Action Research Update EDLD 5397, Spring 2013

Well, it has been quite some time since I posted.  My project has changed quite a bit, as well.  Dr. Cortez-Rucker says that our projects should be a living creature.  Mine is truly that!  You have no idea.  He also indicated that a number of challenges his students face have to deal with changes in leadership / site supervisor.  That has been my primary issue, as well.  I think I have altered the project to meet my specific needs and easily adjust to any additional changes that may be forthcoming WITHOUT sending me back to the drawing board ---- again!  Happy blogging to you all!!

Week 3 Assignment, Part 3

Draft Action Research Project Progress Report

 

1. Title:  An Action Research Study of Efficient and Effective Rehearsals in Elementary (Choral) Music Programs
2. 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.
3. 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 21^st 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. 
4. 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.  
5. 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.
6. 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.
7. 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.
8. 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.