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1

Music is integrated into the curriculum throughout the day.

2

The children's learning experiences include singing, playing instruments, listening to music, creating music, and moving to music.

3

At least 12 percent of the contact time with children in every prekindergarten and kindergarten is devoted to experiences with music.

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1a

Music instruction in every prekindergarten and kindergarten is provided by teachers who have received formal training in early-childhood music.

1b

A music specialist qualified in early-childhood education is available as a consultant.

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Comments

1a

Every room in which music is taught is equipped with a high-quality sound reproduction system capable of utilizing current recording technology.

1b

At least some of the audio equipment can be operated by the children.

1c

Every teacher has convenient access to sound recordings representing a wide variety of music styles and cultures.

1d

Available for use in music instruction are video cameras, color monitors, stereo VCR, and multimedia equipment combining digitized sound and music with graphics and text.

1e

Every room in which music is taught is equipped with a variety of classroom instruments, including drums, rhythm sticks, ringer cymbals, triangles, cymbals, gongs, jingle bells, resonator bells, step bells, xylophone-type instruments with removable bars, chorded zithers, fretted instruments, electronic keyboard instruments, and assorted instruments representing a variety of cultures.

1f

Every room in which music is taught is equipped with children=s books containing songs and other instructional materials in music.

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1

Every prekindergarten and kindergarten has a "music center" or similar area where children have easy access to music materials and can listen to music with headphones so as not to disturb others.

Every prekindergarten and kindergarten has an uncluttered area large enough to accommodate the largest group of children taught and to provide ample space for creative and structured movement activities.

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1

The music program in The elementary school provides the foundation for a sequential music program in the middle school. Instructional activities are directed toward achieving the national voluntary content and achievement standards.

2

a. The curriculum comprises a balanced and sequential program of singing, playing instruments, listening to music, improvising and composing music) and moving to music.

b. learning experiences are 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.

3

The repertoire taught includes music representing diverse genres and styles from various periods and cultures.

4

The music curriculum is described and outlined in a series of sequential and articulated curriculum guides for each grade level.

5

Every student receives general music instruction each week for at least ninety minutes, excluding time devoted to elective instrumental or choral instruction. Music is woven into the curriculum throughout the school day.

6

Instruction by music specialists is provided in periods of not less than twenty minutes nor more than thirty minutes in grades 1 and 2 and in periods of not less than twenty-five minutes nor more than forty-five minutes in grades 3 through 6.

7

Classes in general music are no larger than classes in other subjects of the curriculum.

8

General music instruction includes at least two of the following: recorder, fretted instruments, keyboard instruments, electronic instruments, instruments representing various cultures

9

Instruction is provided in string, wind, and percussion instruments. Instrumental classes meet at least two times per week for a total of at least ninety minutes, including individual instruction and work in small groups and large ensembles.

10

Instruction on string instruments begins not later than grade 4, and instruction on wind and percussion instruments begins not later than grade 5. For the first year of instrumental study, students are taught at least part of the time in homogeneous instrumental groupings.

11

Every performing group presents two to three performances or open rehearsals each year for parents, peers) and the community.

12

Musicians and music institutions of the community are utilized, when available, to enhance and strengthen the school music curriculum.

13

When students with disabilities are included in regular music classes:

a. Their placement is determined on the same basis as placement for students without disabilities (e.g., musical achievement, chronological age).

b. Music educators are involved in placement decisions and are fully informed about the needs of each student.

c. Their placement does not result in classes that exceed the average class size for the school by more than 10 percent.

d. The number of these students does not exceed the average for other classes in the school by more than 10 percent.

14

Music instruction is provided for students receiving special education who are not included in regular music classes. Music instruction for students with disabilities is designed to teach practical music skills and knowledge that will assist the students in functioning successfully in the music environments of the home, school, and community. The amount of time for music instruction is equivalent to that provided to students without disabilities.

15

Students with disabilities are given the same opportunities to elect choral and instrumental instruction as other students. If a music task cannot be performed by students with disabilities exactly as it would be by other students, adaptation is provided so that students with disabilities can participate insofar as possible.

16

Exemplars

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1

a. Music is taught by music specialists in collaboration with classroom teachers. Leadership, guidance, and musical expertise are provided by specialists, who possess the skills and knowledge to teach the structure of music, the performance of vocal and instrumental music, the appropriate use of the voice, accurate pitch discrimination, and creativity in music.

b. The music teacher=s efforts are complemented by classroom teachers, who have the unique opportunity to make music a part of the daily life of the students and to integrate music into the total curriculum.

2

All music educators are musicians/teachers who are certified to teach music , have extensive specialized knowledge and training, and are fully qualified for their instructional assignments in music.

3

In order for every student to have reasonable access to the teacher's attention, the teacher-pupil ratio in general classroom music is no greater than 1:400.

4

a. Every music educator has a block of time of at least thirty minutes for preparation and evaluation each day, excluding time for lunch and time for travel from room to room and building to building.

b. Sufficient time for travel is calculated in the teaching loads of teachers who are required to move from one building to another.

5

a. The school district or school provides a regular program of in-service education that includes at least two paid days for professional development activities arranged by the district or school each year for every music educator.

b. Every music educator is permitted at least two paid days of leave each year for professional development activities proposed by the teacher and approved by the district or school.

6

a. Special-education classes in music are no larger than other special-education classes.

b. Teacher aides are provided for special-education classes in music if they are provided for other special-education classes.

c. If a student with a disability has an aide to assist in other classes, the aide also assists the student in music classes.

7

Every music educator working with special-education students has received training in special education and, for purposes of consultation, has convenient access to trained professionals in special education or music therapy.

8

a. In order that the instructional program of every student may be adequately coordinated and articulated from level to level, one music educator in every district or school is designated as coordinator or administrator to provide leadership for the music program.

b. This person is employed on a full-time basis for administration when the staff includes 25 or more music educators.

c. The amount of administrative time is adjusted proportionately when the staff is smaller.

d. Additional administrative staff is employed at a rate of one-fifth time for each additional five teachers above 25.

Exemplars

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Comments

1

a. Every room in which music is taught is equipped with a high-quality sound reproduction system capable of utilizing current recording technology.

b. At least some of the audio equipment can be operated by the students.

c. Every teacher has convenient access to sound recordings representing a wide variety of music styles and cultures

2

a. In every school the following are available for use in music instruction: microcomputers and appropriate music software, including notation and sequencing software; printers; sufficient MIDI equipment; multiple electronic keyboards; synthesizers; CD-ROM compatible computers and music-related CD-ROMs.

b. Also available are video cameras, color monitors, stereo VCRS, and multimedia equipment combining digitized sound and music with graphics and text.

3

Every school provides high-quality instructional materials and equipment of sufficient quantity and variety for every type of content taught and for every instructional setting.

4

a. Every school provides a set of music textbooks, published not more than six years previously, for every grade level. A book is available for every student.

b. Teachers' editions of the textbooks with accompanying sound recordings, as well as other resource materials in music, are readily available for music educators and classroom teachers.

5

Every school contains a library or student resource center that provides a variety of music-related books and other print materials, audio and video materials, and computer software.

6

a. For band, orchestra, and chorus, a library of music is provided that includes at least forty titles for each type of group.

b. At least fifteen titles for each type of group are added each year.

c. The library of music for performing groups is sufficient in size to provide a folder of music for each student in choral groups and for each stand of no more than two performers in instrumental groups.

d. The library contains no materials produced in violation of copyright laws.

7

a. Every room in which music is taught has convenient access to a high-quality acoustic or electronic piano, sufficient sturdy music stands, and an assortment of pitched and non-pitched instruments of good quality for classroom use, including fretted instruments, recorders, melody bells, barred instruments, chorded zithers, and assorted instruments representing a variety of cultures.

b. Adaptive devices (e.g., adaptive picks, beaters) are available for use by students with disabilities.

8

a. The following are provided in sufficient quantity: French horns, baritones, tubas, appropriately sized violas, cellos, double basses, percussion equipment.

b. Additional instruments are provided where students have difficulty in purchasing instruments due to financial hardship.

9

An annual budget is provided for the purchase of records, CDs, and audiotape and videotape; computer and electronic materials; and the other special supplies, materials, and equipment needed for the teaching of music.

10

a. All equipment is maintained in good repair, with pianos tuned at least three times each year.

b. An annual budget is provided for the repair and maintenance of instruments and equipment that is equal to at least 5 percent of the current replacement value of the total inventory of instruments and equipment.

11

An annual budget is provided for the replacement of school-owned instruments that is equivalent to at least 5 percent of the current replacement value of the total inventory of instruments.

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1

a. A suitable room is available for teaching general music in every school. The room is large enough to accommodate the largest group taught and to provide ample space for physical movement.

b. The room has appropriate acoustical properties, a quiet environment, good ventilation, and adequate lighting..

c. It contains storage space for classroom instruments, equipment, and instructional materials

2

a. A suitable room is available for teaching instrumental music in every school. The room is large enough to accommodate the largest group taught.

b. The room has appropriate acoustical properties, a quiet environment, good ventilation, and adequate lighting..

c. It contains storage space for instruments, equipment, and instructional materials.

d. Running water is available for instrument maintenance.

3

Sufficient secured storage space is available in every school to store instruments, equipment, and instructional materials. Shelving or lockers are provided for various large and small instruments.

4

In order that every student may have convenient, private access to his or her teacher for consultation and help, office or studio space is provided for every music educator.

5

a. The music facilities in every school are adjacent to one another, they are acoustically isolated from one another and from the rest of the school, and they are readily accessible to the auditorium stage.

b. All facilities are accessible to persons with disabilities.

Exemplars

Lacking

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Comments

1

The music program in the middle school builds sequentially on the music program in the elementary school and provides the foundation for the music program in the high school. Instructional activities are directed toward achieving the national voluntary content and achievement standards.

2

The general music curriculum comprises a balanced and sequential program of singing, playing instruments, reading music, listening to music, and improvising and composing music.

3

a. Every music course, including performance courses, provides experiences in creating, performing, listening to, and analyzing music, in addition to focusing on its specific subject matter.

b. 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 and culture and to other disciplines in the curriculum.

4

The repertoire taught includes music representing diverse genres and styles from various periods and cultures.

5

The music curriculum is described and outlined in a series of sequential and articulated curriculum guides for each grade level or course.

6

General music is required of all students through grade 8.

7

a. Every music course meets at least every other day in periods of at least 45 minutes.

b. Except for bands, orchestras, and choruses, music class size does not exceed the average class size for the school by more than 10%.<