| Models
and Tools for Excellent Music Programs, seeks to assist the
campus administrator in defining the elements usually present
in successful music classrooms and is coordinated with the
National Standards for the Arts and the Florida Curriculum
Framework for the Arts |
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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:
- 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.
- 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.
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