our classrooms to foster their growth into valuable citizens in

our society. We as educators are obligated to provide a safe learning environment in which all students

feel safe to explore creativity, emotional responses and feelings through the music they study. (Frega,

2014, p. 289) The educator should never accept a “good enough” approach in the music classroom, but

should instead seek out the best delivery of instruction for the learners in the classroom. For this reason,

in this proposal, we respectfully ask to for an additional music teacher to the district. For this reason, this

proposal is respectfully submitted to the Brookings School District School Board for your careful

consideration.

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Proposals for the 2018-2019 School Year

● Staffing addition, reassignment and division of duties

○ Hire one additional orchestra instructor for Camelot Intermediate School ○ Add one additional orchestra to Brookings High School ○ Reassign high school orchestra director as orchestra director of three

orchestras plus one choir at Brookings High School ○ Reassign high school choir director to four choirs instead of the current five

choirs ● Benefits

○ Optimize the student-to-teacher ratio within the district orchestra and choral program, for all students to receive a quality music education

● Additional instrument storage solutions for Camelot, Brookings High School

● Three orchestras at Brookings High School

○ One freshman orchestra, and two orchestras comprised of sophomores, juniors and seniors. ○ This will afford a two-level educational opportunity. Two orchestras will be open by audition for intermediate and advanced level students and one orchestras open to all Freshman with no audition. ○ By having three smaller orchestras, the delivery of instruction can be tailored specifically to the needs of the student’s specific musicianship ability and level, instead of trying to reach a wide range of playing levels in an exceptionally large group of students of many differing playing levels. ○ The design of instruction with smaller orchestras will fulfill the goal of the teachers in the orchestra program of giving full and equal education to those who learn on all different levels of ability.

● Benefits of reassignment of current choral director

○ Additional preparation time for class ○ Able to better serve the needs of the choral students of four choirs

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Table 1 Bobcat Orchestra Program

Changes, Growth and Retention 2010 to Present (Follow the colors on the chart to watch a classes in retention of students)

2010-2011

2011-2012

2012-2013

2013-2014

2014-2015

2015-2016

2016- 2017

2017- 2018

2018-2019 Projected

Gr. 4 No Data

86 94 110 162 151 118 180 150

Gr. 5 10 25 50 65 75 120 72 100 165

Gr. 6 7 17 23 39 54 65 100 70 95

Gr. 7 3 9 15 18 32 47 60 96 65

Gr. 8 2 3 8 15 16 28 43 56 90

BHS 0 3 7 12 20 31 53 70 110

Total 22 143 197 259 365 442 446 572 675

• 2011-2012 Mrs. Kathy Winghart began teaching for the district grade 4-12 • 2013-2014 2nd strings teacher hired, Mr. Jon Bakken teaching grade 4 & 5, Mrs. Kathy Winghart

teaching grades 6-12 • 2016-2017 3rd string teacher hired, Mr. Jon Bakken teaching grade 4 and 5, Mrs. Laura Rice

teaching grades 6 – 8, Mrs. Kathy Winghart teaching grades 9-12 and .25 time with grade 4 lessons

Table 2

Bobcat Choral Program Growth 2010 to Present

2010-2011

2011-2012

2012-2013

2013-2014

2014-2015

2015-2016

2016- 2017

2017- 2018

2018-2019 Projected

BHS 115 130 150 180 200 210 225 260 290

• 2010-2011 current 9-12 choral director Mrs. Denise Perry began teaching at Brookings High School

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Current Student/Teacher Ratio for Rehearsals & Lessons

Why lessons? There are different music standards for each various instrument, as well as varying levels of student abilities. Small group lessons can be customized to optimize the instructional delivery to the various instruments as well as the students’ ability levels.

Camelot Intermediate - Currently

Current Camelot Orchestras (4th and 5th grade)

● 1.50 instructors at Camelot Intermediate

● 60 lesson times available at Camelot

● 280 students enrolled in orchestra at Camelot

● 5:1 student-to-teacher ratio for lessons

Current Camelot Band (5th Grade)

● One full-time instructor at Camelot Intermediate

● 60 lesson times available at Camelot

● 100 students enrolled in band at Camelot

● 2:1 student-to-teacher ratio for lessons

2018-2019 Proposal for Camelot Orchestra (4th and 5th Grade)

● 2 full time string instructors

● 120 lesson times available at Camelot

● 310 students enrolled in orchestra at Camelot

● 3:1 student-to-teacher ratio for lessons

Brookings High School Currently

Current Brookings High School Orchestra (9-12)

● .50 orchestra director

● one orchestra

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Current Brookings High School Choral Program (9-12)

● 1 full time choral director

● five choirs

2018-2019 Proposal Brookings High School Orchestra (9-12)

● Add one additional orchestras to Brookings High School

● Reassign current .50 orchestra director to full time orchestra and choral director at

Brookings High School teaching three orchestras and one choir

2018-2019 Proposal Brookings High School Choral Program (9-12)

● Reassign current full time choral director to four choirs instead of five choirs

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Items of Immediate Consideration

Camelot Intermediate

● The student-to-teacher ratio is not an optimal learning environment. A small student-to-teacher

ratio will help all students to receive the same quality of education and full effort of the teacher

for students of varying levels of ability.

Brookings High School

● Currently the orchestra and choir rehearse in the same room. Additional rehearsal space will need

to be addressed with the addition of three orchestras.

● Storage of instruments has increased exponentially with the current number of students. Thus, it

is not safe for instruments and students due to high traffic and an inability to move around easily.

End of class instruction time is lost to allow the time needed for students to navigate to put

instruments away.

● The need for an instructor to be available to student needs beyond instruction time. The students

seeking assistance currently have limited opportunity to come in for additional help due to the

instructor traveling to Camelot Intermediate for lessons. For example, extra help with solo

ensemble prep, all state prep, or ensemble material would now be available.

● The choral program has grown exponentially. There is one instructor for 260 students. Planning

time for five choirs has become compromised due to numbers of choirs for one instructor. We are

proposing that the high school orchestra director, in addition to three orchestras, also teach one of

the five choirs.

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In summary, the Brookings School District is rated #2 in Best School Districts in South Dakota

(Niche, 2017). As a district, we want to offer the best education possible for our students. As educators,

we desire to be leaders in education within our state. We desire to help our students succeed, and to

prepare our students for their college education. This can all be accomplished through successful music

education. As music educators, we are preparing leaders, students with perseverance and good

citizenship.

The Brookings School District is an advocate for the students so that their best interests are

always valued in decisions within the structure of the school and district. Educators always put the best

interest of the students first and formost. Through the exploration of emotions, feelings, and creativity,

the knowledge and process that the learner experiences will nurture the student as an individual and

create a good citizen, one that is conscious of positive involvement and contribution to the world. “I want

to make good citizens. If a child hears fine music from the day of his birth and learns to play it himself,

he develops sensitivity, discipline and endurance. He gets a beautiful heart.” (Sini'ichi Suzuki, 1998)

Respectfully Submitted by Kathy Winghart to the Brookings School District School Board

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References

Brookings School District (2017). Best School Districts in South Dakota (Niche). Retrieved from: http://www.niche.com/k12/d/brookings-school-district-sd/

Daugherty, J. F. (1996). Why Music Matters: The Cognitive Personalism of Reimer and Eilliot. Australian Journal of Music Education, No. 1, 29-37.

Earle, A. (2013, November 6). The Factory Education. (Nugent Productions) [Video file]. Retrieved from: https://youtu.be/eYq0JmMgBzw

Fiske, H. (2012). Engaging Student ownership of Musical Ideas. In Bowman, Wayne D. & Frega Ana

Lucia (eds), The Oxford Handbook of Philosophy in Music Education (pp. 308-309). Location: New York, NY: Oxford University Press

Marshall, H. H. (1988). Work of Learning Implications of Classroom Metaphors. Educational

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Phillips, D. & Siegel, H (2013). Philosophy of Education. The Stanford Encyclopedia of Philosophy. Retrieved from http://plato.standford.edu/archives/win2013/entries/education-philosophy/

Reimer, B. (2012). Uncomfortable with Immanence: The Nature and Value of Music and Music

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Sini’ichi Suzuki. (1998) Retrieved from The Economist. http://www.economist.com/node/113002