Beyond the headlines: perspectives of charter school music teachers

Matthews, Wendy K.; Koner, Karen

doi:10.1080/10632913.2020.1766615

Cited by 4 publications

(3 citation statements)

References 23 publications

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“…These possible contributions include descriptions of enrollment and participation in additional states, contrasts between for-profit and nonprofit charter authorizers and operators, and studies of whether and how online-only "virtual" schools incorporate music into their curricula. Furthermore, case studies or surveys of charter and private school administrators vis-à-vis music program decision-making and continued investigations of the robustness, content, and philosophy of the charter school music programs that do exist (to complement Aprile, 2017;Major, 2013;Matthews & Koner, 2020) would be welcome contributions to the literature. Data from such studies would help to determine whether continued expansion of charter schools and other "school choice" programs in America should be regarded an existential threat to school-based music education.…”

Section: Discussionmentioning

confidence: 99%

“…The overall lack of ensemble programs in charter schools is not necessarily discouraging; it is entirely understandable given that they are typically small schools with transient student populations. In such a case, other forms of secondary music study may well be better suited to those schools' contexts (see Matthews & Koner, 2020). Even though a complete picture of charter school music instruction has not emerged in the literature, findings from one study (Aprile, 2017) suggest that not all of it is vibrant and artistically fulfilling.…”

Section: Music Enrollment Ratementioning

confidence: 99%

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Music Education Opportunities in Ohio K–12 Public and Charter Schools

Shaw

2021

Journal of Research in Music Education

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The purpose of this study was to examine which Ohio schools offered curricular music courses and the rates at which students participated in those courses. The analysis involved descriptive statistics, analysis of variance, logistic regression, and partially nested multilevel modeling using data from the Ohio Department of Education ( N = 3,222 schools). The investigation revealed that charter schools offered music courses far less often than public schools. However, in charter schools that did offer music, students participated at higher rates than those in public schools. Nearly all public schools featured music classes. The exception was high schools in the highest poverty urban neighborhoods, 31% of which had no curricular music. Students identified as Black, Hispanic, or indigenous were more likely to attend schools without music programs. Elementary students enrolled in an average of 1.00 music classes per year, whereas middle and high school students enrolled in 0.67 and 0.35 music classes per year, respectively. Suburban districts saw the greatest decline in music participation as students progressed to high school. Urban schools with greater percentages of white, non-Hispanic students had higher music enrollment rates.

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Section: Discussionmentioning

confidence: 99%

Section: Music Enrollment Ratementioning

confidence: 99%

Music Education Opportunities in Ohio K–12 Public and Charter Schools

Shaw

2021

Journal of Research in Music Education

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“…School music teachers' perceptions of ensemble music in the student curriculum. The incorporation of progressive (hip-hop and rap genres) and nontraditional music can help music teachers, with autonomy, see clearly and make decisions about the talent-based curriculum to be used in the learning process (Matthews & Koner, 2022). The student curriculum we found at SMKN 1 Pulang Pisau still uses the 2013 curriculum.…”

Section: Introductionmentioning

confidence: 99%

Strengthening Music Learning at SMKN

Sulistyowati¹,

Munte²,

Silipta³

et al. 2022

Dimas J. Pemikir. Agama untuk Pemberdaya.

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The Community Engagement (PkM) of the Faculty of Teacher Training of Christian Education choosing the topic is because: Firstly, the author considers SMKN 1 Pulang Pisau to be a potential high school for activities because their Principal is an arts graduate. Second, the school has complete musical equipment as far as the author is concerned. Third, the location and venue of SMKN 1 Pulang Pisau is spacious and adequate as a location for activities. Fourth, the school was able to command all secondary school principals to send representatives of teachers who had taught in the cultural arts department. We explored creative strategies through an ensemble approach in interfaith music learning after reinforcement and/or empowerment. The implementation method in PkM that we have done is Asset Based Community Development (ABCD) method with implementation stages through discovery, dream, design, define and destiny. Our PkM team evaluated the implementation and sustainability of the program at SMKN 1 Pulang Pisau for 4 days. As a result, the beneficiaries were able to plan, select methods, and implement Cultural Arts learning, with music specifications through an ensemble approach. The ensemble as a national music landscape is able to produce musical creativity and resonant rhythms through materials around the beneficiary schools. For example, gallons, bamboo, and wood.

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When art works in networks: A multiple-case study of network-level arts education supports in charter management organizations in New York City

Brown-Aliffi

2023

Arts Education Policy Review

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Beyond the headlines: perspectives of charter school music teachers

Cited by 4 publications

References 23 publications

Music Education Opportunities in Ohio K–12 Public and Charter Schools

Music Education Opportunities in Ohio K–12 Public and Charter Schools

Strengthening Music Learning at SMKN

When art works in networks: A multiple-case study of network-level arts education supports in charter management organizations in New York City

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