MUSIC ADVOCACY: Caring Enough to Put the Student First
June 6, 2006
Educational Reform Movements: Block Scheduling and the Music Student
As you know from previous articles in this series on Educational Reform Movements, the administration at Students Central School District (SCSD) has proposed that the high school adopt a Block Schedule format. Members of the Schedule Task Force have been meeting regularly to examine various options. This week, a Task Force sub-committee (comprised of the Music Coalition and Administrative representatives) met to identify and discuss potential music program issues related to the Block Schedule concept.
But first, a little bit of definition about the Block Scheduling format.
What is Block Scheduling?
Block Scheduling is used to increase student "time on task" by lengthening each of the class periods; it is sometimes referred to as "semestering." Block Scheduling reduces daily instruction to four periods as opposed to the traditional six-period school day. With the increased time on task, students are able to complete course requirements in a particular subject area in one semester (instead of a full year). Using a Block Schedule, students can complete the equivalent of eight courses (as opposed to six) in the same number of school days per year.
The Value of Privacy
Members of the Music Coalition requested this private Task Force sub-committee meeting for the following reasons:
1. The music teachers and the Music Coalition had reviewed the research on the effects of Block Schedule on music curriculum, and had found a potential for both positive and negative impacts on the music program. 2. The Music Coalition decided to address their initial concerns in a private forum to avoid the appearance of public confrontation, and because they didn’t want to place the administration in an embarrassing position before the rest of the Schedule Task Force. 3. The Music Coalition desired to maintain a collaborative decision-making process to enhance communication and foster a positive long-term problem solving relationship with the administration. 4. The Music Coalition wanted to consider potential improvements in the music program, as well as to insure that the potential adoption of a Block Schedule format met the basic needs identified for survival of the program.
How Does Block Scheduling Affect School Music Programs?
The Music Coalition first presented four primary concerns and requested each of them be considered. Before any scheduling format is adopted, it must:
Facilitate student participation in music for the entire year.
Provide for additional staffing as necessary to make sure that curricular diversity was not reduced.
Allow for student participation in more than one music class.
Minimize scheduling conflicts for the student.
During discussions, and keeping in mind the above student needs, it became clear the music program could experience potential benefits or negative outcomes. Here’s a summary of the group’s findings:
Pros:
The increased number of minutes available in each class period could facilitate additional curricular content in music performance (band, choir, orchestra) classes, such as music theory, music history, listening, student conducting and improvisation.
Longer rehearsals could help develop the endurance required in a public performance, particularly as the dates of concerts approach.
Cons:
There may be negative reactions to the number of music credits students could accumulate over a four-year period, and apply to graduation requirements (up to 25% of the total).
There is research indicating a tendency for increased student attrition with the implementation of Block Schedule.
Increased scheduling conflicts are likely when the student has only four periods per day rather than six.
There may be a loss of curricular options in music. In the traditional 6-period day the teacher provides 5 periods of instruction, or potentially 5 different courses. In the Block Schedule the teacher teaches only 3 periods. Therefore, the student could potentially have their curricular options in music reduced by 2 (40%).
If the district promises no reduction in curricular diversity they will need to provide additional FTE to teach those courses that would otherwise no longer be offered. Therefore, there may be increased costs due to the need to hire additional teachers to maintain curricular options for students. This will be true in other subject areas as well.
At the conclusion of the meeting, Music Coalition members distributed copies of the research studies they cited during their presentation and a summary of the “talking points” they had mentioned. The administration thanked the Music Coalition members for their input and seemed particularly pleased to have some information to digest and refer to after the meeting. The administration representatives said they would take these factors into consideration when they presented their proposal at the next regular Schedule Task Force meeting.
