The Florida Department of Education, in response to the education initiative “Florida’s System of School Improvement and Accountability” developed a statewide committee to develop “The Principles Guiding the Development of Florida’s New Curriculum Frameworks,” in 1994. Resulting frameworks were drafted in the arts, mathematics, language arts, social studies, foreign languages, and health education/physical education. The Florida Curriculum Framework for the Arts was published in 1996 and is the defining curriculum for music and the arts in your classrooms.

The State of Florida has prioritized reading, writing and math, and research supports that music programs contribute significantly to students’ academic success. (see Appendix D) It is one of FSMA’s goals to provide intercholastic music activities that align with Sunshine State Standards and help all students achieve academic excellence. Another of the stated goals is to provide “models and tools” which assist in defining quality music programs. We hope this publication will assist campus administrators in that way. Please review this document with your teachers and district staff. If the FSMA can be of service to you, please do not hesitate to contact our staff at (800)301-3632 or through our web page at www.flmusiced.org.

There are many and varied studies available today which indicate that regular participation in the arts and specifically music programs contributes significantly to academic success. Although several are cited in Appendix D, should you wish to review them, their presentation is not the purpose of this publication.

Two statements reflect the views of the FSMA:

1. Music is a vital academic elective which should exist and be supported for the qualities that it brings to the lives of students in teaching values, judgement, and elements which cross-over into life skills and applications. No other subject area teaches the aspects of “art” learned in music classes, and music classes should be available to all students for those reasons.
2. Music courses when systematically approached, coordinated with the Sunshine State Standards, and articulated between grade levels can contribute to the general academic curriculum. Music classes, properly taught, can make significant contributions toward assisting in raising FCAT scores; can address reading, writing and math skills in the context of the music class; can provide humanizing qualities; can make school a place where students want to be; and can motivate students to learn in ways unavailable to the core classroom teacher.