the housewright declaration on the future of music education

The Housewright Declaration The Housewright Declaration on the Future of Music on the Future of Music

EducationEducation

HistoryHistory

►Named for Wiley Housewright, MENC Named for Wiley Housewright, MENC president during the Tanglewood president during the Tanglewood SymposiumSymposium

►Oct. 1998: 3Oct. 1998: 3rdrd Music Education Summit Music Education Summit►April 1999: Housewright Commission MetApril 1999: Housewright Commission Met►Sept. 1999: Housewright SymposiumSept. 1999: Housewright Symposium►March 2000: Vision 20202 presented at March 2000: Vision 20202 presented at

MENC conferenceMENC conference

Principle IssuesPrinciple Issues

► Why do humans value music?Why do humans value music?► Why study music?Why study music?► How to teach the National Standards?How to teach the National Standards?► How can all people be involved in How can all people be involved in

meaningful music participation?meaningful music participation?► How will music education be affected by How will music education be affected by

technology and society?technology and society?► What should the relationships be between What should the relationships be between

schools and other sources of music learning?schools and other sources of music learning?

Why Do Humans Value Why Do Humans Value Music?Music?

►Music is an end and a meansMusic is an end and a means Source of significant experiences uniquely Source of significant experiences uniquely

gained through musicgained through music The effects of music makingThe effects of music making Values aided by the music process that Values aided by the music process that

can be gained in other wayscan be gained in other ways


►Music encompasses mind, body, and Music encompasses mind, body, and feelingfeeling Various forms of intelligenceVarious forms of intelligence Musical IntelligenceMusical Intelligence Meaning is created in the body through Meaning is created in the body through

musicmusic Feeling intelligence: musical meaning Feeling intelligence: musical meaning

created through feelingful responsecreated through feelingful response


►Music is universal, cultural, Music is universal, cultural, and individualand individualAdds value to lives of all Adds value to lives of all humanshumans

Reflects cultureReflects culture Is the possession of individualsIs the possession of individuals


►Music is product and processMusic is product and process Musical products are beneficial Musical products are beneficial

and offer significant meaningand offer significant meaning Musical involvement satisfies a Musical involvement satisfies a

need to be generativeneed to be generative


►Music is pleasurable and Music is pleasurable and profoundprofound Source of pleasurable feelingful Source of pleasurable feelingful

experiencesexperiences Serves at a level of Serves at a level of

soulful/spiritual significances soulful/spiritual significances which are precious human which are precious human capabilitiescapabilities


For us as teachersFor us as teachers::

We have a responsibility to We have a responsibility to promote this reasoning for why promote this reasoning for why humans value music.humans value music.

What are you promoting?What are you promoting?

Why Study Music?Why Study Music?

►Music study contributes uniquely both to Music study contributes uniquely both to the general and specialized education of the general and specialized education of peoplepeople Broadens/deepens ability to use music to Broadens/deepens ability to use music to

communicate with peoplecommunicate with people Process provides an opportunity for feedback Process provides an opportunity for feedback

and problem solving situationsand problem solving situations Music empowers all people: availabilityMusic empowers all people: availability Promotes striving for excellence: personal Promotes striving for excellence: personal

and socio-cultural growth opportunitiesand socio-cultural growth opportunities


►Continued…Continued… Rewards/promotes disciplined Rewards/promotes disciplined

actionaction Promotes cultural values, Promotes cultural values,

community, integration with community, integration with society, reduces isolation, society, reduces isolation, accelerates tolerances for accelerates tolerances for diversitydiversity


For us as teachers:For us as teachers: Promote music for creating, Promote music for creating,

communicating, making meaning and communicating, making meaning and connections in the worldconnections in the world

Expand musical experiences, use Expand musical experiences, use quality resourcesquality resources

Stay learner-centered and keep Stay learner-centered and keep learninglearning

How Can the Skills and How Can the Skills and Knowledge Called for in the Knowledge Called for in the National Standards Best Be National Standards Best Be

Taught?Taught?►What is acceptable now, will be What is acceptable now, will be

inadequate laterinadequate later

*point of interest: Standards specify what *point of interest: Standards specify what every student should know and be able to every student should know and be able to do in music at the end of grades 4, 8, and do in music at the end of grades 4, 8, and 12. Are the students at these levels? Are 12. Are the students at these levels? Are you adequately prepared to teach them you adequately prepared to teach them all?all?

Teaching StandardsTeaching Standards

►The Nature of SocietyThe Nature of Society School settings: charter, home, for-profit, School settings: charter, home, for-profit,

alternative, specialized, distance, on-linealternative, specialized, distance, on-line Demands for improvement and expanded Demands for improvement and expanded

services will exceed $$$ resourcesservices will exceed $$$ resources

--mismatch between expectations of --mismatch between expectations of legislators and public and willingness to legislators and public and willingness to provide $$$provide $$$


►The Nature of Society (cont.)The Nature of Society (cont.) Technology: availability unequal but its Technology: availability unequal but its

role becomes more prominentrole becomes more prominent Student Population is more diverse and Student Population is more diverse and

seeking a place in curriculum for cultural seeking a place in curriculum for cultural traditionstraditions

Great emphasis on Great emphasis on Interactive/Collaborative learningInteractive/Collaborative learning

►Music learning in groups is recognized by Music learning in groups is recognized by business professions as a desirable business professions as a desirable background experience.background experience.


►ComprehensivenessComprehensiveness Scheduling: every student has access to Scheduling: every student has access to

music instruction w/o prerequisitesmusic instruction w/o prerequisites Small ensembles become really importantSmall ensembles become really important Web-based learning must be providedWeb-based learning must be provided Every student will: sing, play instruments, Every student will: sing, play instruments,

improvise, compose, listen, analyze, improvise, compose, listen, analyze, evaluate, understand relationships to evaluate, understand relationships to other arts and disciplines.other arts and disciplines.


►Comprehensiveness (cont.)Comprehensiveness (cont.) Composers will write music for school Composers will write music for school

useuse Genre lines will continue to blurGenre lines will continue to blur The musical functions of performing The musical functions of performing

and creating will be seen as one and creating will be seen as one related taskrelated task

Technology will be heavily used to Technology will be heavily used to teach the standardsteach the standards


►DiversityDiversity Repertoire must reflect broad culturesRepertoire must reflect broad cultures Curriculum planning will take into account Curriculum planning will take into account

the educational contributions of other the educational contributions of other community institutions.community institutions.

Community musicians will be utilizedCommunity musicians will be utilized ESL and students with other special needs ESL and students with other special needs

will be encouraged to participate in musicwill be encouraged to participate in music Enrichment programs will exist for Enrichment programs will exist for

talented music studentstalented music students


►AssessmentAssessment Meaningful assessment done on every Meaningful assessment done on every

studentstudent Reflects process as well as productReflects process as well as product Types: self, peer, multiple-teacherTypes: self, peer, multiple-teacher Small group work and individualSmall group work and individual Students aware of what they are to be Students aware of what they are to be

assessed on before tasks take placeassessed on before tasks take place


►The Learner PopulationThe Learner Population Ages birth – deathAges birth – death More early childhood musical More early childhood musical

enrichmentenrichment Music for the needs of aging Music for the needs of aging

adultsadults


Music Teaching StaffMusic Teaching Staff Understand human developmentUnderstand human development Adept at prescribing instructional remediesAdept at prescribing instructional remedies Prepared to design and participate in fully Prepared to design and participate in fully

comprehensive and balanced programscomprehensive and balanced programs Knowledge of stylistic differences among Knowledge of stylistic differences among

genres/musical periodsgenres/musical periods Use of technological mediaUse of technological media


The Music Teaching Staff (cont.)The Music Teaching Staff (cont.) Must be skilled in instructional planningMust be skilled in instructional planning Able to relate music to society currentlyAble to relate music to society currently Teach in cultural and historical contextsTeach in cultural and historical contexts Broad knowledge of assessment techniques Broad knowledge of assessment techniques

and materialsand materials Teachers will have diverse ethnic/cultural Teachers will have diverse ethnic/cultural

backgrounds.backgrounds.


The Music Teaching StaffThe Music Teaching Staff Teach courses open to students Teach courses open to students

lacking the time, background, or lacking the time, background, or interest to participate in the interest to participate in the school’s select performing groupsschool’s select performing groups


The Music Teaching StaffThe Music Teaching Staff Expected to update Expected to update

skills/knowledge on a regular skills/knowledge on a regular basis. basis.

Have knowledge of current Have knowledge of current styles/genres outside of the schoolstyles/genres outside of the school


►Teaching MaterialsTeaching Materials High Quality: Best of the genre at level of High Quality: Best of the genre at level of

difficultydifficulty Are developmentally appropriateAre developmentally appropriate Are appropriate for the teaching strategyAre appropriate for the teaching strategy Repertoire is varied: genres, styles, Repertoire is varied: genres, styles,

periods, cultural originsperiods, cultural origins Repertoire has familiar and challenging Repertoire has familiar and challenging

elementselements


►Teaching StrategiesTeaching Strategies Developmentally appropriateDevelopmentally appropriate Suited to content and settingSuited to content and setting Varied to learning styles of Varied to learning styles of

studentsstudents Sprinkled with new practices to Sprinkled with new practices to

improve teacher effectivenessimprove teacher effectiveness


►The ChallengeThe Challenge Implementing the standards will Implementing the standards will

require the cooperation and require the cooperation and support of all who value the arts support of all who value the arts and all who share a commitment and all who share a commitment to providing a high-quality to providing a high-quality education for every young education for every young person in the United States.person in the United States.

How Can All People How Can All People Continue to Be Involved in Continue to Be Involved in

Meaningful Music Meaningful Music Participation?Participation?

►Transition PrincipleTransition Principle The movement of individuals across a The movement of individuals across a

variety of environments throughout lifevariety of environments throughout life Guides curricular and instructional Guides curricular and instructional

decisions and increase the probability decisions and increase the probability that meaningful experiences will that meaningful experiences will continue into adulthoodcontinue into adulthood

Continued Meaningful Music Continued Meaningful Music ParticipationParticipation

►Ideas to increase transition from Ideas to increase transition from school to post-graduationschool to post-graduation Ongoing collaboration with members of local Ongoing collaboration with members of local

music groups – community bands, choirs, etcmusic groups – community bands, choirs, etc Students as liaisons/advocates for Students as liaisons/advocates for

community groupscommunity groups Review programming for local entertainmentReview programming for local entertainment Having ensemble themed “big Having ensemble themed “big

brothers/sisters”brothers/sisters”

Continued Meaningful Music Continued Meaningful Music ParticipationParticipation

►Increasing the probability of Increasing the probability of transfer:transfer: Student experiences are similar to music Student experiences are similar to music

experiences valued as adultsexperiences valued as adults Students use musical knowledge in many Students use musical knowledge in many

and varied contextsand varied contexts Learning is fewer things, but deeperLearning is fewer things, but deeper Students learn meaningful principles Students learn meaningful principles

rather than isolated facts/skillsrather than isolated facts/skills

Continued Meaningful Continued Meaningful Music ParticipationMusic Participation

For us as teachers:For us as teachers: Principles of transfer are evident in Principles of transfer are evident in

music classrooms. What is not evident music classrooms. What is not evident is the application of principles of is the application of principles of transfer within an overarching principle transfer within an overarching principle of transition that encompasses a child’s of transition that encompasses a child’s movement throughout school years movement throughout school years and adulthood.and adulthood.

Continued Meaninful Continued Meaninful Music ParticipationMusic Participation

For us as teachersFor us as teachers:: Ongoing collaboration and cooperation among Ongoing collaboration and cooperation among

music professionals and community membersmusic professionals and community members Decide what experiences are meaningful for adults Decide what experiences are meaningful for adults

and teach for transferand teach for transfer Analyze adult musical experiences in context and try Analyze adult musical experiences in context and try

to set up similar experiencesto set up similar experiences Develop a hierarchy/structure experiences by grade Develop a hierarchy/structure experiences by grade

levellevel

How Will Societal and How Will Societal and Technological changes Technological changes Affect the Teaching of Affect the Teaching of

Music?Music?►The future holds:The future holds:

Change, creative innovation, continental Change, creative innovation, continental interdependenceinterdependence

Home is mobile and of multiple locationsHome is mobile and of multiple locations Schools vary in settings Schools vary in settings Work is 24-7Work is 24-7 Family structure is mostly ‘non-traditional’Family structure is mostly ‘non-traditional’

Societal/Technical ChangesSocietal/Technical Changes►Strategies to copeStrategies to cope::

Embrace collaborations and partnerships – Embrace collaborations and partnerships – relocation of where music teaching occursrelocation of where music teaching occurs

Increase music education to include all Increase music education to include all agesages

Increase access to quality music for all Increase access to quality music for all members of society with cultural members of society with cultural differencesdifferences

Train teachers who are representative of Train teachers who are representative of diverse culturesdiverse cultures

Societal/Technical ChangesSocietal/Technical Changes►Challenges for societyChallenges for society

Providing superior educationProviding superior education Equal access to educationEqual access to education Fair employmentFair employment Fair housingFair housing Schools become round-the-clock, open to Schools become round-the-clock, open to

all agesall ages Music ensembles meet in community Music ensembles meet in community

centerscenters

Societal/Technical ChangesSocietal/Technical Changes

►Curricular issues:Curricular issues: What are students listening to? Design What are students listening to? Design

curriculum around that.curriculum around that. Creative movement and improvisation are Creative movement and improvisation are

at levels of elevated importance.at levels of elevated importance. Revision of the standardsRevision of the standards Flexibility in schedulingFlexibility in scheduling Music will be taught across the curriculum Music will be taught across the curriculum

– no subject will be taught without its – no subject will be taught without its inclusioninclusion

Societal/Technical ChangesSocietal/Technical Changes

►TechnologyTechnology Rise of computer technology, Rise of computer technology,

distance education, self-educationdistance education, self-education Virtual internet lessonsVirtual internet lessons Playing in ensembles through Playing in ensembles through

internet connections in real time.internet connections in real time. Attending concerts and rehearsing Attending concerts and rehearsing

via the internet without leaving via the internet without leaving homehome

Societal/Technical Societal/Technical ChangesChanges

Technical Changes for us as teachersTechnical Changes for us as teachers:: Musicians will need to advocate for societal Musicians will need to advocate for societal

need for socialization to counteract need for socialization to counteract technology communicationtechnology communication

Develop, monitor, and facilitate private music Develop, monitor, and facilitate private music experiences produced through technologyexperiences produced through technology

Have and teach skills in accessing, Have and teach skills in accessing, evaluating, and interpreting info from evaluating, and interpreting info from worldwide sourcesworldwide sources

Societal/Technical Societal/Technical ChangesChanges

For TeachingFor Teaching:: Fewer teachers will be needed. Those who Fewer teachers will be needed. Those who

exist will be facilitator who make sure exist will be facilitator who make sure students are working on the right materials.students are working on the right materials.

The traditional structure of education could The traditional structure of education could switch to an apprentice system.switch to an apprentice system.

Music education is community based.Music education is community based.

What Should the What Should the Relationships Be Between Relationships Be Between Schools and Other Sources Schools and Other Sources

of Music Learning?of Music Learning?►Many schools will cater to student’s Many schools will cater to student’s

special interestsspecial interests►Some corporations will operate Some corporations will operate

‘employee universities’‘employee universities’►Work to blend enjoyment with Work to blend enjoyment with

educationeducation

Relationships Between Schools Relationships Between Schools and Other Sources of Music and Other Sources of Music

LearningLearning►OtherOther::

Recreational music learning becomes Recreational music learning becomes more popularmore popular

Rise in number of community Rise in number of community ensemblesensembles

Increase in music-based Elder-Increase in music-based Elder-hostels.hostels.

Private music schools will flourish in Private music schools will flourish in citiescities

Relationships Between Relationships Between Schools and Other Sources Schools and Other Sources of Music Learningof Music Learning For us as teachersFor us as teachers::

Prepare students for a lifetime of musicPrepare students for a lifetime of music Expand the curriculumExpand the curriculum Encourage intergenerational music Encourage intergenerational music

participationparticipation Unify all sources of music education Unify all sources of music education

with the National Standardswith the National Standards

Vision 2020: ConclusionVision 2020: Conclusion

► Why do Humans Value Music?Why do Humans Value Music?► Why study Music?Why study Music?► How to teach the National Standards?How to teach the National Standards?► How can all people be involved in How can all people be involved in

meaningful music participation?meaningful music participation?► How will music education be affected by How will music education be affected by

technology and society?technology and society?► What should be the relationships between What should be the relationships between

schools and other sources of music learning?schools and other sources of music learning?

Primary SourcePrimary Source

►http://www.menc.org/publication/visionhttp://www.menc.org/publication/vision2020/introduction.html2020/introduction.html

the housewright declaration on the future of music education

Documents

music study

humans value music

music process

diversitywhy study music

music education summitapril

sources of music learning

meaningful music participation

individualadds value