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Philosophy
The purpose of the Music In Education program is to cre-
ate a technology-empowered general music classroom
that enables the music teacher to provide a comprehen-
sive music education. Supporting this purpose is the phi-
losophy that every child should have a sustained educa-
tion in music as an active music maker, creator, and re-
sponder. Music In Education places the study of music –
a structured, systematic, comprehensive and conceptual
instructional framework – at the core of teaching and
learning experiences. The technology specifically de-
signed for Music In Education provides an environment
in which students engage in music the way professional
musicians do: by performing, creating, and responding
to music as active participants rather than infrequent or
passive spectators. Increasing student participation in all
aspects of what it means to be a musician is important to
the future of music in education as well as developing a
society literate in the arts.
There are five key components of Music In Education:
1. Curriculum: Instructional sequence, concept develop-
ment, and guided practice toward mastery of skills
are central to the program. An experiential under-
standing of the elements of music form the product
with a comprehensive view of what it is to be a musi-
cian providing process. Within the curriculum of Mu-
sic In Education, four characteristics are:
a) Elements of Music / Music Literacy: Music is an
artform as well as a discipline requiring knowl-
edge, skill, and understanding. A focus on the ele-
ments of music (rhythm, melody, form, expression,
etc.) provides the framework for the engagement of
students in musical thinking and music making.
b) Group Instruction: The class is the primary vehicle
of instruction. Technology, unique curricular de-
sign, and cooperative learning experiences are di-
rected toward reaching groups of learners, yet con-
currently recognizing the special learning and per-
ceptual needs of the individual.
c) Individualized Assessment: Instructional compo-
nents include measures to assess student under-
standing, perception and achievement. The musi-
cal growth and understanding of the individual is
essential to the success of the group.
d) Expert Thinking: Student musical experiences have
an application beyond the music classroom experi-
ence, into other academic experiences and per-
sonal use outside of school, and in the develop-
ment of lifetime participation with music. Music In
Education encourages students to emulate what ex-
pert musicians do… perform, improvise, compose,
critique, and so forth.
2. Literature: Curriculum materials recognize and re-
spect the traditions of classroom music and our rich
cultural heritage, and provide a bridge between those