1. Running a Music Department The logistics

2. Importance of Standards Both history and practice support the belief that there is a high correlation between successful student learning in music and the existence of favorable learning conditions. Scheduling Staffing Materials and equipment Facilities Music Library and Resources

3. Course Descriptions The Arts constitute one of the five fundamental components of basic education, along with language arts, mathematics, physical sciences, and social sciences. These fields of study should be at the core of every child's education. Every high school should require at least one year of study in music, visual arts, theatre, or dance for graduation and should encourage additional study in the arts.

4. Curriculum and Course Descriptions The music curriculum should (1) be suited to the needs of the individual students, (2) reflect the multicultural nature of our pluralistic American culture, (3) include music of the world and other times in history, (4) be responsive to the requirements of the diverse populations in our schools, including the musically talented, (5) provide sufficient course offerings for students to participate in performance and nonperformance courses, and (6) incorporate the media and technology of contemporary America. The music curriculum should be described and outlined in a series of sequential curriculum guides for each grade level or course offering. All secondary school programs should include course offerings in instrumental, choral, and general music.

5. Scheduling Music should be taught during the school day. Alternative scheduling initiatives, such as block scheduling, multi- age grouping, and year-round schools, should provide every student with the same access to comprehensive, balanced, and sequential music instruction as more traditional scheduling procedures. In schools with traditional schedules, the school day should include no fewer than eight instructional periods.

6. Scheduling Cont. Traditional/Conventional –simple, limited offerings, (7 – periods, classes in same order) Flexible – Any kind of deviation from above Modular – Length of period determined by material Block – 4x4 (Split block scheduling).

7. Staffing Music should be taught by certified and qualified teachers to ensure a balanced, comprehensive, and sequential music program. Paid Music coordinator/supervisor over district Professional development opportunities Every music educator should have at least thirty minutes during each school day for preparation, planning, and student evaluation. Sufficient travel time should be calculated in the teaching schedule of every music educator who must move from school to school or room to room. Teacher aides or paraprofessionals should be provided in music classes for students who require them in other classes. An accompanist should be provided during regular daily rehearsals for choral ensemble classes.

8. Materials and Equipment Every teacher should be provided with sufficient and appropriate materials, instruments, and equipment with which to teach. All materials should be current and in good condition. All equipment should be of high quality and in good repair. Every student should have access to appropriate educational technology and the opportunity to explore its potential. Technology should be used to achieve the objectives of music education, rather than used for its own sake. An annual budget should be provided to update materials and equipment and for the repair or replacement of equipment necessary for music instruction.

9. Facilities Every music educator should be provided with appropriate facilities in which to teach and plan. All facilities should be large enough to accommodate the largest group taught. All facilities should have adequate acoustical properties and should provide sufficient, secured storage. Additionally, music programs should have access to a performance facility with acoustical properties to appropriately showcase student performance. Be informed and involved in renovations.

10. Music Library Organized – separate room Within a district, shared library Catalogued – Title, Composer, Number, Classification Stored – Filing Cabinets, envelopes, boxes

11. Resources Opportunity-to-Learn Standards for Music Instruction: Grades PreK-12. Reston, VA: Music Educators National Conference, 1994. Performance Standards for Music: Strategies and Benchmarks for Assessing Progress Toward the National Standards--Grades PreK-12. Reston, VA: Music Educators National Conference, 1996. The School Music Program: A New Vision. The K-12 National Standards, PreK Standards, and What They Mean to Music Educators. Reston, VA: Music Educators National Conference, 1994.

12. Works Cited Walker, Darwin E. Teaching Music: Managing the Successful Music Program. New York: Schirmer, 1998. Print. "Where We Stand." NAfME. Mar. 1997. Web. 23 Apr. 2012..