Promotion & Preservation of Music Education in Arkansas
Curriculum Strategies

F.1 Develop and seek approval for AP music courses.

F.2 Focus on improvement of music teaching and learning with direction toward academic achievement for all students in Arkansas.

F.3.1 Define and cross reference Music Education Frameworks with Core Subject Frameworks (math, English, history, science, wellness, TESOL standards) in order to provide evidence of alignment. This will provide an opportunity for music educators to demonstrate curriculum unification to parents, legislature, administrators, other educators.

F.3.2 Develop more effective methods of teaching poverty and ESL students.

F.3.3 Share and promote the use of the Arkansas Frameworks with cross-curricular applications.

F.3.4 Research and publish information on model schools. Ask, "What and Who caused them to become Model Schools? How do they remain model schools?"

F.3.5 Identify and publicize cross curricular curriculums and “finest organization” models.

F.4 Make available for all levels successful and exemplary model schedules, models of instruction, lesson plans, pacing guides, assessments, curriculum mapping, and sequential curriculums.

F.4.1 Correlate a list of musical skill learning experiences with higher order thinking skills.

F.4.2 Correlate a list of musical skill learning experiences with Bloom's Taxonomy.

F.5 Align sessions at clinics and conferences with the Arkansas Frameworks.

F.5.1 Promote and develop outreach workshops and conferences that focus on the Arkansas Frameworks.

F.5.2 Include focus sessions at conventions in areas such as: diversity, world music, ESOL, etc.

F.6 Offer professional development initiatives for curriculum, instruction, mentoring, and assessment.

F.7 Assign a Task Force for assessment activities.

F.7.1 Sponsor and conduct elementary and secondary relevant research and assessment prototypes that validate student achievement of skills and knowledge in music.

F.8 Encourage and evolve a comprehensive, balanced and sequential music instruction model for students based upon the Arkansas Frameworks and National Standards. Thriving accomplishments of the standards are dependent on strong curriculum, instruction and assessment models.

F.9 Consider grants and corporate sponsorship as resources for funding.

F.10 Explore Gifted and Talented resources to provide enhanced educational opportunities for student musicians.

G.1 Vital to the future of music education, improve our effectiveness through constructive, responsive, unified visionary leadership. (e.g. a pharmaceutical company invests a % of its resources into developing new products, we need to do the same.)

G.1.2 Access, define, and evaluate the foresight of the associations and organizations that preserve our strengths, expand our horizons, and welcome the evolving educational environment of music education.

G.1.3 Provide professional development training for mentor teachers.

G.1.4 Establish a Leadership Training Series which would include three progressing leadership skill levels (e.g., Level I, Essential; Level II, Distinguished, Level III, Extraordinary – Extraordinary will include extensive advocacy training.)

G.1.5 Utilizing collaborative software, create online leadership skill development and training. G.1.6 Encourage participation of leadership training from diverse segments of Arkansas.

G.2 Make available an organizational flow chart to help develop leaders in music.

G.3 Continue developing a written comprehensive mentor program (including technology help, for new and experienced teachers in need of improving expertise, vamping direction, or changing teaching levels.

G.4.1 Cherish and recognize the retirees to assist with mentoring. G.5 Identify and encourage early career teachers.

        

Significance

Very Important

Important

Somewhat Important

Not Important

Response
Count

53.8% (50)

31.2% (29)

14.0% (13)

1.1% (1)

93

         

 

Recommendation

Support

Oppose

no opinion

Response
Count

 

84.9% (79)

2.2% (2)

12.9% (12)

93

 

 

Disclaimer: The comments are not the opinion of ASBOA or this committee. They are from individual members of ASBOA.

COMMENTS