PI 34 licensing and mentoring project Connecting General Music With
Classroom Teaching and Learning Judy Bond, WMEA State Co-Chair, PI 34 Licensing & Mentoring Project
When “Bridging the Gap” was presented as the theme for this issue of WSM, my mind immediately started brainstorm- ing a broad range of possibilities. Even before referring to the intent and de-
scription that was provided, I could think of a number of areas where music educa- tors are challenged to bridge various kinds of gaps. Although the original concept driving the selection of this theme may have been bridging the gap between exist- ing music programs and the interests, cul- tural background and musical background of the students, the gap I chose to consider in this article is the one between general music specialists and classroom teach- ers. In many schools the music specialist seems to exist on a separate track from the classroom teachers, even when there is
enthusiastic support from the administra- tion and staff. As long as students and parents are generally happy and school concerts and programs are well received, should we ask for more? I believe the answer is YES. Deepening the relation- ship and bridging the gap between music programs and other areas of curriculum is potentially a win-win situation for ev- eryone: students, classroom teachers and music teachers. By taking responsibility for forging partnerships with classroom teachers and developing collaborative teaching strategies, music teachers can provide a richer teaching/learning envi- ronment for all students and teachers.
Three Possibilities for Collaboration
Daily Singing and Moving There is really no argument about the benefits of daily singing and moving for students of any age. Involving classroom teachers is the best way to give students
Get Connected to Music Advocacy Resources!
Visit the Wisconsin Advocates for Music Education (WAME) website – your hub for resources dedicated to teachers, parents, administrators and community members. Here is just a sampling of what you’ll find:
• Featured Videos Supporting Music Education • Links to Key Sources All in One Place • Tools for Sending the Right Message and Speaking the Right Language • Legislative Interaction Guide • Notable Quotes • Tips for Working With the Media • Research Supporting Music Education
Plug in at
wame.wmea.com. Stay even more connected by “Liking” WAME on Facebook at
www.facebook.com/WAMEWI.
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this opportunity. The inclusion of daily music by the classroom teacher is usually voluntary, and it’s easy for classroom teachers to opt out, based on their percep- tion of their own lack of ability to lead singing, or the underlying belief that it will be time wasted. Personal attitudes, cultural background and lack of training are also factors. It’s up to the music teacher to give support and encouragement to classroom teachers, to provide materials and to be available with answers to questions about musical and technical aspects, as well as questions about research indicating the role of participation in music making as another important pathway toward en- hancing learning.
Ann Kay, director of the Center for Life- long Music Making (
www.lifelongmusic
making.org) recommends the electronic “Singing Coach” program for people of any age (teachers and/or students) who feel they are “singing challenged.” It’s interesting and fun, and a free trial pro- gram is available.
Connections With Language Arts and Writing This is a time of great challenge and opportunity for general music teachers! Consider these factors: 1) The recent national approval of MUSIC as a core subject provides support for the inclusion of music as an essential part of education. 2) Moving forward with implementation of the new national standards goes hand in hand with acceptance of music as a core subject, and this may present new oppor- tunities for collaboration between music teachers and classroom teachers.
At the same time, due to budget con- straints, many school districts have re- duced the time for music classes. How will music teachers find the necessary time and still provide students with essential active music making experiences? Collaboration
April 2016
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