Every student who fails ISTEP will be pulled from the band classroom for a semester. Bsms band director: removing students from band is harmful to student's academic and social development. She says music and math have a strong connection, for without time, music would fall apart.
Every student who fails ISTEP will be pulled from the band classroom for a semester. Bsms band director: removing students from band is harmful to student's academic and social development. She says music and math have a strong connection, for without time, music would fall apart.
Every student who fails ISTEP will be pulled from the band classroom for a semester. Bsms band director: removing students from band is harmful to student's academic and social development. She says music and math have a strong connection, for without time, music would fall apart.
student who fails ISTEP will be pulled from the band classroom for a semester, to participate in remediation. While we at the Ball State Middle School band program understand the importance of core subjects, we completely object to students being pulled from their arts courses for a semester of remedial work.
So what does this mean for your student?
Depending on the subject failed your child will be pulled from band during the fall or spring semester. For students starting band this year, they will either enter the classroom a semester late, or only have half a year of instruction. At the middle school we strive to make our classroom as comprehensive as possible. Music and reading are incorporated into the band classroom setting daily. o Students are put in situations where they can apply math in a real life setting. In music we need to divide, use fractions, and recognize patterns, concepts that are regularly tested on the ISTEP test. o Reading and writing have a permanent place in the music classroom. Throughout the semester students participate in various projects that connect literature to music. Writing prompts are given each semester on a musically relevant topic. To view examples of our students work please visit our website at www.bsmsbands.com For further reading, I have found these websites and articles offer many comprehensive ideas for incorporating core subjects into the music classroom.
o http://www.naeyc.org/files/yc/file/201201/Geist_Pat terns_of_Music_Jan012.pdf o http://www.musicandliterature.org/
Based on the testimony given by my
colleagues it is clear that removing students from band for remedial classes is harmful to students academic and social development. Just because students are in a band setting does not mean they are restricted to just learning about music; we strive to make our classrooms as comprehensive as possible. Today I would like to share with you some examples of how music is connected to the core subjects that ISTEP tests in the classroom. Music and math have a strong connection, for without time, music would fall apart. Fundamental math skills, such as counting, adding, subtracting, dividing are used whenever a student reads a piece of music. Noticing and creating patterns in Math is an essential skill that can be fostered through patterns of rhythms and notes that students play. Through call and response patterns, students learn about sequences and symmetry. Time signatures are indicated in the form of fractions. Students learn the distance between pitches through series of whole and half steps, a concept that is also explained through
fractions. Math is mostly a theoretical study of
numbers, but music allows students to experience these theories in an active manner. Music often tells a story, and through proper teaching, literature and writing connections can be made in the music classroom. During this past concert cycle, my students were playing the piece Rest, by Frank Tichelli, based on a poem by Sarah Teasdale. Students discussed how they felt the music reflected the text and then wrote their own poetry based on the music. Students in our jazz band recently did research projects on various performers, using different media as sources and structuring their information into a cohesive paper with proper citations. Examples of all of these works, as well as other comprehensive lesson plans can be found on the band programs website. Finally, many students who perform poorly on standardized tests have grasped the material, but due to crippling test anxiety wind up in remediation. Performances are a large part of the band programs, and we work with students in groups, or individually to address and conquer performance anxiety issues that transfer into their test-taking.
You will notice that I have not said that band
can replace a remedial course; I do not believe that to be true, some students do need this rigorous help. My point is merely that the music classroom teaches students core skills in ways that differ from the traditional math and English setting, and may be a students only chance to fully comprehend the material. You will find there is no reason for students to be pulled from band for a semester to learn core skills that are already being incorporated into the classroom.