Helps for Music Teachers Part 2

It’s August, as is one of the most important months for music educators.

During this month, planning must occur and while still on vacation, and one must design one’s curriculum for the year, at least informally. Planning must include crafting designs while anticipating the needs of all the students.  Devising functional classroom management strategies may require extra concentration. Communicating one’s philosophy through the personality of the actual classroom by arranging seats just right, for fostering a collaborative and student centered music classroom is priority. Remember that, reflecting the needs and accommodating all learning styles cannot be planned on day one of classes, but must be planned and designed before-hand.

Planning the music curriculum

Planning is a key component to the success for one’s music curriculum. After assessing the previous year, one should know how to better plan for the upcoming year.  The 10 week cycle that I have grown accustomed to, enables me to have the same elemental focus in theory for all four quarters, as students are able to expand their musical skills based on prior knowledge. With seven musical elements as the premise for music theory including melody, harmony, tempo, timbre, form, dynamics, and rhythm, the design is developed and differentiated according to the needs of the students.

How to accommodate the desires of students but still accomplish my music goals

I teach general vocal music and one consideration I have is for the boys in grades six through eighth grades to participate in the singing as much as the girls. Some love to sing while others are into a hip-hop culture and only want to wrap. However, my philosophy for music education will not allow me to relinquish the musical selections over for students to select all of the performing music. The result will be all deserts and no sustenance.  Remember at the end of 10 weeks I have to present students in concert. So, what do I do?

Stay tuned for the next post!!!

Helps for the Music Educator

                                                                     

Knowledge is power, and after over 25 years of teaching public school while serving urban communities as a music educator, I believe I have been granted power through wisdom, knowledge, and reasonble understanding, about teaching music in the K-8 settings.  Although I believe that one should never stop learning and personally sharpening ones abilities in the subject area one has mastered; one should also be alert, and expecting that refreshing experience will occur as one will also be able to add to one’s own body of knowledge. 

Evidences from my experience as an educator are that knowledge changes, policies change, curriculums change, standards change, administrations change, schools change, and educators are moved and changed leaving the field of education with the appearance of being uncertain and often unstable. Changing authorities and approaches elicit one's wise responses to the changes in education as to avoid becoming indifferent to change. One's own philosophy then guides the path as the inpetus and motivation for the educator in the midst of change.  This philosophy will guide as one determines to operate within the realms of ones convictions, while alleviating some of the frustrations that accompany uncertainties for the educator.

I respect serving in a valued autonomous learning environment as this environment fosters growth as one develops skills for aligning and designing one’s curriculum  reflecting the students one educates. I believe that autonomy helps to promote one’s own craft as a facilitator able to select skills and knowledge believed most valuable to one’s students.  Educators who do not posess the freedom to design or craft units of learning are often devoid the full joy of teaching, as teaching then is no longer an art but has become a rigid system with restaints where teachers and students cannot be free to think critically.

Because the Internet has profoundly affected the lives of students in the K-8 settings, one cannot ignore the era in which our music students live. Different ways of learning within the music education classroom in the K-8 setting must undoubtedly be research-based and relevant, reflecting the interest of the students if we will have active learners. This means educators must be sensitive to facts that students are exposed to youtube, itunes, Pandora, Spotify, and other music listening sites daily. Therefore the music classroom cannot abandon current and relevant music of the day. One must make difficult choices relevant for the educational setting and the music classroom.

As iron sharpens iron, through this blog, I wish to provide for you a rare opportunity. I believe music educators have extreme power in schools but often lack forums for discussing many of the necessary choices relevant to music education. Therefore, the next few blog posts will provide helps for the music educators, to help with making sound choices, while not compromising one’s philosophies nor the researched educational advantages for the music curriculum in the K-8 setting. Stay tuned as I seek to provide "helps for the music educator".

When the Corrupt Lead a Nation

                                                  

American choices have led Americans into an age where hidden transgressions are being exposed in lives of leaders, politicians, and those society has learned to respect and admire.  Some of these individuals have made indelible contributions to American society and living. The concerns in this posting are regarding the response to such individuals in relation to the roles of remaining leaders and how they affect American people, society and education. Since no one is perfect, the expectation is that imperfect people can do great work; however, for those who serve as the leaders of the nation; whereas decisions affect every individual, the standard is raised and should be raised. Living above reproach is required, to reduce weakening the respect of the office which one holds.  

 Policy decision makers, and those who hold office for making decisions for education in America should be those who live with respectable values, and with integrity. As has been witnessed; claiming affiliation with a religious group will not guarantee integrity nor that an individual will uphold an office with respect. Therefore, investigation, examinations, evaluations, and screenings, should be conducted for possible leaders, to ensure that the best and most qualified candidate is selected.  Unfortunately, the foremost qualifications for vanguards for this day are too often dependent on their net worth.

   

Good news is that because several of our recent national leaders have been under intense scrutiny for corruption, this leaves those who hold an office of greatest responsibility at a possible crossroads for doing good. Letting one’s light shine so that men may see your good works is more real than ever. A small light will shine bright in darkness. Where leadership has been corrupted, and anti-American, one must stand firm while upholding the values that will sustain this nation. See the big picture, and know that present decisions will affect the lives of people not just for today but for generations to come. Recognize that the opportunity to make a strategic difference in the education of a nation is given to you; an obvious unique individual.  One’s agenda must include social justice without partiality as this is America, which consists of many and diverse ethnic groups of people who all deserve equal opportunities for education. One’s commitment to serve all the peoples of the nation will be remembered throughout history.

When inequality exists, no one wins. Remember that promoting a superior race will no longer be accepted in America, as too much time and change has occurred to revert or impose such dogma. Although laws are proposed in guise for advancing the lives of American people, chosen individuals, placed strategically, must be ready to fight for the good of American people. The agenda of the corrupt is for ultimately creating a compliant kind of society while bankrupting the nation of its Morales and judgement. Those strategically placed in roles of office must make their voices heard within a corrupt nation among corrupt leaders. Remember that the American people elected corrupt leaders because of their own hate, malice, and jealousy.  Beware, and on the alert, lest the few rich take control of the nation’s educational system while widening the gap between our children and their children, creating an aristocratic society.

Funding Public Schools Versus School Choice

The recently released budget proposal promoting school choice with Secretary Betsy Devos at the helm of education in America has astounded many. Secretary DeVos stated that the budget puts parents in charge of choosing the best school for their children as the budget allocates an additional 1.4 billion dollars for choice programs. Secretary DeVos states a desire to support states and school districts, for providing equal opportunities for all.

Under the “Every Student Succeed Act” (ESSA), more power is in the hands of the states as Secretary DeVos declares more power has been placed in the hands of the states, parents, and educators. Describing the act as providing more flexibility, accountability, and innovation, Mrs. DeVos declares that every child has the chance to learn and to succeed. Under president Obama the ESSEA owns an expectation that already existing educational programs will be improved; that are operated by states and local governments. As part of the ESSA, state assessment Grants are allocated for prevention and intervention programs for at risk, neglected, and delinquent students (Section 1401).  The law ensures accessibility to safe environments, excellent teachers, and support for preparation for success in college, a career, and life. According to NCES (2016), The Condition of Education 2016 data proves quite astounding in light of the new monies being allocated toward choice schools. See tables below. 

The threat of defunding afterschool programs for needy students and families, while providing free meals for each student is under discussion. Each day, reports on budget cuts in education, health care, and other human service programs are announced, as these programs are viewed as ineffective and not accomplishing their intent, as the government feels no obligation to continue their funding.  According to the tables listed, the majority of Americans obviously attend public school, demanding various kinds of needs. As a public-school educator, I can certainly verify the wanting budgets, and the absence of support, and resources for teachers in the public schools. After- all, working with many students at risk, of diverse ethnic groups requires much support.

On the other hand, admissions to private schools (choice schools) are competitive and for the top students who can attain such an entry. Certainly, everyone needs opportunity to achieve their best; however, I believe, that providing vouchers or incentives for students to pursue private schooling must not be viewed in isolation but rather considered for how the traditional schools will be affected by the funding per student. Promoting such an effort must have plans for proper funding and maintaining effective public schools. One must not throw out the old for seeking to advance another when the old serves the masses and is dependent on spending per student, depending on the state. Per student spending may vary from over 6,000 to as high as New York City per student costs of 20, 331. These number have changed over the years, but if a system extracts from the already struggling system to implement something new, then a major restructuring will need to occur.  

The popular or “buzzword” for President Trumps administration is “access” and is often used for replacing policies that have previously helped people. They want to provide “access” to quality education while not guaranteeing equal or fair opportunities into the schools of choice. If funding is being prioritized to improve the private sector and not improving the public schools, then we are catering to the wealthy. Devaluing public education that has educated over 50 million students; according to the recent data, while obviously promoting privatizing schooling through means of funding of 1.4 billion dollars; data shows 5.4 million are enrolled in private education demonstrates a bias and certainly does not represent care for the majority of American students.

We Should Protect our Public Schools

The election of Donald Trump as the president-elect of the United States leaves many feeling apprehensive for the future of our nation, while some are believing that positive change is ahead.  Minimal discussions have been in the forefront of Trump’s campaign regarding the funding of public K-12 schools or education; which leaves educators like myself wondering, but hoping for the best. In retrospect, Mr. Trump has mentioned of school choice in his speeches, as through voucher programs, allowing public monies to pay for private school tuition. Our current President Barack Obama’s efforts for educational reform also embraced school choice. His Race to the Top rewards were given to states with innovative plans for, a) turning around low achieving schools; b) teacher effectiveness; c) data systems measuring student growth; and d) the adopting of assessments and standards for preparing students for the global economy. His Race to the Top reform resulted in rewards with a federal budget of 4.35 billion dollars. If states were to receive any of the Race to the Top funding they had to be amenable to charter public schools. President Obama spoke fondly of charter schools as providing choice for families.  

 My concern is that the threat of closing traditional public schools has become a reality in many urban areas. Selling the idea of alternative kinds of schooling for one’s child is a huge issue for many educators and urban families. While some charter schools have little to no oversight from the communities where they reside, I believe we should be constructively watchful of those who require more public school funding without any oversite from the communities. 40% of charter schools are for-profit schools and 60% are non-profit organizations. Unfortunately, organizations and public school unions throughout the country have had the challenge and threat of public school closures. The issue is relevant particularly as we see the strategies and plans for charter schools for replacing present public schools. Questions one may ask are: why not improve on the already traditional public school as the stakeholders and community are already invested in their success.  Why must innovation and improvement mean to scrap a societal system already in place? Where is the scientific evidence that says charter schools are a better choice or that vouchers will improve for equality in American education? Privatizing seems to be the recent buzz word in public education. Out-sourcing everything from school maintenance, school nurses, and substitute teachers. In the state of Pennsylvania, the newly elected Governor Tom Wolf signed a vetoed spending plan of 23.4 billion dollars; a proposed educational budget, while reinstating the needed funding to public schools contrary to the wishes of the republicans.  

I personally believe we should guard the current public school system, and fund them as an asset to our communities as we apply best practices from teachers and administrators, and the support of parents, stakeholders, and the communities where they exist. Providing the needed funding for educating children, can help to produce successful public schools in America that can restore American pride to our educational institutes and communities.  I do not wish to compare the charter to the traditional public school at this time, but I believe that with everyone doing their part, while not relinquishing ones responsibility fully to the schools, then the work of educating will be successful and rewarding.  To extract funding from already struggling systems is suicide. No school should be expected to function without the needed supports, tools and funding, while at the same time fearing the loss of additional funds for the sake of innovation or vouchers. This to me is futile. The NCLB act has been relaxed and much is presently in the hands of the states for improving education in America.  If other countries can value their public education systems and lead in the world system, so can America. I believe we should work to guard public education as they represent the system of the people.  As Abraham Lincoln once said of our government, we are a system for the people, of the people, and by the people. 

The Student Loan Crisis In America

I graduated from Temple University in 1981. As an undergraduate, my student loan was 7,500.00, of which I paid back in a few years shortly after my graduation. Today, young people enroll in college hoping to have a fair opportunity in adulthood. Many do not receive scholarships or special grants toward tuition and are presented with the dilemma of how they will afford college tuition since tuition is much higher than when I attended undergraduate school. I do not remember ever being confronted with the idea of parent plus loans when I attended college. My parents had six children and would have never agreed to such a program.  Today, students who cannot afford college are given the option of parent plus loans or not attending college at all.  Parents are forced to make decisions to take out high interest loans for their children for fear that their children will not have a fair chance to excel in life.

The problem is that students complete college often with all intentions of repaying the parent plus bill; however, parents remain stuck with the bill  often while their son or daughter pursues employment in their field of study in a time where employment opportunities are slim. In my daughter’s case, she had to go back to college for her masters degree, for a new field of study, because her original degree  from Penn State, did not produce relevant job opportunities in her field due to changing technology and professional networks. Just think, we live in what is believed to be one of the richest nations in the world, and a parent approaching retirement is stuck with a college tuition bill for her son or daughter. While many countries provide free education for their young people, we frown on them and call them socialist. Instead, in America, families struggling to educate their children become encumbered by debt from college loans. This is celebrated in our capitalistic society; where the poor systematically become poorer and the rich get richer.

Presidential candidate Bernie Sanders seemed to understand the need to help families while providing free college tuition, and for restructuring the loans for students and families, but of course he was called a socialist. So, we would rather promote a government where only a few at the top can afford to improve their educational status? Since the rich rule in America, providing help for common citizens is not something viewed as important.  Perpetuating a certain class is what seems to be the agenda. While one may believe that attending college will take one to a higher level and a better lifestyle, one then finds oneself trapped with a bill that ultimately does not significantly improve one’s situation if one considers the never-ending costs of repaying student loans.  The student loan crisis must be restructured, and hopefully in my lifetime.

The Precedence of a Nation for Shaping Student Education

As I explored the top ten countries leading in education in the world, I recognized that Scandinavian; Nordic countries like Finland have traditionally led the world in education in the top five percent. This country located in Northern Europe is an educational super-power with policies that truly embrace equality with its principles and philosophy. One's policies cannot just use the words that no child is being left behind resulting in some children as winners, and some losers while the same opportunities are obviously not available to all students.  Curious to explore the people of the Scandinavia countries, I learned that although Finland and Sweden are still leading the world, they have had challenges of losing their competitive edge in education to other East Asian nations where students learn under pressure, cramming learning under long hours, and rote memorization.

 Republicans in America despise that democrats in the present presidential election speak of equality in education, as republicans seek to negatively associate democratic ideas with socialism. The disparity between the rich and the majority of citizens in the United States is obviously shameful, as the egocentric, and self-seeking have run this nation for far too long. To provide tax breaks for the already rich and to ignore citizens leaving inequitable learning conditions leaves a blight on our democracy.  Trickledown economics does not work. Unfortunately, greed, apathy, and reprehensible practices for economics, and caring for the citizens of this nation of the United States have dominated our society. However, fair educational practices can help to equalize many economic issues if opportunity is allotted regardless of race and gender.  So many practices of the United States are intended to perpetuate classes of people, but the leaders must be about equality. None of the reforms have ever been for real equality for all people. Many detest the idea of equality because they want to maintain supremacy but it's time for change.

The Scandinavian country Finland is known as a super-power in education because of an emphasis on equality even over excellence. They engage students in creative play and assign less homework compared to East Asian models. The Finnish have no private schools, or universities, as none are allowed to charge tuition. Finland has no standardized tests except a voluntary test taken in high school. Teachers evaluate students and create their own tests and as for teacher evaluation and accountability, teachers are responsible. Finland ensures that teachers are highly respected, paid well and given lots of responsibility. The impetus of educational policy in schools is not competition but rather cooperation. In regard to school choice, all schools are the same so the choices are not for something better. All students having the same education opportunity promotes social equality and not a star pupil contrary to the approaches in American society.

Curious to know more about the Scandinavian people, I was surprised to learn that among the beautiful Scandinavian people are also found the most dangerous people of the world including Islamic extremist of Isis. Many have been said to travel from Sweden to join Isis. Literally thousands of Scandavian teens have joined Isis and even German teens and thousands of Europeans have become sympathizers to Isis and are joining to help build the Islamic state; ISIS/Islamic State of Iraq and al-Sham.

Overwhelming levels of hate and terrorism occurring in Syria and Iraq with approximately 20 to 25,000 young fighters, are motivated by the belief that they are key agents to the upcoming apocalypse. My questions arise regarding the education the people of Scandinavia receive and the religion of the area. I personally wanted to know what religious beliefs they have, and what they are taught that breeds terroristic behaviors. I found that Lutheran Christianity is the dominant religion in Sweden, having 6.2 million members. Islam is practiced by 5.2% of the people and is the second largest religion in Sweden. Atheism and Agnosticism are also wide spread in Sweden. A poll taken identified only 18% of the people believe that God exist and 45% believe in a kind of spirit or life source. Only 15% of the church believe in Jesus as 15% are atheist. In Finland, three quarters of the people are Evangelical Lutheran; the state religion, and the Finnish Orthodox which one percent of the people belong. Muslim and Judaism are also practiced in Finland.

I conclude by saying that the systems of the United States do not represent the Christian beliefs that we like to claim. The demographic data shows that 70.6 percent of Americans are Christians in the U.S. We are a Christian nation who does not represent Christian values.  Inequality and social justice remain a massive problem in the United States. Many leaders and policy makers do not uphold equality which is why our laws do not represent what we say we believe. Electing people to lead our society because they are rich or hold a high position in their community will not solve problems related to education. We must seek out stakeholder who will uphold human rights, dignity, equality, and social justice. We must seek people who are genuine and not who pretend to care; if we will preserve a humane society. I believe we should consider the values of Finland for equality in education, and see how success has resulted by caring about all of their citizens.

                                                                       Reference

Partanen, A. (2011). What Americans keep ignoring about Finland’s school success.                                              The Atlantic. http://www.theatlantic.com/national/archive/2011/12/what-                                               americans-keep-ignoring-about-finlands-school-success/250564/