COVID-19 – Emergency Ideas for Advocacy
- COVID-19 Updates – check back frequently for updates
- WMEA COVID-19 Statement – WMEA position statement
- Letter to School Administrators – joint letter drafted by WMEA and WSMA
- WMEA Advocacy Resources – check back frequently for updates
- NAfME/NFHS Fall Guidance for Music Education
In the Event of Proposed Reductions: General Suggestions
As music educators become familiar with a school district and community, it is valuable for them to draw upon the experience of others. In most cases, families, students, and other community members are the most effective advocates for the music curriculum, but there will certainly be some faculty and administration whose own experiences and feelings about the importance of a strong music education will be helpful. Outside experts are less important when music educators are in a reactive situation.
For proactive responses and planning, be sure to explore the WMEA Advocacy pages: (https://wmeamusic.org/ac/resources).
- An essential first step for the educator in reacting to a difficult proposal or shift in support for music education is to identify the best advocates.
- Be sure to keep the needs of the children central to your planning. Provide advocates with accurate, up-to-date information that includes local data as well as statements, opinions, and research from state and national sources. Keep in mind that at some point, it may be necessary to inform these advocates that you cannot personally speak to the matter again without risking your position, so they should feel free to ask you questions and you can provide them with the information.
- General statements about the importance of music may not be effective if a proposed curriculum cut is quite specific and affects only a portion of the students and their music classes. For instance, if the proposed cut is due to budget issues, it is important to have statements ready that speak directly to financial support for music students.
- It is important to focus specifically on the proposed cut or reduction, as well as both the long-range and short-range impact the cut will have on students, the school, and the community.
- Each situation is unique, so your response and the response of the advocates will need to be tailored to the needs of students in the district. Reach out to educators in other areas of the state who have experienced similar situations and serve as a sounding board.
- Finally, music and the arts are part of a well rounded education as required by federal law (ESSA). It is important that all the stakeholders and decision makers understand this.
Classroom and Grade Level Targets
Know what is being discussed and considered regarding proposed cuts and scheduling changes for students in the district so that an appropriate response can be formulated. Sometimes this is easy to find. Other times it can be obscured or difficult to know specifically what is being considered.
The following questions are addressed by content area and level in the next section.
- What are the likely reasons for proposing these particular cuts?
- What are some effective arguments in response to the proposed program cuts?
Keep in mind that some of the suggestions below could be applied to all areas, while others are specific to a targeted classroom or grade level. With that in mind, it may be helpful to review suggestions within all categories.
Reduced Student Access to Specialists in the Elementary General/Vocal Music Classroom
Possible reasons for proposing this curricular reduction:
- Attempt to reduce FTE (faculty) and save money (note: teachers assigned overloads still represent a cut to music classrooms)
- Inability to find qualified music specialists
- Belief that music can be incorporated into other subjects and need not be taught separately (trend toward integration of subject areas)
Counterarguments:
- If elementary general music classes are cut in a district, other music teachers will be discouraged, and it will be difficult to fill those positions with qualified music specialists.
- There are multiple sites that can be used to find qualified music educators.
- General music is the one music classroom that is required for all students (WI DPI and State Statute PI8.01). The Wisconsin DPI Guide to Curriculum Planning in Music recommends music three times a week for a total of at least 90 minutes weekly (see p. 161). Elementary general music classes are the basis for subsequent learning and interest in music.
- Music is a part of a well-rounded education according to federal law (ESSA). While music learning can support other studies, an independent curriculum taught by a qualified, certified educator is required.
- The expertise of the music teacher brings unique opportunities and knowledge to students in music classes and also to teachers of other subjects.
NOTE: Refer to ‘Reduced student access to specialists in the elementary instrumental classroom.’ Some of the same arguments apply.
Reduced Student Access to Specialists in the Elementary Instrumental Classroom
Possible reasons for proposing this curricular reduction:
- Seen as an interruption in the school day
- Top-down decision making by school or district
- Desire to offer elective classes at the same grade level (instead of vocal/instrumental music classes beginning before other opportunities)
- Weak understanding regarding the best age to begin instrumental music learning
- Attempt to reduce FTE (faculty) and save money, including staff, equipment, and supply reductions (note: teachers assigned overloads still represent a cut to music classrooms)
- Intent to use classroom space for different purposes
- Belief that more instructional time is needed for tested subjects (standardized test scores are not in an acceptable range for some students)
- Perceived as less important than other untested curricular areas (e.g., art, world language, physical education, etc)
- Perception that retention rate is not high enough between beginning level and high school vocal/instrumental music classes
Counterarguments:
- School opportunities should be structured to meet student/parent values, and needs rather than teacher/administrative convenience (relate to the “consumers”). As long as the study is seen as beneficial, there should be no hierarchy of subject importance for students.
- Research shows that adding music learning to a student’s class schedule does not have a negative effect on achievement from elementary through graduation and most of the time is very beneficial for learning across the board in school. Visit Music Participation Is Linked to Teens’ Academic Achievement for more information.
- Learning in music is not an interruption; rather, it is an enhancement. The impact on overall student development is very positive, including both immediate and long range responses in auditory, perceptual, aesthetic, work ethic. The study of an instrument is a gateway to deeper learning about the subject of music.
- In cases where most decisions are made by the school board and administration, it will be important for teachers to reach out with research, data from inside the district, and history of the curriculum and classrooms. This can often be done rather quickly.
- Music is an important part of our lives, and study must begin early for students to reach their full potential.
- At the elementary level, parents tend to be more involved as partners in learning.
- Elementary school is a physiologically appropriate level for students to begin the study of an instrument.
- Instrumental study beginning at the elementary level does not necessarily interfere or compete with other opportunities, which become available later in middle and high school.
- Research at various institutions including MIT show promise about neural pathways in the brain dealing only with music.
- It is important to find ideas from current thinkers to back up the need for music in schools. Education experts such as Sir Ken Robinson and Howard Gardner have been arguing for music and arts education for over 20 years. Thinkers like Daniel Pink have been writing about motivation and drive, especially related to business and education. Education writers like Alfie Kohn have been arguing against excessive testing, and this is starting to have an effect on college entrance and curriculum writing K-16.
- Elementary students are ready for some specialization in their learning, especially when it will help bring them to school and support their self efficacy. Instrumental study also offers a kind of embedded feedback that supplements teacher assessment.
- In many cases, music teachers carry a higher student-teacher ratio than other teachers. If music classes are removed, the students will need to be in another place. This will not save money and will not provide the balance in the school day that is necessary for students. See John Benham: Reverse Economics for more information.
- In the case that a school has decided to increase access to certain subjects, such as those that involve standardized testing, the result will be an unacceptable curricular imbalance that denies a well-rounded education.
- Rooms used for elementary instrumental music may also be available part of the time for other learning or special needs. In this way, music classes can continue.
- Examine the long term effects. There will be eventual impact on middle and high school enrollment in music if there are reductions at the elementary level. Budgeting is always an issue in school funding; if cuts are made across the board instead of only in certain disciplines, students will feel the reductions less severely.
- Rooms used for elementary instrumental music may also be available part of the time for other learning or special needs. In this way, music classes can continue.
- Federal law (2015) requires that schools shift language from “core” subjects to “well-rounded” language supporting 17 subjects for study including music. Visit ESSA for more information.
- Need to offer options to build on individual motivations and unique intelligences.
- Need to consider equity, access, diversity and inclusion for all students.
- In general, any retention rate is acceptable if there are still enough students who want to progress to the next level and teachers are qualified to make the classroom viable. Focus on those students who are continuing and enrolled in a music class rather than the retention rate.
- Some go on to other music experiences within the school or community, and school study is a great way to begin learning about transfer and basic concepts/elements of music.
- Each year of experience is part of sequential learning – and has value in itself.
Reduced Student Access to Individual or Small Group Learning in K-12 Music
Possible reasons for proposing this classroom reduction:
- Eliminate FTE (faculty) and save money
- Perceived interruption in schedule
- Shortage of facilities for learning
- Unique instructional design in comparison to other subjects (special treatment)
Counterarguments:
- Equity requires that staffing for small group learning is available to all students and should not exclude those who cannot afford private lessons outside of school. At the higher grade levels, small group learning is necessary to support technical skill development – see DPI Wisconsin Guide to Curriculum Planning in Music (pp. 161-162).
- Research shows that adding music learning to a student’s class schedule does not have a negative effect on achievement from elementary through graduation and most of the time is very beneficial for learning across the board in school. See Music Participation Is Linked to Teens’ Academic Achievement for more information.
- Learning in music is not an interruption; rather, it is an enhancement. The impact on overall student development is very positive, including both immediate and long range responses in auditory, perceptual, aesthetic, work ethic. The study of an instrument is a gateway to deeper learning about the subject of music.
- The need for facilities for small group learning is very minimal. Offices, practice rooms, and multi-purpose will work fine in most cases.
- Share the uniqueness of music as a discipline and area of learning. See MIT Study on the Impact of Music in the Brain for more information.
- Instruction should be based on the optimum way to learn within a subject area rather than forcing classes into one scheduling pattern. Classes that require small-group and large-class learning are not exclusive to music. Rotating small-group learning schedules is effective in minimizing the impact to other areas of study for the student. Any use of the large-ensemble class time for small-group learning would require additional FTE.
- School opportunities should be structured to meet student/parent values, and needs rather than teacher/administrative convenience (relate to the “consumers”). As long as the study is seen as beneficial, there should be no hierarchy of subject importance for students.
- Subjects at the elementary, middle, and high school level require different curricular models, class sizes, course designs, and facilities. Music classes are no different. Decisions need to be made based on best practice in each area, not by comparing disciplines and teachers. See DPI Curriculum Guide in Music (Chapter 11) for more information.
Reduced Time for a Music Department Supervisor or Coordinator
Possible reasons for proposing this organizational reduction:
- Reduce staff and save money
- Perception in the community of “too many administrators”
- Perceived ineffectiveness
- Lack of role definition
- The role does not provide direct services to students
Counterarguments for an administrator:
- Coordination ensures the effective use of resources.
- Expertise in hiring effective staff is important.
- Coordination of curriculum, instruction, and activities is important.
- It is important to maintain standards through monitoring and supervision of teachers.
Counterarguments for a coordinator:
- Need to provide leadership in curriculum development and unification.
- Initiating relevant staff development is important.
- Music is a unique discipline with special administrative needs within the school structure (equipment, safety issues, visibility within the community).
- Traveling teachers must have their special scheduling needs met to be effective with children.
- The DPI Curriculum Guide in Music (Chapter 10) suggests that an administrator or coordinator is important to assist with duties that take teachers out of the classroom.
Reduced Student Access to Secondary General Music Classes
Possible reasons for proposing this curricular reduction:
- Perceived redundancy for those enrolled in vocal or instrumental classes
- Reduce FTE (faculty) and save money
- Seen as less popular than other electives
- Instructional time is needed for other disciplines
Counterarguments:
- Need to consider equity, access, diversity and inclusion for all students. Interest in secondary general music classes may be stronger in students not enrolled in performance classes.
- Music offers a variety of options for exploration, consistent with middle school philosophy. At the high school level, classes in composition, appreciation, history, recording, jazz study, and many other options are valuable to provide equity for those students who may not be interested in a performance class. Although performance may be involved in these classes, the focus is on a specific music topic or interest area, not performance.
- Teachers who are teaching performance classes are also certified to teach secondary general classes.
- Student interest is an argument for curriculum revision. This doesn’t necessitate a reduction in offerings, but rather suggests a need for substitution of new electives.
- Wisconsin DPI requires that general music be offered in grades 7 and 8. Secondary general music in high school is usually dependent on enrollment numbers. These classes should be available for all students including those who may not be enrolled in performance classes. See DPI Curriculum Guide in Music (Chapter 10) for more information.
Reduced Learning Time in Middle and High School Performance Classes
Possible reasons for proposing this program reduction:
- Scheduling model doesn’t work with block or other type of scheduling
- Need to allocate FTE and assigned time to other subjects
Counterarguments:
- Many schools have implemented block scheduling while maintaining some yearlong courses; called modified block or “skinnies.” Many other classes (such as math and foreign language) also do not work well with interruption in sequential continuity.
- The long term implications of this potential reduction will affect individual achievement, knowledge growth, and affective/emotional response needs. Allowance and time for repetition, spiral learning, and brain development are necessary in courses that focus on sequential learning. A break in this type of learning is counterproductive.
- Condensing more information and skill development into less time is ineffective and inefficient for music learning.
- Academic schedules should respect the learning needs of students in all academic areas, including music. Balanced student course offerings will allow for attention to a well-rounded education as required by federal law (ESSA).