General Music and the Common Core

Cardany, Audrey Berger

doi:10.1177/1048371313493288

Cited by 4 publications

References 3 publications

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The Framework for 21st Century Learning: A first-rate foundation for music education assessment and teacher evaluation

Gilbert

2016

Arts Education Policy Review

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Federal laws and funding initiatives, such as the No Child Left Behind Act and the Race to the Top campaign, have created an increasing incentive for schools nationwide to document student progress, standardize assessment practices, and evaluate teachers according to student success. In response, the Common Core State Standards, a popular yet controversial policy, has emerged. Implemented at the state level, these standards focus heavily on the areas of English language arts and mathematics, subjects not traditionally incorporated to a great extent in music classrooms. In order for music to maintain a role as an essential subject in the school curriculum, it is imperative that music educators be able to associate themselves with a complementary initiative that allows them to demonstrate how students are meeting benchmarks required at the state and national levels without sacrificing the integrity of music instruction itself. Of the existing models available, the Framework for 21st Century Learning provides the most appropriate structure for determining music teacher effectiveness and for organizing learning objectives that can be assessed to show student growth in music education classrooms.

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The Framework for 21st Century Learning: A first-rate foundation for music education assessment and teacher evaluation

Gilbert

2016

Arts Education Policy Review

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Intersecting Social Justices and Music Education

Jorgensen

2016

The Oxford Handbook of Social Justice in Music Education

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In this chapter, responses to three interrelated questions are sketched: Why should music educators be interested in justice? What is meant by the term “social justice” and what are the sorts of social justice? How should music educators act on behalf of justice? The case is made for a multifaceted view of justice broadly construed. Aspects of distributive justice, communitarian justice, commutative justice, contributive justice, procedural justice, retributive justice, restorative justice, poetic justice, instrumental justice, legal justice, divine justice, and justice viewed through natural law are applied to notions of social justice from the perspective of education and music education. Several practical steps in working against injustice and toward justice in and on behalf of music education are offered.

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Supporting English Language Arts Standards Within the Context of Early Singing Experiences

Nordquist

2015

General Music Today

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Music teachers may integrate a variety of English language arts content standards into their curriculum to enhance students' music experiences while also supporting their language development. John M. Feierabend and Melanie Champagne's picture book adaptation of "My Aunt Came Back" lends itself to multiple singing and discussion activities that build children's phonological awareness, understanding of language conventions, and knowledge of word relationships.

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General Music and the Common Core

Cited by 4 publications

References 3 publications

The Framework for 21st Century Learning: A first-rate foundation for music education assessment and teacher evaluation

The Framework for 21st Century Learning: A first-rate foundation for music education assessment and teacher evaluation

Intersecting Social Justices and Music Education

Supporting English Language Arts Standards Within the Context of Early Singing Experiences

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