Beginnig the Dialogue: Teachers Respond to the National Standards in Music

Abstract

This exploratory study ascertained from active music teachers what role the National Standards in Music play in their classrooms, and what effect participation in a standards-based graduate level course would have on their teaching. Over 16 weeks, certified teachers (N=14) explored the standards, investigated MENC documents and resources, designed teaching strategies, and practiced implementation of materials. After the course, the teachers completed an open-ended questionnaire. The following observations are drawn from this group of teachers: While music teachers are cognizant of standards, applications and support systems within individual school districts are inconsistent. Higher education institutions and school districts must play a stronger role in disseminating standards information. These teachers found that a professional development course could assist them in instituting changes in their teaching; however, after a semester of study, teachers still desire additional training. Many of these teachers stated that they lacked the basic supplies, space and instruction time to do, what they feel, would be an effective job of teaching music in the public schools.

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