The Texas School Music Program Preface

The Texas School Music Program
Preface This publication has been prepared by the Texas Music Administrators Conference to serve as a resource for school principals, music educators and interested parents and citizens who are concerned about quality school music programs. The purpose of these standards is to provide: A description of a quality school music program against which laymen and professionals can compare the programs in their own schools A set of standards with respect to requirements for course offerings, scheduling, materials and equipment, operating budget, facilities and staffing for use in determining proper levels of support in order to facilitate implementation of the Texas Essential Knowledge and Skills for music. The TEKS were adopted by the Texas State Board of Education in July, 1997, to define what students should know and be able to do in each of the subjects of the required curriculum. Ultimately, the quality of an instructional program is determined by what takes place between the student and the teacher. No set of quantitative specifications for staff, equipment or facilities can ensure a quality program. Excellent results are occasionally achieved under adverse conditions, while excellent conditions sometimes fail to produce the desired results. Yet adequate staff and satisfactory facilities and equipment increase the likelihood of excellence to such an extent that it is a responsibility of a professional association to establish standards within its field of competence, and it is a responsibility of a school district to seek to achieve those standards. Basic and Quality Programs Two levels of standards for the implementation of the music program are provided in this publication. One represents a basic program that is considered minimal by the Texas Music Administrators Conference. TMAC hopes that all school districts will insist on standards higher than those listed for the basic program. The second level of standards represents a quality program. TMAC also hopes that many school districts will exceed this level. Even the level described here as a quality program often will not be satisfactory for the district that aspires to excellence. Each of the standards for the basic program is currently being achieved by many schools, and a few schools are meeting most of the standards for the quality program. Every school district should develop a plan to ensure orderly, systematic progress by which for each standard, each school may progress to a continually higher level. It is recognized, however, that different conditions among various school districts may cause them to fall short in certain aspects. Beginning Instrumental Classes While there are successful music programs in Texas where students begin taking elective instrumental classes before the fifth grade, often these programs begin in either fifth or sixth grade. Depending upon the organization of a given school district, these grade levels might be part of either elementary or middle school. Standards for beginning elective instrumental programs are listed in the middle/junior high school section of this document, but that is not to say that they could not nor should not apply to elementary grades. If these beginning programs do occur at the elementary level, applicable standards listed in the middle/junior high school section should be considered.
Topics include: Elementary Standards Secondary Standards MS/JH Standards HS Standards Elementary Facility Standards Secondary Instrumental Facility Standards Secondary Choral Facility Standards
Standards for Implementation for Music at the Elementary Level Back to top Curriculum The curriculum comprises a balanced and sequential program of singing, playing instruments, listening to music, improvising and composing music, and moving to music. Also included are learning experiences designed to develop the ability to read music, use the notation and terminology of music, analyze and describe music, make informed evaluations concerning music, and understand music and music practices in relation to history and culture and to other disciplines in the curriculum. The music taught includes music representing diverse genres and styles from various periods and cultures. The music curriculum is described and outlined in a series of sequential and articulated curriculum guides for each grade level. Supervision and Administration An educator in each school district is designated as coordinator or administrator to provide leadership for the elementary music program. This person is employed on a full-time basis for administration when the district includes thirty-five or more music educators. When the staff reaches fifty music teachers, a second administrator is added. The number of administrators is adjusted proportionately when the staff is larger. Scheduling and Course Offerings The course offerings and scheduling arrangements for the choral/general music program in the elementary school meet the following standards:
Basic Program No fewer than 60 minutes per week per class is allocated to general music. Each music teacher has at least forty-five consecutive minutes during the school day for preparation and evaluation Each child, K-5/6, receives music instruction in school at least two times weekly from a qualified music specialist. Classes in general music are no larger than classes in other academic subjects in the school. Instruction is offered in recorder and at least one of the following: guitar, keyboard instruments, electronic instruments, or Orff instruments. Each student participates in one group performance each year for parents, peers and/or the community. When students with disabilities are included in regular music classes: · Music educators are involved in placement decisions, have had in-service training in special education, and are fully informed about the needs of each student. · Consideration is given to placement on whether or not the student can benefit from the participation. · Placement does not result in classes exceeding standard class size by more than 10%. · Placement does not result in a disproportionate number of students with disabilities in any class. Music instruction is provided in special education classes for those students with disabilities who are not included in regular music classes. Students with disabilities are given the opportunity to participate in elective choral and instrumental experiences. Special experiences in music are designed for gifted and talented students according to their abilities and interests. Special experiences are available for musically gifted students. Field Trips/In-School Performances Basic Program All students K-5/6 attend live performances staged by other student groups in the school during the school day. All students in grades K-5/6 attend at least one live performance by professional musicians or a concert performance by a middle school or high school music organization each year. Students are prepared for concerts before the performance dates by their music teachers. Appropriate concert etiquette is taught. Music and classroom teachers attend all music performances with their students and do appropriate follow-up activities.	Quality Program Between 75 and 150 minutes per week is allocated per class to general music. Each music teacher has at least forty-five consecutive minutes during the school day for preparation and evaluation. Each child, PreK-5/6, receives music instruction in school at least three times weekly from a qualified music specialist. Classes in general music are no larger than classes in other academic subjects in the school. Instruction is offered in recorder and at least two of the following: guitar, keyboard instruments, electronic instruments, or Orff instruments. Each student participates in one group performance each year for parents, peers and/or the community. When students with disabilities are included in regular music classes: · Music educators are involved in placement decisions, have had in-service training in special education, and are fully informed about the needs of each student. · Consideration is given to placement on whether or not the student can benefit from the participation. · Placement does not result in classes exceeding standard class size by more than 10%. · Placement does not result in a disproportionate number of students with disabilities in any class. When students with disabilities are unable to be successfully included in regular music classes, music therapist services are provided. Students with disabilities are given the opportunity to participate in elective choral and instrumental experiences. Special experiences in music are designed for gifted and talented students according to their abilities and interest. Students are identified as gifted and talented in music and special classes and curriculum are developed to meet their needs. In addition, intermediate students are provided the opportunity to participate in a choir that performs at least twice per year. Meeting times during the school day are preferred. Quality Program All students K-5/6 attend live performances staged by other student groups in the school during the school day. All students in grades K-5/6 attend at least one live performance by professional musicians and a concert performance by a middle school or high school music organization each year. Students are prepared for concerts before the performance dates through an interdisciplinary approach by their music and classroom teachers. Appropriate concert etquette is taught. Music and classroom teachers attend all music performances with their students and do appropriate follow-up activities. All students attend live performances by a band, orchestra and a choir in fourth and fifth grade.
Staffing The quality of a music program ultimately depends on the excellence of its teachers. The demands on elementary music educators are great. The music administrator is an integral part of the interview process and the selection of staff. Appropriate opportunities for professional growth are provided on a regular basis. The staffing arrangements for the music program in grades K-5/6 meet the following standards:
Basic Program Music is taught by music specialists, complimented by classroom teachers. The teacher-pupil ratio in general classroom music is no greater than 1:500. No music educator teaches more than 25 contact hours per week or more than ten classes per day. Sufficient time for travel and room preparation is computed in the teaching load of teachers who move from school to school or room to room. Each music educator is permitted at least two days, with pay, of professional leave each year for in-service education. These days may be devoted to a program arranged by the district or to activities proposed by the teacher. Special education music classes are no larger than other special education classes, and teacher aides are provided for special education music classes if aides are provided for other special education classes. Each music educator working with special education students has received appropriate formal training in special education. Each music educator working with special education classes has convenient access to trained professionals in special education for purposes of consultation.	Quality Program Music is taught by music specialists, complimented by classroom teachers. The teacher-pupil ratio in general classroom music is no greater than 1:400. No music educator teaches more than 24 contact hours per week or more than seven classes per day. Sufficient time for travel and room preparation is computed in the teaching load of teachers who move from school to school or room to room. The district provides a regular program of inservice education that includes at least two days, with pay, of professional activities arranged by the district each year for each music educator. Each teacher is permitted at least two additional days of leave with pay each year for professional activities proposed by the teacher and approved by the district. Special education music classes are taught by music therapists and are no larger than other special education classes. Teacher aides are provided for special education music classes if aides are provided for other special education classes. Each music educator working with special education students has received appropriate formal training in special education. Each music educator working with special education classes has convenient access to trained professionals in special education for purposes of consultation.
Materials and Equipment Materials and equipment are provided for the music program in the elementary school in accordance with the following standards:
Basic Program A complete set of currently adopted music textbooks and accompanying recordings is available for each grade level for each music teacher in each building. Recordings and teacher's editions of the textbooks are readily available for classroom teachers. Also available in each school: · other recordings that include folk dances, music for creative movement activities, music for holidays, rhythm band, patriotic music, and classical music collections representing major periods of music history · pictures of band and orchestra instruments · portraits of composers · media suitable for teaching music theory, classical music, and instruments of the orchestra · books such as folk song collections, children's song books, music appreciation, and stories of operas. A library or student resource center that contains a variety of music instructional materials is maintained in each school. For each choir, a library of music is maintained that includes no fewer than 25 titles and is increased annually. Sufficient copies of each title are available for the students enrolled. A library of musicals and other materials for music class programs is maintained and is increased annually. Each room used for music instruction has convenient access to a quality acoustic or electronic piano, computer station with CD- ROM and MIDI keyboard, printer and appropriate software, sufficient music stands, a set of portable choral risers, and a quality sound reproduction system including a dual cassette for recording, CD player, turntable, amplifier, speakers. Available at each school: · dual cassette "boom box" · electronic keyboard with exterior speaker/amplifier, extra live-in jack for accompaniment, tape play-back and sound module. Each room where music is taught has convenient access to the following: assorted drums, woodblocks, six pairs of rhythm sticks, sandblocks, maracas, claves, cymbals, finger cymbals, tambourines, triangles, cowbell, one set of resonator bells, jingle bells, jingle clogs, gong, assorted xylophone-type instruments, four Autoharp- type instruments, guitar and five electronic keyboards with full-sized keys. one soprano metallophone, one alto metallophone, one bass metallophone, two soprano glockenspiels, two alto glockenspiels, one soprano xylophone, one alto xylophone, one bass xylophone, one pair of Roto-toms or tunable timpani, five autoharps, three hand drums (12" adjustable), one slit log drum, one set temple blocks, overhead projector, TV and VCR, media presentation hardware, metronome. Each child by 5th grade has his/her own recorder purchased by the student or the school. All equipment is maintained in good repair, with pianos tuned twice each year and electronic equipment checked yearly. An annual budget is provided for the repair and maintenance of instruments and equipment that is equal to at least four percent of the current replacement value of the total inventory of instruments and equipment. An annual budget of $1.50 per student is designated for the purchase of special supplies, materials, computer software and equipment needed for the teaching of music. The district maintains a fund for their replacement of school-owned instruments and contributes annually to this fund an amount equal to at least seven percent of the current replacement value of the total inventory of instruments. Pianos are replaced on a twenty-year cycle.	Quality Program A complete set of currently adopted music textbooks and accompanying recordings is available for each grade level for each music teacher in each building. Recordings and teacher's editions of the textbooks are readily available for classroom teachers. Also provided for each music teacher: · other recordings that include folk dances, music for creative movement activities, music for holidays, rhythm band, patriotic music, and classical music collections representing major periods of music history · pictures of band and orchestra instruments · portraits of composers · media suitable for teaching music theory, classical music, and instruments of the orchestra · books such as folk song collections, children's song books, music appreciation, and stories of operas. A library or student resource center that contains a variety of books, periodicals, scores, media, transparencies, sound recordings, solo music, computers and software, self-instructional materials, and supplementary print materials is maintained in each school. For each choir, a library of music is maintained that includes no fewer than 40 titles and is increased annually by no fewer than five titles. Sufficient copies of each title are available for the participating students. A library of musicals and other materials for music class programs is maintained and is increased annually. Each room used for music instruction has convenient access to a quality acoustic or electronic piano, five computer stations with CD-ROM and MIDI keyboards, printers and appropriate software, sufficient music stands, a set of portable choral risers, quality sound reproduction system including a dual cassette stereo recorder, CD player, a stereo record player, a high-quality amplifier with speakers; six pairs of earphones with a listening station, and cassette tape recorder. Available at each school: · dual cassette "boom box" · electronic keyboard with exterior speaker/ amplifier, extra live-in jack for accompaniment, tape play-back and sound module. Each room where music is taught has convenient access to the following: fifteen pairs of rhythm sticks, five pairs of sandblocks, five woodblocks of various sizes, three tom-toms of various sizes, two sets of claves, two sets of castanets, four pairs of maracas, two guiros, three sets of finger cymbals, a large gong, cowbell, three sets of jingle bells, jingle clogs, a set of tuned temple blocks, one bass metallophone, one alto metallophone, one soprano metallophone, one bass xylophone, two alto xylophones, two soprano xylophones, six alto glockenspiels, six soprano glockenspiels, three large sets of chromatic resonator tone bells (two-and-a-half or three-octave), ten electronic keyboards with full-sized keys, four Autoharp-type instruments, six guitars, four ukuleles, baritone ukulele, three hand drums (12" adjustable), one slit log drum, one set temple blocks, overhead projector, TV and VCR, media presentation hardware, metronome, and chairs with bookracks. Each child by 4th grade has his/her own recorder, purchased by the student or school. All equipment is maintained in good repair, with pianos tuned at least two times each year and electronic equipment checked yearly. An annual budget is provided for the repair and maintenance of instruments and equipment that is equal to at least eight percent of the current replacement value of the total inventory of instruments and equipment. An annual budget of $2.00 per student is designated for the purchase of recordings, tapes, computer software, and other special supplies, materials and equipment needed for the teaching of music. The district maintains a fund for the replacement of school-owned instruments and contributes annually to this fund an amount equal to at least ten percent of the current replacement value of the total inventory of instruments. Pianos are replaced on a fifteen-year cycle.
Standards for Implementation for Music at the Secondary Level Back to top
Supervision and Administration An educator in each school district is designated as coordinator or administrator to provide leadership for the secondary band, choral, orchestra and general music programs. This person is employed on a full-time basis with an eleven-month contract for administration when the district includes thirty-five or more music educators. When the staff reaches fifty music teachers, a second administrator is added. The number of administrators is adjusted proportionately when the staff is larger. Operating Budget
Basic Program Funding is provided for the following: · professional staff · student transportation, housing · instrument repair/piano tuning · instructional supplies · capital outlay purchases (instrument and equipment replacement and additions) · consulting fees · awards · competition/festival entry fees · technology · uniform purchase and upkeep. A minimum of ten additional contract days above the number for classroom teachers are allotted for directors of performing groups. A stipend is given commensurate with the extra responsibilities assumed and duties performed in the evenings and on weekends in conjunction with concerts and other performances by students. Marching band directors are on an eleven- month contract.	Quality Program Funding is provided for the following: · professional staff · student transportation, meals, housing · instrument repair/piano tuning · instructional supplies · capital outlay purchases (instrument and equipment replacement and additions) · consulting fees · awards · competition/festival entry fees · technology · uniform purchase and upkeep. A minimum of ten additional contract days above the number for classroom teachers are allotted for directors of performing groups. A stipend is given commensurate with the extra responsibilities assumed and duties performed in the evenings and on weekends in conjunction with concerts and other performances by students. Marching band directors are on an eleven-month contract.
Standards for Implementation for Music in the Middle/Junior High School Back to top
Curriculum Every music course, including performance courses, provides experiences in performing, improvising, creating, listening to, and analyzing music in addition to focusing on its specific subject matter, Also included are learning experiences designed to develop the ability to read music, use the notation and terminology of music, describe music, make informed evaluations concerning music, and understand music and music practices in relation to history, to culture, and to other disciplines in the curriculum. The music taught includes music representing diverse genres and styles from various periods and cultures. The music curriculum is described and outlined in a series of sequential and articulated curriculum guides for each grade level or course. Scheduling and Course Offerings The course offerings and scheduling arrangements for the music program in grades 6-8/7-9 meet the following standards:
Basic Program The schedule allows all students in all grade levels to choose one music elective in addition to all required subjects, and foreign language if offered. Every effort is made to avoid scheduling single-section courses in music against single-section courses in other required subjects. General music is required for all students in grade six, excluding those who participate in musical performing groups. General music is open to all students regardless of vocal proficiency. General music classes meet for a minimum of 90 class periods of 45 to 60 minutes each per year and are no larger than the average class size for the school. Beginning and intermediate instruction is available in band, choir and orchestra. Beginning instrumental music classes are limited to no more than 25 students in each class and are scheduled so that no more than two different instruments (which are both from the same family) are taught in any one class. Percussion classes include percussion students only. Performance classes for band, choir and orchestra are offered and scheduled so all members of each ensemble meet for at least 45 minutes daily as a unit. At least two band, choir and orchestra ensembles are offered at each school. They are differentiated by the experience ability of their members. Sufficient vocal proficiency is a prerequisite for placement in choral music classes. Each large ensemble presents three to five performances each year for parents, peers and the community, including demonstrations of instruction and open rehearsals. Participation in a program of individualized instruction and small ensembles is available to any student desiring such experience as a part of the band, choir and orchestra programs. All students in band, choir and orchestra are encouraged to participate in small ensembles and private lesson programs. Summer band programs (minimum five days) supplement the academic year program. When students with disabilities are included in regular music classes: · music educators are involved in placement decisions and are fully informed about the needs of each student. · consideration is given to placement on whether or not the student can benefit from the participation. · placement does not result in classes exceeding standard class size for the school by more than 10%. · placement does not result in a disproportionate number of disabled students in any class · music educators working with special education students have received in-service training in special education. Music instruction is provided in special education classes for those students with disabilities not included in regular music classes.	Quality Program The schedule allows all students in all grade levels to choose two or more music electives in addition to all required subjects, and foreign language if offered. Every effort is made to avoid scheduling single-section courses in music against single-section courses in other required subjects. General music is offered at each grade level and required of all students in grade six, excluding those who participate in musical performing groups. Courses or modules in specific musical topics are offered, including, for example, classes in American music, musical theater, electronic music, guitar, recorder, voice, keyboard, and lives and works of selected composers. General music is open to all students regardless of vocal proficiency. General music classes meet for a minimum of 180 class periods of 45 to 60 minutes each per year and are no larger than the average class size for the school. Beginning and intermediate instruction is available in band, choir and orchestra. Beginning instrumental music classes are limited to no more than 20 students in each class and are scheduled by like instrument whenever there are at least 15 students taking that instrument. Percussion classes include percussion students only. Performance classes for band, orchestra and choir are offered and scheduled so that all members of each ensemble meet for at least 45 minutes daily as a unit. At least two band, choir and orchestra ensembles are offered at each school. They are differentiated by the experience and ability of their members. The schedule allows for advanced students from lower grades to be scheduled into the more advanced ensembles. Sufficient vocal proficiency is a prerequisite for placement in choral music classes. Each large ensemble presents five to ten performances each year for parents, peers and the community, including demonstrations of instruction and open rehearsals. Participation in a program of individualized instruction and small ensembles is available to any student desiring such experience as a part of the band, choir and orchestra programs. All students in band, choir and orchestra are encouraged to participate in small ensembles and private lesson programs. Summer band, choir and orchestra programs (ten to fifteen days) supplement the academic year program. When students with disabilities are included in regular music classes: · music educators are involved in placement decisions and are fully informed about the needs of each student. · consideration is given to placement on whether or not the student can benefit from the participation. · placement does not result in classes exceeding standard class size for the school by more than 10%. · placement does not result in a disproportionate number of disabled students in any class þ music educators working with special education students have received in-service training in special education. In addition to being included in regular music classes, students with disabilities receive special music instruction in their special education classes.
Staffing The quality of a music program ultimately depends on the excellence of its teachers. The demands on music educators in grades 6-8M-9 are great. The music administrator is an integral part of the interview process and the selection of staff. Appropriate opportunities for professional growth are offered on a regular basis. The staffing arrangements for the music program in grades 6-7/8-9 meet the following standards:
Basic Program Music educators responsible for general music teach no more than 300 minutes per day of pupil contact time. There are a minimum of two instrumental and one choral/general music teacher units assigned to each campus of 800-1000 students. When enrollment in any program exceeds 150 students, an additional director is added. No band, choir or orchestra director has more than five different preparations each day. Each music teacher has at least forty- five consecutive minutes during the school day for preparation and evaluation. A paid accompanist is provided for choral music dress rehearsals and concerts. Sufficient time for travel and room preparation is computed in the teaching load of teachers who move from school to school. Each music educator is permitted at least two days for professional leave, with pay, each year for in-service education. These days may be devoted to a program arranged by the district or to activities proposed by the teacher and approved by the district. Each music educator working with special education students has received at least some pre-service or in-service training in special education. Each music educator working with special education classes has convenient access to trained professionals in special education for purposes of consultation.	Quality Program Music educators responsible for general music teach no more than 250 minutes per day of pupil contact time. There are a minimum of two band, two orchestra and two choral/general music teachers assigned to each campus of 800-1000 students. When enrollment in any program exceeds 125 students, an additional director is added. No band, choir or orchestra director has more than five different preparations each day, nor is expected to take primary responsibility for planning for and directing more than one large performing ensemble. Each music teacher has additional time for preparation and evaluation above the forty-five minute minimum. A paid accompanist is provided for large choral ensembles on a daily basis. Sufficient time for travel and room preparation is computed in the teaching load of teachers who move from school to school. The district provides a regular program of in- service education that includes at least two days, with pay, of professional activities arranged by the district each year for each music educator. Each teacher is permitted at least two additional days of leave, with pay, each year for professional activities proposed by the teacher and approved by the district. Each music educator working with special education students has received formal training in special education. Each music educator working with special education students has convenient access to trained professionals in special education for purposes of consultation.
Materials and Equipment Materials and equipment are provided for the choir/band/orchestra/general music program in grades 6-8/7-9 in accordance with the following standards:
Basic Program A complete set of currently adopted music textbooks and accompanying recordings is available for each grade level for each teacher in each building for general music classes. An instruction book and textbooks are provided for each student in band, choir and orchestra. A library or student resource center that contains a variety of instructional materials is maintained in each school. A library of music for performing groups is provided that contains at least 50 titles for each type of group, and at least ten new titles for each type of group are added each year. The library of music for performing groups is sufficient in size to provide a copy of music for each student in each performing group. Music folders are provided for each member of each performing organization. Libraries of small ensemble music are provided for band, choir and orchestra. Each contains at least 50 titles for various types of solos and ensembles, and at least ten new titles are added each year to each of the three libraries. Each room used for music instruction has convenient access to a high quality acoustic or electronic piano with sequencer, heavy-duty music stands and chairs that are designed for use by musicians that will accommodate the largest ensemble assigned to each room, a conducting stand and podium, tuning device, metronome, an overhead projector, appropriate media presentation hardware, a computer station with CD-ROM and MIDI keyboard, printer and appropriate software, and a quality stereo sound system including dual cassette deck, CD player, turntable, amplifier and speakers. The following equipment is available in each school: · dual cassette "boom box" · electronic keyboard with exterior speaker/amplifier, extra live-in jack for accompaniment, tape playback · quality sound recording system with microphones designed for music. Each room where general music is taught has convenient access to the following: One 50-piece set of rhythm band instruments, one soprano metallophone, one alto metallophone, one bass metallophone, two soprano glockenspiels, two alto glocken-spiels, one soprano xylophone, one alto xylophone one bass xylophone, one pair of Roto-toms or tunable timpani, five auto-harps, 12 to 14 guitars (one/two instrument/student ratio), three sets resonator bells (two octaves), three hand drums (10" adjustable), three hand drums (12" adjustable), one slit log drum, one set temple blocks, metronome and 10 electronic keyboards with full-sized keys. Portable risers and accoustical shells are provided to accommodate the largest performing choral and instrumental groups in the school. All equipment is maintained in good repair, with pianos tuned at least twice each year and electronic equipment checked yearly. An annual budget is provided for the repair and maintenance of classroom instruments and equipment that is equal to at least four percent of their total current replacement value. Pianos are replaced on a 20-year cycle. The following instruments and related equipment are provided for the band program (as dictated by instrumental needs): C piccolos, bass clarinets, tenor saxophones, baritone saxophones, oboes, bassoons, French horns, euphoniums, 3/4 and full-sized tubas, concert snare drums, double-tension concert bass drums, crash cymbals, suspended cymbals, pedal timpani, tambourines, triangles, xylophones, chimes, orchestra bells, assorted percussion equipment, drum stands, movable percussion cabinet, tuba chairs, and photocopier. Additional instruments are provided in situations in which students have difficulty in purchasing instruments. Violas, cellos in three-quarter and full sizes, and string basses in quarter, half and three-quarter sizes are provided as needed for the orchestra program. Funds are provided for a complete dress uniform for each student enrolled in performing groups The district maintains a fund for the replacement of school-owned instruments and contributes annually to this fund an amount equal to at least ten percent of the current replacement value of the total inventory of band and orchestra instruments.	Quality Program A complete set of currently adopted music textbooks and accompanying recordings is available for each grade level for each teacher in each building for general music classes. An instruction book, textbooks and supplementary materials are provided for each student enrolled in band, choir and orchestra. A library or student resource center that contains a variety of books, periodicals, scores, media, sound recordings, solo music, computers and software, self-instructional materials, and supplementary print materials is maintained in each school. A library of music for performing groups is provided that contains at least 75 titles for each type of group, and at least 15 new titles for each type of group are added each year. The library of music for performing groups is sufficient in size to provide a copy of music for each student in each performing group. Music folders are provided for each member of each performing organization. Libraries of small ensemble music are provided for band, choir and orchestra. Each contains at least 75 titles for various types of solos and ensembles, and at least fifteen new titles are added each year to each of the three libraries. Each room used for music instruction has convenient access to a high quality acoustic or electronic piano with sequencer, heavy- duty music stands and chairs that are designed for use by musicians that will accommodate the largest ensemble assigned to each room, a conducting stand and podium, tuning device, metronome, an overhead projector, appropriate media presentation hardware, five computer stations with CD-ROM and MIDI keyboards, printers and appropriate software, and a quality stereo sound system including dual cassette deck, CD player, turntable, amplifier and speakers. The following equipment is available in each schpol: · dual cassette "boom box" · electronic keyboard with exterior speaker/amplifier, extra live-in jack for accompaniment, tape playback · quality sound recording system with microphones designed for music. Each room where general music is taught has convenient access to the following: A piano lab accommodating 16-30 students, a 50- piece set of rhythm band instruments, one soprano metallophone, one alto metallophone, one bass metallophone, two soprano glockenspiels, two alto glockenspiels, one soprano xylophone, one alto xylophone one bass xylophone, one pair of Roto-toms or tunable timpani, five auto- harps, 12 to 14 guitars (one/two instrument/student ratio), three sets resonator bells (two octaves), three hand drums (10" adjustable), three hand drums (12" adjustable), one slit log drum, and one set temple blocks. Portable risers and accoustical shells are provided to accommodate the largest performing choral and instrumental groups in the school. All equipment is maintained in good repair, with pianos tuned at least three times each year and electronic equipment checked yearly. An annual budget is provided for the repair and maintenance of classroom instruments and equipment that is equal to at least six percent of their total current replacement value. Pianos are replaced on a 15-year cycle. The following instruments and related equipment are provided for the band program (as dictated by instrumental needs): C pic- colos, bass and contra-alto clarinets, tenor and baritone saxophones, oboes, bassoons, French horns, euphoniums, 3/4 and full-sized tubas, concert snare drums, double-tension concert bass drums, crash cymbals, suspended cymbals, pedal timpani, tambourines, triangles, xylophones, marimbas, chimes, orchestra bells, assorted percussion equipment, drum stands, movable percussion cabinet, tuba chairs, and photocopier. Additional instruments are provided in situations in which students have difficulty in purchasing instruments. Violas, cellos in three-quarter and full sizes, string basses in quarter, half and three- quarter sizes, and harps are provided as needed for the orchestra program. Funds are provided for a complete dress uniform for each student enrolled in performing groups. The district maintains a fund for the replacement of school-owned instruments and contributes annually to this fund an amount equal to at least ten percent of the current replacement value of the total inventory of band and orchestra instruments.
Standards for Implementation for Music in the High School Back to top
Curriculum Every music course, including performance courses, provides experiences in performing, improvising, creating, listening to, and analyzing music in addition to focusing on its specific subject matter. Also included are learning experiences designed to develop the ability to read music, use the notation and terminology of music, describe music, make informed evaluations concerning music, and understand music and music practices in relation to history, to culture, and to other disciplines in the curriculum. The music taught includes music representing diverse genres and styles from various periods and cultures. The music curriculum is described and outlined in a series of sequential and articulated curriculum guides for each course. Scheduling and Course Offerings The course offerings and scheduling arrangements for the band, choral, orchestra and general music program in grades 9-12/10-12 meet the following standards:
Basic Program The schedule allows all students in grades 9 & 10 to enroll in at least one music elective, and all students in grades 11 & 12 to enroll in at least two music electives in addition to all required subjects and foreign language, if offered. Every effort is made to avoid scheduling single-section courses in music against single-section courses in other required subjects. Instruction for intermediate and advanced band, orchestra and choral students is available. Band, orchestra and choir are offered and are scheduled so that all members of each ensemble meet daily as a unit, Sufficient proficiency is a prerequisite for placement in all performance classes. At least two choir, band and orchestra ensembles are offered in each school; these are differentiated by the experience and abilities of their members. At least one alternative performing organization is available for vocal students (madrigal singers, show choir), band students (jazz or stage band), and orchestra students (chamber ensemble, studio orchestra). Membership in these organizations is restricted to students currently enrolled in appropriate major ensembles except with the approval of both the music educator and the principal. One semester of music theory or music history and literature is available to all students. All performing organizations and academic music courses meet for a normal instructional period. When students with disabilities are included in regular music classes: · music educators are involved in placement decisions and are fully informed about the needs of each student. · consideration is given to placement on whether or not the student can benefit from the participation. · placement does not result in a disproportionate number of disabled students in any class · music educators working with special education students have received in- service training in special education. Academic credit is awarded for music study. Grades earned in music courses are considered in determining the grade-point averages and class rankings of students. Participation in a program of individualized instruction and small ensembles is available to any student desiring such experience as a part of the band, choir and orchestra programs. All students in band, choir and orchestra are encouraged to participate in small ensembles and private lesson programs	Quality Program The schedule allows all students in all grade levels to enroll in two music electives in addition to all required subjects and foreign language, if offered. Every effort is made to avoid scheduling single-section courses in music against single-section courses in other required subjects. Instruction for beginning, intermediate, and advanced band, orchestra and choral students is available. Band, orchestra and choir are offered and are scheduled so that all members of each ensemble meet daily as a unit. Sufficient proficiency is a prerequisite for placement in all performance classes. At least three choir, band and orchestra ensembles are offered in each school; these are differentiated by the experience and abilities of their members. At least two alternative performing organizations are available for vocal students (madrigal singers, show choir), band students (jazz or stage band), and orchestra students (chamber ensemble, studio orchestra). Membership in these organizations is restricted to students currently enrolled in appropriate major ensembles except with the approval of both the music educator and the principal. One music theory course and one course in music history and literature, each at least two semesters in length, are available to all students. Advanced placement in music theory is available to qualified students and carries honors credit. Classes in piano and guitar are also available. All performing organizations and academic music courses meet daily for a normal instructional period. When students with disabilities are included in regular music classes: · music educators are involved in placement decisions and are fully informed about the needs of each student. · consideration is given to placement on whether or not the student can benefit from the participation. · placement does not result in a disproportionate number of disabled students in any class · music educators working with special education students have received in-service training in special education. Academic credit is awarded for music study. Grades earned in music courses are considered in determining the grade-point averages and class rankings. In schools where honors courses are offered, courses are designed which allow students in advanced music ensembles to earn honors credit by achieving above and beyond what is expected of students not enrolled in honors music classes. Grades should be weighted for music honor courses the same as for other disciplines. Participation in a program of individualized instruction and small ensembles is available to any student desiring such experience as a part of the band, choir and orchestra programs. All students in band, choir and orchestra are encouraged to participate in small ensembles and private lesson programs.
Staffing The quality of a music program ultimately depends on the excellence of its teachers. The demands on music educators in the high school are great. The music administrator is an integral part of the interview process and the selection of staff. Appropriate opportunities for professional growth are offered on a regular basis. The staffing arrangements for the music program in grades 9-12/10-12 meet the following standards
Basic Program The number of music educators is sufficient to teach the courses specified under "Scheduling and Course Offerings" including the instruction of small ensembles. There are a minimum of two full-time instrumental and one full-time choral teachers at each campus. Individualized instruction is available to students in addition to these units. All directors of performing groups have specialized knowledge and training in performance techniques and repertoire appropriate for the groups for which they are responsible. Instrumental teachers have had training on all instruments in the ensembles they conduct. There are a minimum of three instrumental and one choral/general music teacher units assigned to each campus of 800-1000 students. When enrollment in any program exceeds 150 students, an additional director is added. No band, choir or orchestra director has more than five different preparations each day and adjustments are made for large classes or groups. Each band, choir and orchestra director has a minimum of 60 minutes each day for planning, preparation and vertical teaming. Teachers with more than two large performing groups have an extra period each day for planning. Sufficient time for travel and room preparation is computed in the teaching load of teachers who move from school to school. Each music educator is permitted at least two days of professional leave, with pay, each year for in-service education. These days may be devoted to a program arranged by the district or to activities proposed by the teacher. A paid accompanist is provided for choral music dress rehearsals and concerts.	Quality Program The number of music educators is sufficient to teach the courses specified under "Scheduling and Course Offerings" including the instruction of small ensembles. There are a minimum of three full-time instrumental and two full-time choral teachers at each campus. Individualized instruction is available to students in addition to these units. Provisions are made for supplemental instructors for auxiliary units as needed. All directors of performing groups have specialized knowledge and training in performance techniques and repertoire appropriate for the groups for which they are responsible. Instrumental teachers have had training on all instruments in the ensembles they conduct. There are a minimum of two band, two orchestra and two choral/general music teachers assigned to each campus of 800- 1000 students. When enrollment in any program exceeds 125 students, an additional director is added. No band, choir or orchestra director has more than four different preparations each day and adjustments are made for large classes or groups and for additional non-teaching administrative responsibilities. Each band, choir and orchestra director has a minimum of 90 minutes each day for planning, preparation and vertical teaming. Sufficient time for travel and room preparation is computed in the teaching load of teachers who move from school to school. The district provides a regular program of in- service education that includes at least two days, with pay, of professional activities arranged by the district each year for each music educator. Each teacher is permitted at least two additional days of leave each year, with pay, for professional activities proposed by the teacher and approved by the district. A paid accompanist is provided for large choral ensembles on a daily basis.
Materials and Equipment Materials and equipment are provided for the choir/band/orchestra/general music program in grades 9-12/10-12 in accordance with the following standards:
Basic Program An instruction book and textbook is provided for each student in band, orchestra and choir. Instructional materials are provided for each student enrolled in any other music offerings. A library or student resource center that contains a variety of instructional materials is maintained in each school. A library of music for performing groups is provided that contains at least 50 titles for each type of group, and at least 10 new titles for each type of group are added each year. The library of music for performing groups is sufficient in size to provide a copy of music for each student in each performing group. Music folders are provided for each member of each performing organization. Libraries of small ensemble music are provided for band, choir and orchestra. Each contains at least 50 titles for various types of solos and ensembles, and at least ten new titles are added each year to each of the three libraries. Each room used for music instruction has convenient access to quality acoustic and electronic pianos with synthesizers, heavy- duty music stands and chairs that are designed for use by musicians that will accommodate the largest ensemble assigned to each room, a conducting stand and podium, tuning device, metronome, an overhead projector, a screen, and a quality stereo sound system including dual cassette deck, CD player, turntable, amplifier and speakers. A grand piano, TV camera, VCR and monitor are available in each school. The following equipment is available in each school: · dual cassette "boom box" · electronic keyboard with exterior speaker/amplifier, extra live-in jack for accompaniment, tape playback · two computer stations with CD-ROM, MIDI keyboards, printers and appropriate software · quality sound recording system with microphones designed for music · quality portable public address system for small performing ensembles. Music theory classrooms are equipped with MIDI systems connected through a LAN. This system uses current software to facilitate instruction in developing keyboard, aural, and notation skills, as well as offering playback capability at the local workstation and teacher workstation. Music history and literature classrooms have presentation media comparable to other classrooms with the addition of a stereo system. Portable risers and accoustical shells are provided to accommodate the largest performing instrumental and choral groups in the school. All equipment is maintained in good repair, with pianos tuned at least twice each year and electronic equipment checked yearly. An annual budget is provided for the repair and maintenance of classroom instruments and equipment that is equal to at least four percent of their total current replacement value. The following instruments and related equipment are provided for the band program (as dictated by instrumental needs): C piccolos, soprano (E flat), contra-alto and bass clarinets, tenor saxophones, baritone saxophones, oboes, bassoons, French horns, euphoniums, tubas, concert snare drums, concert bass drums, crash cymbals, suspended cymbals, pedal timpani, tambourines, triangles, xylophones, marimbas, orchestra bells, chimes, gong, drum set, assorted percussion equipment, drum stands, specialized marching brass and percussion instruments, auxiliary marching equipment, movable percussion cabinet, and photocopier. Additional instruments are provided in situations in which students have difficulty in purchasing instruments. Harps and violas, cellos, and string basses in three-quarter sizes are provided as needed for the orchestra program. Funds are provided for a complete dress uniform for each student enrolled in any performing group on a 10-year replacement cycle. The district maintains a fund for the re- placement of school-owned instruments and contributes annually an amount equal to at least seven percent of the current replacement value of the total inventory of instruments. Pianos are replaced on a 20- year cycle. The band hall is adjacent and immediately accessible to a full-sized practice field designated only for marching rehearsals. The field is maintained and accurately lined on a regular basis and has a director's tower meeting OSHA standards of at least twenty feet in height.	Quality Program An instruction book, textbook and supplementary materials are provided for each student enrolled in band, orchestra and choir. Instructional materials are provided for each student enrolled in any other music offerings. A library or student resource center that contains a variety of books, periodicals, scores, media, transparencies, sound recordings, solo music, computers and software, self-instructional materials, and supplementary print materials is maintained in each school. A library of music for performing groups is provided that contains at least 75 titles for each type of group, and at least 15 new titles for each type of group are added each year. The library of music for performing groups is sufficient in size to provide a copy of music for each student in each performing group. Music folders are provided for each member of each performing organization. Libraries of small ensemble music are provided for band, choir and orchestra. Each contains at least 75 titles for various types of solos and ensembles, and at least fifteen new titles are added each year to each of the three libraries. Each room used for music instruction has convenient access to quality acoustic and electronic pianos with synthesizers, heavy- duty music stands and chairs that are designed for use by musicians that will accommodate the largest ensemble assigned to each room, a conducting stand and podium, tuning device, metronome, an overhead projector, a screen, and a quality stereo sound system including dual cassette deck, CD player, turntable, amplifier and speakers, TV camera, VCR and monitor. A grand piano is available in each school. The following equipment is available in each school: · dual cassette "boom box" · electronic keyboard with exterior speaker/amplifier, extra live-in jack for accompaniment, tape playback · at least five computer stations with CD- ROM, MIDI keyboards, CD-ROM player, printers and appropriate software · quality sound recording system with microphones designed for music · quality portable public address system for small performing ensembles. Music theory classrooms are equipped with MIDI systems connected through a WAN. This system uses current software to facilitate instruction in developing keyboard, aural, and notation skills, as well as offering playback capability at the local workstation and teacher workstation. Music history and literature classrooms have presentation media comparable to other classrooms with the addition of a stereo system. Portable risers and accoustical shells are provided to accommodate the largest performing instrumental and choral groups in the school. All equipment is maintained in good repair, with pianos tuned three times each year and electronic equipment checked yearly. An annual budget is provided for the repair and maintenance of classroom instruments and equipment that is equal to at least six percent of their total current replacement value. The following instruments and related equipment are provided for the band program (as dictated by instrumental needs): C pic- colos, soprano (E-flat), contra-alto, and bass clarinets, soprano and tenor saxophones, baritone saxophones, English horn, oboes, bassoons, French horns, euphoniums, tubas, concert snare drums, concert bass drums, crash cymbals, suspended cymbals, pedal timpani, tambourines, triangles, xylophones, marimbas, vibraphone, orchestra bells, chimes, gong, drum set, assorted percussion equipment, specialized marching brass and percussion instruments, auxiliary marching equipment, drum stands, movable percussion cabinet, and photocopier. Additional instruments are provided in situations in which students have difficulty in purchasing instruments. Full-sized pedal harps, violas, cellos and string basses in three-quarter and full sizes are provided as needed for the orchestra program. Funds are provided for formal concert attire for each student enrolled in any performing group on a 8-year replacement cycle. In addition, separate marching band and auxiliary unit uniforms are provided on the same replacement cycle. The district maintains a fund for the replacement of school-owned instruments and contributes annually an amount equal to at least ten percent of the current replacement value of the total inventory of instruments. Pianos are replaced on a 15-year cycle. The band hall is adjacent and immediately accessible to a full-sized football field designated only for marching rehearsals. A paved surface is available in the event of inclement weather. The field is maintained and accurately lined on a regular basis and has a director's tower meeting OSHA standards of at least twenty feet in height.
THE ELEMENTARY SCHOOL MUSIC PROGRAM Facilities Back to top
Facilities of adequate size and appropriate design are necessary to accommodate effective instruction in the essential elements of the elementary school music curriculum which include activities of singing, listening, and moving to music. The music classroom should have the following characteristics: The room size should be at least one-third larger than the standard classroom and should provide floor space adequate for class seating and for performing movement activities. The location of the room should be removed from the regular classroom area because of sound factors that may cause disruption of other classes. However, an adjacent location to regular classrooms is possible if acoustical treatment exists to minimize sound problems. Both base and wall cabinets for storage of materials and equipment should be lockable and located along the perimeter of the room. The room should provide book shelves sufficient for storing several class sets of textbooks and other materials. Provisions for accommodating heavy student traffic should include double doors and/or dual entrance/exits. The use of carpet for floor covering is recommended, because it provides excellent acoustical effect and student comfort during movement activities. The use of the regular classroom for the teaching of music is sometimes necessary. In this case, teachers should adjust the classroom environment as much as possible to accommodate the unique needs of the program.
THE SECONDARY SCHOOL INSTRUMENTAL PROGRAM Facilities Back to top
Rehearsal Facilities The music building or wing is unique in requirements of space and design. Facilities that appear to be completely adequate from the standpoint of overall floor space are often deficient for music purposes. Instrumental music facilities should reflect the following characteristics: The main rehearsal area should be large enough to accommodate the largest group that will ultimately use the room. Space should be adequate to provide for flexibility of seating, with at least 10 to 15 feet between the front row of players and the wall which they are facing. Facility designers should provide a minimum of 20 square feet and 400 cubic feet for each student. Minimum height of the rehearsal room should be 16 feet. Facility designers should locate or construct rehearsal areas so they will be sound isolated from other areas of the school. Designers should give special attention to rate of reverberation and sound distribution when planning rehearsal rooms. In planning new facilities or remodeling older buildings, architects should be required to consult with acoustical engineers. A reliable system for climate control is essential for the main rehearsal room and other rehearsal spaces such as practice rooms and small ensemble rooms. All of these areas should be air conditioned, both for comfort of musicians and for proper maintenance of instruments. Playing qualities, intonation, and durability of musical instruments are affected by conditions of humidity and temperature. Air conditioning and heating systems should provide adequate circulation of air. The noise factor should be considered in the design of the system, as well as in the selection and location of equipment. Designers should provide adequate lighting in all rehearsal and work areas. Auxiliary Rooms · Instruments should be stored in areas that can be locked easily and securely. For a rehearsal room with few other uses during the day and with little outside traffic, instrument shelves located in the rehearsal room may be satisfactory if they can be covered with rolldown doors. If separate storage rooms are provided, they should open into the main rehearsal area. For best results in speeding traffic flow, at least two or three separate storage rooms should be provided (for percussion, trap sets, timpani, auxiliary equipment, wind instruments, stringed instruments). Storage space should be sufficient to meet maximum enrollments planned for the instrumental music program in the school. A separate uniform storage room should include storage space for items such as cases for large instruments not needed on a daily basis. A separate library room should include adequate filing facilities for music, tables, and work space for librarians. Sound-treated practice rooms for individuals and small groups are desirable. An office should be available within the music facility for each teacher using the area. Telephone service should be provided for after-school hours as well as during the school day. When possible, a separate room should be provided for storage of recording equipment and for recording individuals and small groups. This room should include storage for tapes, records, and films. Facilities design can utilize storage facilities as sound buffers between practice rooms and other areas of the building. Performance Facilities Adequate facilities for public performance should be available as near to the rehearsal areas as possible. Considerations include provision of a stage large enough to accommodate the performing organization comfortably, adequate seating space for the audience, and effective acoustical treatment. Marching Facilities The marching band must have a rehearsal area that is equal in dimension to a regulation football field, plus room around the field to enter and exit in formation. The field must be marked accurately with yardlines every five yards and in-bounds lines. · Proper care and maintenance are essential for grass surfaces. Conditions that often result from a prevalence of dead grass and dust are detrimental to the health of students and to proper care of instruments. · The drill area should be close to the band room to minimize time lost in transit.
THE SECONDARY SCHOOL CHORAL MUSIC PROGRAM Facilties Back to top
The characteristics of the choral music facility are identical to those suggested for the instrumental music program with the following exceptions: The size of the rehearsal room should be a minimum of 10 square feet of floor space and 200 cubic feet per student. The room size should be proportional to accommodate semicircular risers, either permanent or portable. The remaining flat floor space should be adequate to accommodate a number of students equal to the capacity of the risers.
© 2005 TMEA Updated: 12/16/05