HELLMAN table, from pg. 64 Table 1 Selected Components from Opportunity to Learn Standards
Basic Program
Time Allocation- Elementary Level
Teaching Load
Curriculum- General
Ensembles Scheduling
Materials and Equipment
90 minutes per week 12% of instructional time
Same proportion as other classes
Standards-Based Curricula for all Students
Robust ensemble strand
Minimal Exclusion from Music for other activities
Acoustic or electronic piano in all classrooms Adaptive devices in all classrooms utilized by special education students School instruments of sufficient quality and quantity for student learning and performance
Facilities
Instructional spaces capable of housing largest ensemble taught Music classrooms acoustically isolated exceeding 49 STC (Sound Transmission Classification) Appropriate lighting and ventilation
Students in ensembles also participate in general music
Opportunity for all students to elect ensemble participation.
Designed for maximum participation across school population
School instruments exceed “student line” quality Non-traditional and non-western instruments available for music experiences
Quality Program Same as other subjects
Separate spaces available for instruction and performance Performance venues adequately accommodate largest group taught and have appropriate lighting and acoustics
Recently, NAfME policy advisors Lynn Tuttle and Ronny Lau suggested the use of these Opportunity to Learn Standards for conducting needs assessments.4
The checklists available at with the Opportunity to
Learn Standards (NAfME 2015) were developed with this in mind. A needs assessment utilizing these criteria could be useful for program evaluation, long range planning, or contributing a school district preparation for ESSA. In addition, these standards might serve as a useful resource for expanding music education in Missouri relative to the requirements of ESSA and potential changes to MSIP.
As current and future music educators, we have much to contribute to the development of these policies as they unfold over the next few months. On the state level, the new flexibility provides us with the potential for expanding music education, increasing the resources provided to students and enhancing their educational experience. The new emphasis on well roundedness provides a crucial opening for articulating the important role of music in developing the whole child and adolescent for all students. The process that is set to unfold is complex, layered and political, yet this is a vital opportunity to increase the role of music in Missouri schools and benefit those who do not currently enjoy and benefit from music programs.
4 Tuttle, L. & Lau, R. (2016). Title IV, OTLS, and You! [Webinar]. Available
https://vimeo.com/180176036 winter 2016 |
www.mmea.net 67
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80
