The Life Cycle of a MusicianWavier Day PresentationNovember 8, 2011

The Life Cycle of a MusicianFrom Elementary to Middle School

Westerville Music Demographics Elementary General Music Students 7500 Fifth Grade Strings 300 Middle School General Music 696 Middle School Strings 362 Middle School Bands 941 Middle School Choir 734 High School Choir 459 High School Orchestra 179 High School Band 412 Marching Band 280

Elementary Access Points

First grade music classes taught by music specialist

Fifth grade students have option of adding string performance class

What data would be helpful to know about our music students?Group Discussion

Characteristics of Formative Years

Students from ages 5-9 can experience their largest musical aptitude growth during this age span.

Music aptitude stabilized for students from ages 10-18.

Music Aptitude and Music Achievement

Music aptitude in a measure of student’s potential to learn music.

Students with low level of music achievement do not necessarily have a low level of music aptitude.

Music achievement is a measure of what a student has already learned.

Students with high level of music achievement must also have a high level of music aptitude.

Gordon Music Aptitude Test The test is used to identify musically talented children. A raw score can be generated through the tonal and rhythmic

test. Students who score in the 80th percentile can greatly benefit

from special music activities.

What experiences shape the elementary musician?Group Discussion

What external experiences support the young musician?

Group Discussion

What experiences did students share that helped them prepare for middle school music classes? Note reading Playing recorder Singing Learning about music symbols Playing xylophone and guitar Keeping Tempo 5th Grade Strings

What were some of their favorite activities or experiences? Four Corners Game Concert with singing and dancing Playing Recorder at Pancake Breakfast Veteran’s Day Performing at Concerts

Elementary Music

High School Music

Middle School Music

What do you want middle school students to know about music?

Group Discussion

The Life Cycle of a MusicianFrom Middle School to High School

Middle School Music Overview 6th Grade Band 6th Grade Orchestra Year 2 General Music

7th Grade Choir 7th Grade Band Year 2 7th Grade Orch Year 3

8th Grade Choir Year 2 8th Grade Band Year 3 8th Grade Orch Year 4

Middle School Access Points Sixth Grade Band Sixth Grade Orchestra 7th Grade Choir 8th Grade Choir

What experiences shape the middle school musician?

Group Discussion

What activities or experiences help prepare them for high school?

Group Discussion

What experiences did students share that helped them prepare for high school music classes?

Sectional or Extra help Playing Scales Playing Tests Challenging Music Learning how to do vibrato Learning 3rd Position Playing with high school students Friday Extra Credit Private Lessons Participation in external groups

What were some of their favorite activities or experiences?

Favorite Middle School Experiences Field Trips to Elementary Schools Jazz Band 8th Grade Music Festival Marching Band Day Watching Concert s Kings Island/Cedar Point Concerts 60’s Concert

Results indicated that 73% of the dropout students and 70% of the continuing students were never contacted or encouraged by the high school teacher to continuein the program.

Why do students quit music programs?

Dropouts

Loss of Interst

Scheduling Con-flicts

Lack of Parental Support

What students say…..

(a) it’s too time-consuming, (b) conflicts with participation in sports, (c) conflicts with other school activities, and (d) fear of failure.

How can our curriculum promote retention of music students?

Group Discussion

The Life Cycle of a MusicianHigh school thru Young Adulthood

High School Access Points

Concert Band Orchestra Jazz Band Men’s Ensemble Women’s Ensembles Small Group Vocal

Musical Experiences What experiences are critical for the development of the

musician during the period of time you teach them?

How do we measure student success in music?Group Discussion

Maslow’s Hierarchy of Needs Self-Actualization needs: to find self-fulfillment and realize

one’s potential Aesthetic needs: symmetry, order, and beauty Cognitive needs: to know, understand, and explore Esteem Needs: to achieve, be competent, and gain approval

and recognition Belongingness and love needs: to affiliate with others, be

accepted, and belong Safety needs: to feel secure and safe, out of danger Physiological needs: hunger, thirst, and so forth

Transitions Beyond High School

How do we educate students about career opportunities in music?

How do we communicate options for music participation in college?

What bridges to we build to the adult musical community?

Harvard University William Fitzsimmons, Dean of Admissions

We look for students whose previous participation in the arts shows that they can make a substantial contribution to our community.

UCLAVu Tran, Director of Undergraduate Admissions

Students who can demonstrate their skills and achievements as accomplished music or artists would definitely enhance their chance for admissions in all majors.

The Life Cycle of a MusicianMiddle and Late Adulthood

Why all the fuss about lifelong learning?

More diverse methods of communication and information exchange

Increased need for adults to continue to engage in learning

Information is put different contexts and different orientations

Promotes positive health effects providing new opportunities, new purposes, and personal growth

Adults view of the arts

Adults look favorably upon the arts

Positive benefits, aesthetic, intellectual, physical, and social aspects.

They enjoy participation later in life, many say they never forgot the fun and excitement they had participating in their high school music groups.

Members cite their diverse experience in high school.

Love of music, personal pleasure, need to express themselves

Parents and teachers were reported as the most influential people in the development of their musical interest

Teachers encouraged participation in continuing participation beyond high school.

Community Band Participation

Community Band Demographics Most participation between 51 and 60 years of age (36%) No children living at home (65.9%) Annual income of $66,000 or more (50%) Live in suburbs Have at least a bachelor’s degree (89.7%)

Community

Parents

Administrators and other Teachers

Music Program

Building our adult community

The Adult Community

Parents Administrators Colleagues Church Musicians Other Music Teachers Alunmi

Adults participate when they are aware of the mission or vision.

OMEA Mission Highlights:

encourages programs for gifted, special needs, and pre-school children,

supports the concept of diversity in music education,

encourages the use of technology and new approaches to music teaching and learning, and

promotes life long participation and learning in music.

National Association for Music EducationMission Statement

Music allows us to celebrate and preserve our cultural heritages, and also to explore the realms of expression, imagination, and creation resulting in new knowledge.

Therefore, every individual should be guaranteed the opportunity to learn music and to share in musical experiences.

Westerville City Schools Mission Statement

VisionOur vision is to be the benchmark of educational excellence.

__________________________

MissionOur mission is to prepare students to contribute to the competitive and changing world in which we live.

__________________________

Parental Involvement

Adults are goal-activity oriented Adults are group joiners Seek social contacts Select groups on the amount and kind of relationships the

group yields

Parents as Coaches Sit in on a private lesson. Sit in on a home practice session. Attend a concert with your child. Engage a conversation about music that you hear on

television, on the radio, at music listening devices. Discuss how music relates to other areas of your life and

how it makes you feel.

Parents as Coaches Listen to recorded music and ask your child to describe what

instruments are being played and other elements of the performance. Encourage your child to use musical terms (e.g. melody, rhythm, staccato, legato)

Ask your child to memorize a piece of music and perform it for you from memory.

Parents as Coaches Send your child to a summer music camp.

Encourage your child to join an after school music program.

Clap your hands to the consistent tempo and beat of rock-and-roll music. Try clapping on the off beat.

Group Discussion What do you want from your administrators?

Discussion What kinds of support would be appropriate from the

community?

What experiences are critical for the development of the musician during the period of time you teach them?

Group Discussion

Group DiscussionWhat ways may be appropriate for parents to support elementary, middle school, and high school music students?

Community Music Resources