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EDUCATION 205 Lecture Component PROJECT FIRST SLIDE
_x_ GROUP MEMBER(S): Who are you? Val Knaus, Emily Zachek, Molly Schlaak, Julia Weinberg _x_ Slide 1+: LEVEL(S) & SUBJECT(S): What kinds of teaching or pupil services interest you? _x_ Slide 1+: PROJECT QUESTION: What will you ask about? _x_ Slide 2+: PROJECT DATA PLAN: What will you research?
Do you have permission?Do you cite at least 3 links to online sources?
_x_ Slide 3+: PROJECT DATA REVIEW: What* are you finding? _x_ Slide 3+: PROJECT FINDINGS: How* is it related to pluralism? _x_ Slide 4+: PROJECT CONCLUSIONS: What* does it mean for your teaching or pupil services? _x_ Slide 5: PORTFOLIO ITEM
Artifact:image of something you madeOR image of something an educator madeOR image of something student(s) madeOR an action photo of you, an educator or a student**
Caption:your name(s)AND school or agency name**AND dateAND age/grade/level/subjectAND description of group/school/communityAND description of group/school/communityAND description of artifact or action**
According to School of Education Portfolio Artifact Guidelines athttp://www.uwsp.edu/education/reference/portfolio/soeportfolio/artifacts/artifact_cover_page.htm
_x_ * Additional text must be attached in notes fields (minimum total of 500 words)
_x_ ** Permissions required for public use of recognizable names or likenesses, and for surveys
_x_ One project report & portfolio item minimum requirement per group
_x_ Project report & portfolio item including this cover sheet, in PPT format submitted by the deadline to the EDUC 205 drop box in Desire2Learn web site athttps://uwsp.courses.wisconsin.edu
Neither printed nor e-mail submissions will be accepted without written permission
KEEPING MUSIC IN THE SCHOOLSDiversity in Music Education Practice
MUSIC ADVOCACY
Statistically, there are higher graduation rates in schools with music programs.
Through music, students gain the ability to learn with all of their senses.
Students who take music classes score higher on standardized tests.
PLURALISM, MULTICULTURALISM, AND MUSIC EDUCATION
Music is a universal tool for communication. Through music, students can learn about the
cultures of the world. Regardless of their learning style, students
can be taught how to experience music.
CONCLUSIONS
Benefits of music are shown in many ways. Teachers need to incorporate all cultures and
learning styles. Department of Education letter
PORTFOLIO ITEM
WORKS CITED Campbell, Patricia Shehan. Music & Teacher. New York: W.W. Norton
and Company, 2008. Print.
Duncan, Arne. Secretary of Education letter to School and Education Community Leaders. August 2009. PDF.
Johnson, Christopher M., Memmott, Jenny E. “Examination of Relationship between Participation in School Music Programs of Differing Quality and Standardized Test Results.” MENC Journal of Research in Music Education Winter 2006: 293-307. Web.
<http://www.menc.org/resources/view/why-music-education- 2007#school>.
MENC. “Music Makes the Grade: Music Programs Contribute to Higher
Attendance and Graduation Rates.” Web. <http://www.menc.org/documents/legislative/harrispoll.pdf>.
Phillips, Kenneth H. “A Stronger Rationale for Music Education.” Music
Educators Journal September 1993. 17-19, 55. Print.