Initial Blog

 As you read, think about how teachers might connect their learning goals, teaching strategies and curriculum objectives to assessment.
 Write some initial thoughts about question #2 on p. 29: Take a moment to write down some of the tenets of your personal philosophy of music education. Based on these tenets, discuss your view of the role of assessment in general music and its importance to general music teaching.
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When I think about assessment, I'm not going to lie...the first thing I think about is getting screwed. Most teachers have to make up grades to place in the lap of an administrator in the hopes of salvaging what may be left of a music program. During an average school day in the music classroom, a teacher is kept busy with many functions of the school. I've seen leadership roles being inherited by teachers on a daily basis leaving less and less time for "role book wonders". Yes, keeping attendance is mandatory. A student NEEDS to be in a music classroom in order to learn. A student should be penalized for skipping class unnecessarily; however!!!!! it's the goal of the teacher to motivate the students to come back each day and keep the musical journey flowing. BOOOO to those teachers who can't maintain discipline. YAY! to those teachers that love to keep creativity flowing, to maintain more laughter than tears; to urge students to participate in Tri-M events, MENC competitions, talent shows, rock concerts, creative writing (to better a child's lyric writing skills, of course :)) and singing the Star spangled banner at school events (football, basketball, baseball games for instance). How do these urgent matters get a grade?? From what I can see, they don't. They get "extra credit". They're taken into consideration and based on talent, they may get a better grade. In the end, a grade cannot measure a students full potential, aptitude, or complete assessment. In a band classroom, a flutist may have GREAT breath control. But if they can't maneuver fingering, until high school, where does that leave the middle school teacher? Do you give the student a 50% because they can only do half of what's expected? or do you give the student a 95% and hope the grade will keep them in the band and keep them motivated; how would you as a parent feel early on if a child came home with a 50% in flute versus a 95%? From a logical standpoint, you would urge the child to give it up and try something else. In the end, interference of learning goals, curriculum and strategies must come FIRST and then the grading system must be analyzed.

"Music education is an organized journey of instruction that enables students to aesthetically form sounds, harmonies and emotions. The teacher is the guide across the journey. She or he must able to embrace all situations in order to create artistry. Artistry is the omnipotent destination of the journey. Musicality is also of great importance. Without a good approach to the study of music, a student could be left with more questions then answers and unfortunately, much disinterest. In a parochial school setting, music must express the greater glory of God as well as a joyous integrity of the spirit. As music educators we must never lose sight in the fact that music is an 'indispensable art' as noted by the Diocese of Edmonton. Music is for all people as quoted in Psalm 98, not just professionals. Expressing this joy allows students to embody the values that should be taught and lived daily. If focusing on a private school’s program, religious imagination must also be present to help nurture the values attained through religion courses. Lastly, the ultimate goal of the classroom is to provide a meaningful experience for both the teacher and the student and inspire a sense of passion for the study of music."
When I read this passage of my music education philosophy over once more, I realized how much of a joke assessment can really be in a classroom. Once again, looking at things from a private school's point of view, the budgets are tight nationwide. If you don't keep kids interested, chances are when you look for your May MENC magazine in the mailbox, you'll only find a pink slip. Everyone HAS to take English every year. Everyone HAS to take Science every year. But music is something that could be tampered with. Maybe only the early years have a music program, so that by fourth grade (at least in the private school sector) it's voluntary to be in the chorus, band, strings, gen. music program. Music needs to maintain a role of facilitator not of schedule filler. The President of the United States, School Board elected officials and administrators, parents and students alike need to be aware of the benefits of Music Education; and we need to tell them!