Week 3 Assignment, Part 3
Draft Action Research Project Progress Report
- Title: An Action Research Study of Efficient
and Effective Rehearsals in Elementary (Choral) Music Programs
- Needs Assessment: Participation in the required number of
UIL sanctioned competitions has sharply declined within our school
district over the past few years, resulting in fewer trophies and plaques
awarded on the national and state level, fewer scholarships being awarded
to prestigious collegiate music programs, and fewer students opting to
participate in the rigorous music programs in preparation for participation
on the secondary level. We have fewer
than 20% male participation in many of our district’s music programs, and
less than 1% Caucasian.
- Objectives and
Vision of the action research project (ELCC 1.1): Elementary
music programs will function at a productive high once again. By integrating the technology of the 21st
century in to the traditional concepts of the music of old, we should be able to spark a rekindled
interest in choral music programs throughout the district and resume
building the secondary programs by sending competent, interested, and
engaged projects forward. My plan is
to survey music colleagues about what technology they use in class, instructional
methods during class and rehearsals, revision of CScope curriculum for
performances and contests, participation in learning opportunities
provided by professional organizations (CEDFA, TSTA, NATS, NAMM, etc), administrative
support, and how to bridge it all together. The survey also includes adequate space
for summary info for the organizations I was unable to view personally. Some have submitted videos of areas of
challenge or success for study and/or inclusion.
- Review of the
Literature and Action Research Strategy: -
My
extensive literature review of related books, articles, and videos was
divided into three sections: (a) literature
which looked at specific music instructors and conductors and their
personal ideals; (b) literature that included some pedagogical ideas drawn
from general music education books related to obtaining high-level
musicianship on every level, including elementary; and (c) literature where
related studies were discussed and examined for relevancy in efficient and
effective rehearsals. Although there are many articles on rehearsal
strategies and techniques, I found that the adolescent learner is often
treated in a manner comparative to other age groups. Adolescent learners offer unique
challenges that need to be addressed.
For instance, Worthy (2003) examined the differences with the same
expert instructor rehearsing a high school honor band and a college band. He noted there was a difference with the
pacing of the rehearsal and the amount of directions given to the
musicians at one time.
- Articulate the
Vision (ELCC
1.2):
I shared the vision of this project using compiled data from previous competitive
years, award results from UIL, and declining enrollment figures gathered
from the various music teachers during in-service meetings via powerpoint,
emails, etc.
- Manage the
organization (ELCC 3.1): No funds were used to conduct this
experiment. All of the information
was publicly accessible. When
videotaped journaling was used, no students were captured via camera to
protect their right to privacy.
Most directors found it most prudent to submit recordings of their
reflections, rather than broach acquiring permissions for all of the
students. We discussed challenges
that we had witness throughout the years then sought ways to offset
them. We were then able to trace
their effect on what elementary teachers do and how much more interesting
we have to make guided instruction in order to have our rehearsals be effective
and efficient because students were no longer seeing value in
participating on the secondary levels.
As opposed to every child who plays pop warner football who dreams
of an eventual career in the NFL, they will participate in pop warner,
elementary intramural, middle school, and high school (with their parents’
full support) because they see scholarship and professional opportunities
directly linked to them. We lost
that connection in our fine arts programs and the redirect needs to occur
at the elementary level to support the demands of the upper levels.
- Manage
Operations (ELCC
3.2): Oddly enough, getting some of
my elementary colleagues to see the need for revamping our efforts was
exasperating. An exhaustive review
of the data was needed and discussed at length prior to them buying
in. We were able to design some
professional development opportunities that showcased positive attributes
of the elementary music program functioning as a performance entity,
rather than a general ed class providing a 45 minute required prep period
for classroom teachers.
- Respond to
Community Interest and Needs (ELCC 4.2): We know that students of
all intelligence levels are affected by music and can express themselves via
music. We also know that research
shows increased brain activity when classical music is being played. It is not logical to think that every
student is headed to a career in the Metropolitan Opera. However, when more effective and
efficient instruction and rehearsals are utilized in elementary
instruction and beyond --- and the students see successful evidence of
such --- an interest is sparked that may open new worlds and produce more
successful performance groups, as well.
The link between added success in the arts is akin to other areas. Particularly in the educational setting,
participation not only on skill in that particular area, but also largely
depends on satisfactory academic progress, model behavior, and other
desired characteristics we link to acceptable and successful student
behavior.
