K-12 MUSIC DEPARTMENT
OVERVIEW
&
STRATEGIC PLAN
Revised and Updated:
January 2011
2
Sequence of Instruction
………....page 3
Introduction
………...………page 5
Our Vision
………...……..page 6
Belief Statements
………...…....page 6
Critical Issues/Recommendations
……….………..page 7
Strengths
………page 8
Areas of Concern/Weaknesses
……….…page 9
External Analysis
………page 10
Examples of Achievements
………..……….…..page 11
Curricular Excellence
…………...……….……….page 12
Data Gathering
………page 13
3
Cherry Brook
Primary School
Pre-K - 3
Classroom Music
(required) 2x’s per week @ 30 minutes perCanton
Intermediate School
Grades 4 - 6
Vocal Music
Grade 4 Chorus(required) Grade 5 Chorus (optional) Grade 6 Chorus (optional)Extra-Curricular Grade 5 & 6 Concert Choir Grade 5 & 6 Chamber Singers
Classroom Music
(required Grades 4-6) 2x’s per week @
30 minutes per
Instrumental Music
Grade 4 Band/Group Lessons Grade 5 Band/Group Lessons Grade 6 Band/Group Lessons
Extra-Curricular Grade 5 & 6 Wind Ensemble
4
Canton
Middle School
Grades 7 & 8
(Music is required in Gr. 7)Vocal Music
Grade 7 Chorus Grade 8 Chorus Extra-Curricular Grades 7&8 Chamber Singers
Music Technology
Grade 7 Non-Band/Chorus Students
(2x’s per week, 1 semester) Grade 7 Experiential
(30-day elective) Grade 8 Elective for non-Band/Chorus Students
Instrumental Music
Grade 7 Band/Group Lessons Grade 8 Band/Group Lessons
Extra-Curricular Grades 7&8 Jazz Band
Canton
High School
Grades 9-12
Vocal Music
Concert Choir I (Grade 9) Concert Choir II (Gr. 10-12)
Chamber Singers (by audition w/prerequisite)
Classroom Music
Guitar (Gr. 9-12, Semester Course) AP Music Theory (Gr. 11-12 with prerequisite)Instrumental Music
Concert Band (Grade 9) Symphonic Band (Gr. 10-12)
Extra-Curricular Jazz Ensemble (by audition)
Jazz Workshop Jazz Combo(s) (select)
5
BACKGROUND
In 2004-2005, the district music staff was asked by the Superintendent of Schools to assess both the current status and the feasibility of future expansion of the K-12 Music Department. From our conversations, a set of questions were developed to help guide us. As a result, our first K-12 Strategic Plan was developed. In 2007-2008, the Plan received its first revision.That same year,Mr. Kevin Case, Superintendent of Schools, assisted us in developing a shared departmental vision which now guides us in refining our beliefs and planning for the future.
In 2010-11, we have revised and updated our plan for the second time using our new District Strategic Plan, Raising the Bar, as a guide. Additional directed questions have assisted us to refocus and refine our mission, leading to the addition of examples of Curricular Excellence. Also in response to the District Strategic Plan, we will be investigating the feasibility of creating a Jazz Charter or Magnet School.
WHERE ARE WE NOW?
The most glaring weaknesses identified in the past two plans have been: 1) the lack of music course offerings to half of our high school students, 2) insufficient financial resources and 3) outdated technology at the middle/high school. Significant progress has been made to minimize and eliminate these weaknesses. A semester Guitar course at the high school is in its third year with student interest increasing yearly; the first five years of a seven year instrument purchasing strategy has been funded; and the Music
Technology Lab (also used by the high school) was updated this past summer to accommodate specialized software and increased use by the middle school.
The department continues to advocate for the addition of Grade 8 Music Technology Experiential completing the middle school technology piece and connecting it to the high school. This can be done through reorganization of existing music staff. The District now offers a Virtual High School course on The History of Rock and Roll taught by our Music Technology teacher. As noted, financial resources have been made available for
instrument replacement on a yearly basis. While this has had a profound impact, there is still a glaring need to infuse monies to offset years of neglect as well as to accommodate increased student participation.
WHERE DO WE GO FROM HERE?
The music department continues to be regarded as one of the finest in the State and has been recognized on the regional and national level for their performing groups and their faculty/curricular achievements. We understand that funding has become increasingly strained, and realize that any requests for resources must be made only after thorough investigation and impact analysis. Concerns continue to exist that the Music Department could be negatively affected in the areas of facilities and instructional time in the future.
6
The Canton Music Department’s Vision is to
develop our students’ ability to create, perform
and respond to music at their highest level in a
safe and nurturing environment.
The music staff believes the following conditions should exist in the
music program in order for us to achieve our Vision:
Every student should be entitled to an education including music through Grade 8
Every student should have the opportunity to participate in a music class through Grade 12
Every student should have the opportunity to participate in the instrumental music program regardless of his or her financial situation
Every student should have the opportunity to perform on a regular basis Every student should have the opportunity to audition for Middle and High School Regional/All-State Music Festivals
7
The music department has defined eight critical issues that will assist us in clearly articulating our vision of music instruction and learning while
maintaining the high level of quality that the Canton Public Schools is known for:
1. Continue tofund existing programs on a consistent, yearly basis
Continue an atmosphere of budgetary security for existing programs Continue to fund the District-Wide Instrument Purchasing Plan
2. Maintain the current Contact Time for the Existing Music Programs, K-12
Frequency of Classroom Music Frequency of Instrumental Lessons Frequency of Ensemble Rehearsals
3. Maintain the current dedicated Music Facilities at each school in order to deliver appropriate instruction
4. Offer the current Music Technology program as a Grade 8 Experiential to the entire middle student population
5. Continue to explore formalized Connections across the curriculum both departmentally and school-wide.
6. Refine the current system to gather detailed, relevant data in order to drive instruction, allocate resources and assist in decision making through
standards-based assessments, learner outcomes and by tracking student participation/retention in the performance ensembles
7. Continue K-12 Professional Development in order to improve teaching and learning through best practices
8. Consider expansion into new programs carefully with a thorough analysis and impact study done prior to implementation
8
Dedicated and qualified staff committed to providing
rigorous instruction
Teaching facilities in every building including a newly
updated Music Technology Lab at CMS/CHS
Commitment to excellence from every student
High percentage of students involved and retained in the
vocal and instrumental music programs, Grades 4-12
Maximum utilization of staff and monetary resources
Curricular and instructional programs aligned to national
standards and state frameworks that are available to every
student, grade PreK-7
Strong administrative and Board of Education support
Strong community support and parental involvement
Ongoing K-12 departmental Professional Development
Ongoing Percussion Artist-in-Residence program Grades
7-12 co-funded by the Parents for Music and the District
Ongoing Piano Accompanist for Grades 4-12 Choruses, Flute
Artist-in-Residence and a new Vocal Artist-in-Residence
programs funded exclusively by the Parents for Music
9
Lack of a Music Technology Experiential offering to Grade 8 Band/Choral students
Dedicated Computers for SmartMusic web-based performance assessments Limited musical offerings to the non-Band/Chorus high school population Levels of professional staffing
o CIS/CMS – Continued expansion of the Instrumental music program
o High School – future expansion of Music Electives, i.e. Guitar, entry-level Music Theory and possible Jazz Charter/Magnet School
Financial resources for maintenance of the existing music program
o Instrument Preventative Maintenance/Overhaul Program
In order to maintain our pianos properly, every instrument must be regulated every few years to avoid significant repair/replacement costs. Currently, we are in need of a high quality upright piano for CMS/CHS to replace older, unrepairable instruments
The band instruments purchased over the past ten years are beginning to enter a stage where they will require overhauls or other repairs. This will assure that these instruments continue to perform at a high level for many years to come. This will need to be addressed beginning in the 2011-2012 Budget.
Develop a long-term plan to maintain and improve music facilities
o CBPS music facilities
Currently uses the cafeteria two mornings a week for classes
Music Room must continue to be a dedicated space for classes
o CIS large group rehearsals are held in the Gym and Cafeteria.
o Continued Ventilation issues in the Auditorium, MS/HS Band, Chorus and Music office need to be resolved
o Storage at the high school
Replace/remove old broken storage cabinets in the Band Room to improve efficient use of the room by CMS, CHS and any future expansion
10
Items which the music department has little or no control over in the
development of a strategic plan:
• Resource Allocation and Economic Conditions
• School Enrollment Growth, K-12
• State and Federal Mandates
11
program and demonstrate what makes us unique amongst our peers:
CIS
The Wind Ensemble was the featured elementary level ensemble at
the 2004 CMEA All-State Music Festival.
The Jazz Combo received a Gold Rating at the 2005 Bacon Academy
Middle School Jazz Festival.
The instrumental music program has an annual Chamber Music
Concert involving over 60 students yearly
The Wind Ensemble won first place as the best 6
thGrade Band and
the Jazz Combo won first place in the Jazz Ensemble in the 2009
Band Brilliance National Spring Concert Competition.
Due to overwhelming student interest, an additional extra-curricular
Chamber Choir has been added in the 2010-2011 school year.
CMS
Both the Grade 8 Chorus and Band have received Gold Ratings
perennially at the Great East Music Festival and a superior ratings at
the Musical Carousel Festival held in Massachusetts.
95%
of Grade 8 students chose to continue in the music program
CHS
The Jazz Ensemble has been the highest placing New England public
school in the small school division at the Berklee Jazz Festival for the
past eight years including the top group overall in 2008. In addition,
the Jazz Ensemble has been selected as the Best Ensemble at
the
2005, 2006, 2008
and 2010 UMASS Jazz Festival and has opened at
concerts by the Lincoln Center Afro-Cuban Jazz Orchestra, the Maria
Schneider Jazz Orchestra, the Christian McBride Band and Conrad
Herwig. They performed at the 2009 U.S. Military Academy West
Point Academy Jazz Festival, and, in 2010, were the featured guest
performers at the All New England Music Festival.
The high school music program was selected as a Grammy
Foundation National Signature School Finalist in 2007, 2009 and
2010, the only CT school so honored.
A Canton High School saxophonist was selected to perform with 2011
Grammy Jazz Ensemble in Los Angeles, CA.
12
The music teachers in Canton are constantly looking for innovative ways to deliver instruction to their students, improving teaching and learning through best
practices. The following are examples of curricular excellence being demonstrated in Canton:
Participant in the State-wide Common Assessment Pilot for Grade 2
at CBPS spearheaded by Luann Saunders
Various CBPS grade-level performances including a Native American
Celebration, May Dance, Cinco de Mayo and a grade 3 Recorder/Choral
concert are presented annually by Claire McCarthy and Luann Saunders
Original Instrumental Music Method books written by Mark Buonfiglio
for Grades 4, 5 and 6 that feature grade-level appropriate sequenced
formative/ summative assessments and cross-curricular connections that
are aligned to State and National Standards
Original band compositions written by Mark Buonfiglio for Grades 4, 5
and 6 ensembles to better meet the needs of the students
Extra-Curricular ensembles are offered to augment student demand
o
Annual Instrumental Chamber Music concert at CIS
o
Chamber Choirs offered to students at CIS (a second group has
been added in 2010-2011) and at CMS
o
Wind Ensemble offered at CIS
o
Jazz Ensembles offered at CIS and CMS
SmartMusic, a web-based practice and assessment performance program,
has been piloted by Donna Corbett with the goal of full implementation at
CMS during the 2010-2011 school year.
Brett Gottheimer presented a professional development session at the
2010 CT American Choral Directors Association state conference on
research-based approaches to sight-singing instruction and included vocal
assessment techniques which provide effective data to adjust instruction
A Virtual High School course on the History of Rock and Roll is being
taught by Tom Moran beginning in 2010-2011
The annual Prisms concert at CHS which incorporates students into the
process of creating/producing a multi-media interdisciplinary performance
Development of Department webpage:
www.cantonmusic.org
as a
13
Gathering and interpreting data for the music program serves to impact
teaching and learning as well as to determine resource allocation.
The
music department continues this initiative in school level data teams and
as part of its K-12 Professional Development program.
Our goal in the 2010-2011 school year is to reflect upon current
departmental practices to determine both relevant and efficient ways to
get a clearer “picture” of student growth and understanding during
their time at each school.
Various types of data acquisition must occur
including the following:
1)
Classroom music and performing ensembles must have a sequential set
of agreed-upon written and performance standards-based assessments.
The results of these will assist the staff in continuing to develop the
students’ musical skills in order to achieve our shared vision.
2)
Critical reflective written responses to both musical examples and
concert reflections must be integrated into the music curriculum.
3)
The department must track participation numbers for both the vocal and
instrumental performing ensembles, Grades 4-12. From this data, we can
extract information regarding retention rates, staffing and any other
resource needs including music and instruments. Trends can be identified
and planned for and, in some cases; adjustments (instrument transfers and
vocal needs) can be made.
4)
Show evidence of formal connections to the general curricula using
Gardner’s Multiple Intelligences as a model to strengthen relevant
instruction.
14
Future expansion into new programs such as a jazz magnet/charter school; string instruction; new choral or instrumental performance groups;and marching band will require additional staff, resources and facilities. While as a staff we believe in a well-rounded music program, it is our charge to examine carefully its long-term impact on both the Department and District. The following considerations should serve as a template for any potential expansion:
CURRICULAR PROGRAM
1. Scheduling
At what grade does instruction begin?
Due to the relatively small size of our grade levels, can we absorb an additional offering without impacting negatively the census in the existing band and choral programs?
2. Staffing
Music instruction is a specialty that will require a qualified additional staff member.
Will we be able to find a qualified person for a .2 or .4 position?
Accommodations will need to be made to have the position grow as the program grows. Our current staffing is not able to add classes.
3. Budget
Start-up money will be needed in order to purchase music, books and supplies.
Specific, size appropriate instruments will need to be purchased for each grade level. This would need to be in addition to monies allocated currently to the existing program.
If seeded by grant or foundation monies, the Board of Education will eventually have to absorb this into their normal operating budget.
4. Facilities
Where will new instruction take place? All music facilities are in use throughout the school day. In addition, the CBPS cafeteria and the CIS cafeteria and gymnasium are used for classes and rehearsals.
Separate climate-controlled storage areas will need to be created in each building specifically for string instruments.
15
CURRICULAR PROGRAM
5. Area Schools - Schools in the NCCC and our DRG would be contacted regarding the existence and impact of a particular program in their systems.
6. Sample Timeline for Implementation of a New Curricular Program - If all of the above issues are dealt with, and there is a demonstrated, consistent effort by the Board to fund our existing program, then the following schedule could be used:
Year One – Work with the music department, administration and Board of Education to fund existing programs.
Year Two - Meet with district and building level administration as well as the music staff to develop a detailed proposal/impact study for the addition of a music program to the Board of Education.
Year Three -
1. Make proposal to the Board of Education for adoption into the next year’s school budget.
2. Pending Board approval, hire the appropriate professional staff.
Year Four - Begin instruction at targeted level
Please note that this timeline is only a sample and could be compressed or extended.
EXTRA-CURRICULAR PROGRAM
Any additional after-school programs would need to follow the same guidelines used for a curricular program prior to implementation. Staffing costs would need to be determined in accordance with the stipend schedule.
