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MODELS AND TOOLS FOR BUILDINGQUALITY MUSIC PROGRAMS
Prepared By:
Florida School Music Association
Models and Tools for Building Quality Music Programs○○○○○○○○○○○○○○○○○
The Board of Directors, Florida School Music AssociationContributors to this publication:
Administrator Check List for Music Observations
Planning and Preparation Indicators
Knowledge of Subject Matter Indicators
Classroom Management Indicators
Models and Tools for Building Quality Music ProgramsTechniques of Instruction Indicators
Student-Teacher Interaction Indicators
Assessment Techniques Indicators
In General
Page v
Contents
Statement of Purpose ...................1
District /Campus Level Program Expectations...3
Campus Level - Elementary Music.........21
Campus Level - Secondary Music.........31
Page vi
Models and Tools for Building Quality Music ProgramsAppendices
Appendix A - Sample Job Descriptions...........A-1Appendix B - Sample Schedules ............B-1
Appendix C - Music Courses Available.......C-1
Page 7
Statement of Purpose
Models and Tools
for ExcellentMusic Programs,
seeks to assist the campus administrator in defining the elements usually present in successful music classrooms and is coordinated with the NationalStandards for the
Arts and the
Florida
Curriculum
Framework for
the Arts.Page 8
Models and Tools for Building Quality Music ProgramsNational
Standards for Arts Education
Music education
is for all students, whether they attend magnet schools or schools with general curriculums; or schools with low, medium, or high socio-economic levels; and students" wishing to participate should have the opportunity for access to music programs.Page 9
Statement of Purpose
The Value and Quality of Arts Educa-
tion - a Statement of Principles.Page 11
District /Campus Level Program Expectations
Sunshine State
Standards: Florida
Curriculum
Framework - The Arts
Page 12
Models and Tools for Building Quality Music ProgramsA Well Balanced
Curriculum
A growing body
of research indicates learning in the Arts, and specifically music, enhance the ability to process information and understand concepts which are applied in other subject areas.Page 13
District /Campus Level Program Expectations
Scheduling
The music courses
offered should be developed by a process that allows students to achieve the goals/ guidelines shown in the CurriculumFramework.
Page 14
Models and Tools for Building Quality Music ProgramsMusic is not for a particular
"class" of student as determined by race or socio- economic background. It is for all students, and should be accessible to all students in a sequential, articulated manner.Page 15
District /Campus Level Program Expectations
Staffing
The most advanced students on a
campus are often a part of music classes, which have contributed to development of higher level thinking skills, conceptual learning, and life enrichment. Scheduling methods should continue to allow music programs to be accessible to these students.Page 16
Models and Tools for Building Quality Music ProgramsMusic Supervision/
Coordination
Every enrolled
student should have reasonable access to the teacher, as well as access to the music courses on the schedule.Page 17
District /Campus Level Program Expectations
. . .one music educator in every district or school should be designated as coordinator or administrator to provide leadership for the music program.The position of
Music Supervisor
requires a specialized knowledge of music programs....Applicants for such a position should have a music degree..Page 18
Models and Tools for Building Quality Music ProgramsPage 19
District /Campus Level Program Expectations
Page 20
Models and Tools for Building Quality Music ProgramsFacility
Page 21
District /Campus Level Program Expectations
○○○○○○○○○○○○○○○○○○○○○○○Room Sizes
Floor Space Requirements
Band/Orchestra2500 min for 60-75 students 30-35 sq.ft./student over 75 students. Choral 1800 min for 60-80 students 20-25 sq.ft./student over 80 students Elementary Music 1200 min for 25-30 students w/ ceiling height of 12-16 ft.Cubic Volume Requirements
Class SizeCeiling Floor Resulting
Room#StudentsHeight(sq.ft.) Cu. Vol./Student
Choral Rehearsal60-8016-20 ft1800 350-500 cu.ft
Band/Orchestra Reh. 60-75 18-22 2500 550-700 cu ft.Rehearsing in an
excessively loud room is extremely stressful for both students and teacher and can cause permanent hearing loss over a period of time.Page 22
Models and Tools for Building Quality Music ProgramsReverberation
Choral Rehearsalreverberation up to 1.3 seconds
Band/Orchestra Rehearsalreverberation 0.8 - 1.0 secondsPerformance Areareverberation 1.25 - 2.25 seconds
Other General Guidelines for Music Rooms
Page 23
District /Campus Level Program Expectations
Auxiliary Spaces
Practice Rooms
Small Practice2 students25-40 sq.ft.
Keyboard practice2 students55-60 sq.ft.
Small group4 students75-80 sq.ft.
Medium group6 students95-100 sq.ft.
Ensemble practice15 students350-450 sq.ft.
Note: practice rooms should have windows, allowing for proper supervision.Additional Rooms
Offices1 teacher100-200 sq.ft.
Instrument Repair1-3 people50-75 sq.ft.
Commons arealarge groups500-700 sq.ft.
Page 24
Models and Tools for Building Quality Music ProgramsStorage Areas
Auxiliarycolor guard, booster 600-800 sq.ft.
Instruments150-200 instruments 4 sq.ft per instrument or 600-800 sq.ft. Choral robes 100 robes 2.5 sq.ft. per garment or 150-250 * sq.ft. (2-4" per hanging robe) Band/Orchestra100 uniforms 3 sq.ft. per garment or 300-400 * sq.ft. (4-5" per hanging garment) * larger programs will need proportionately more spaceMusic Storage
Titles High Density Storage Systems Standard File Cabinets50035 sq.ft.65 sq.ft.
100070 sq.ft.130 sq.ft.
2000140 sq.ft. 260 sq.ft.
3000210 sq.ft. 390 sq.ft.
Success Indicators for
Music Programs
¨Curriculum:
¨Literature:Ҁ
¨Sound:
Page 25
District /Campus Level Program Expectations
¨Professionalism: ՐՠҀӰҐ
¨Participation in evaluation/festivals (secondary only): ¨Participation in All-State auditions:ѠհԠՐ¨Appropriate performances: ѐҀ唀
¨Equipment and maintenance:
¨Organizational skills:
¨Enrollment in program:Ր
¨Population of music organizations
Page 26
Models and Tools for Building Quality Music Programs¨Appropriate use of student time:
¨Music director seen as team player within school community: ¨All qualified students have the opportunity for leadership: ¨Music program integrated into the campus community:¨Parental involvement:
¨Community involvement:
¨Public response:
Administrative
Contributions
Page 27
District /Campus Level Program Expectations
Page 29
Campus Level - Elementary Music
Florida Elementary Music Educators Association
Curriculum
The repertoire
taught in music class and ensembles includes music representing diverse genres and styles from various periods and cultures.Page 30
Models and Tools for Building Quality Music ProgramsScheduling
Page 31
Campus Level - Elementary Music
Staffing
Sample job
description for elementary music specialistQualifications include:
Page 32
Models and Tools for Building Quality Music ProgramsWalk-through
Observations
Full Observations
Page 33
Campus Level - Elementary Music
Budget
Page 34
Models and Tools for Building Quality Music ProgramsRecommended
activities for funding, and fund-raisingAppropriate/typical
activities in a school yearPage 35
Campus Level - Elementary Music
Equipment
Page 36
Models and Tools for Building Quality Music ProgramsMaterials
Facility
Page 37
Campus Level - Elementary Music
Page 39
Campus Level - Secondary Music
Florida Bandmasters Association, Florida Orchestra Association andFlorida Vocal Association
Curriculum
Scheduling
Staffing
Page 40
Models and Tools for Building Quality Music ProgramsClass Sizes
Middle School Performance Ensembles # of StudentsBeginning Band **25-40
Intermediate Band25-60
Advanced Band25-75
Beginning Chorus, Treble20-40
Specialty Chorus12-20
Intermediate Chorus, SA(C)20-50
Advanced Chorus, SA(B or C)20-60
Beginning Orchestra **20-40
Intermediate Orchestra20-50
Advanced Orchestra20-75
Middle School Development classes # of Students
General Music20-35
Guitar20-35
Keyboard15-30
High School Performance Ensembles # of Students
Band 120-60
Band 2,3,430-80
Stage Band15-25
Chorus20-60
Specialty Chorus12-20
Orchestra, all types20-60
Page 41
Campus Level - Secondary Music
○○○○○○○○○○○○○○○○○○○○○○○○High School Development Classes # of Students
Electronic Music15-30 *
Guitar20-35
Humanities20-35
Keyboard15-30 *
Theory15-30
Note: these sizes are general approximations only. Classes may exist with either fewer or greater numbers of students. For a complete list of DOE approved music classes, please see Appendix D. * the number of keyboards or electronic stations must determine the maximuım class size.** Beginning Band/Orchestra should be 25-50% of the school"s first year ıpopulation. For instructional
purposes beginning instrumental music students should not be grouped in ıclasses larger than 40 students. Efforts should be made to assist elementary schools to coordiınate beginning music programs, and may be facilitated with a visit by performance groups to tıhe elementary schools.Optimum Equipment
Band, Middle School
2 Piccolo ** (10), 4 Oboe (15), 4 Bassoon (15), 35 Bb Clarinet (1ı5), 4 Eb
Bass Clarinet (15), 2 Eb Contra-Alto clarinet (15), 2 Tenor Sax (15), 1 Baritone Sax (15), 35 Bb cornet (15), 4 F Horn (15), 4 F/Bb Doubleı Horn (15), 6 Euphonium (15), 15 Trombones (15), 2 Bass Trombone (15), 6 BBb Tuba (15), 3 Timpani-23 ,26 ,29 (20), 1 xylophone (20), 1 Orchestra Bells (20), 2 Snare Drum (10), 2 Tenor Drum (15), 1 Bass Drum (20), 2 pr Crash Cymbals (15), 2 Suspended Cymbal (15), 1 set Color Percussion-Bongos, Woodblock, Cowbell, Claves, Castanets, Maracas, Guiro, Temple Blocks, Triangles, (10), 1 Studio Upright (acoustic) Piano (30), 1 Stereo Record/ Playback System (10), 45 Music Stands (20), 1 Conductor Stand (20)ı, 1 Podium (20), 1 Conductor Chair (20), 6 PC/Mac Computer Station (5).ı ** the number in parenthesis is the life expectancy of the instrument.Chorus, Middle and High School
1 Grand Piano (studio acoustic piano?) (30), choral risers (15), 1ı Stereo
Record/Playback System (10), 6 Music Stands (20), 1 Conductor Stand (20), 1 Conductor Chair (20), 6 PC/Mac Computer Station (5), 1 setı ColorPercussion + hand drum, sleigh bells
Page 42
Models and Tools for Building Quality Music Programs○○○○○○○○○○○○○○○○○○○○○○○Orchestra, Middle School