General Suggestions
As music advocates become active in a school district and community, it is valuable to draw upon the experience of others. For instance:

• An essential first step in communicating any of the following information is to decide who are the best advocates.

• It is clear that in most cases parents, students and other community members are the most effective advocates for the music program.

• A second step is to provide advocates with accurate, up-to-date information that includes local data as well as statements, opinions and research from state and national sources.

• General statements about the importance of music may not be effective if a proposed program cut is quite specific and affects only a portion of the program.

• It is important to focus specifically on the proposed cut and both the long range and short range impact the cut will have on students, the school and the community.

• Remind others that the U.S. Congress has identified music as a core subject on par with other "traditional studies."

• Finally, a comprehensive education demands a balance between creative/aesthetic experience and other academic studies.

Program Targets

Program Target: Elementary instrumental instruction

Possible Reasons for Proposing this Particular Program Reduction:

• Interruption in the school day.

• Less important than other "special" programs (reading recovery, counseling, etc.).

• Independence of "site-based" management.

• Equity (why should instrumental music begin before other opportunities).

• Save money (staff, equipment, supply reductions).

• Weak documentation of best age to begin instruction in instrumental music.

• Save classroom space.

• Instructional time is needed for other (high priority) academic subjects that are assessed.

• Dropout rate between beginning level and high school.

Counterarguments:

• Interruption in the school day

• School opportunities should be structured to meet student/parent interests rather than teacher/administrative convenience (relate to the "consumers").

• Research shows that "pullout" music programs do not have a negative effect on achievement. Students in music actually score higher on standardized tests at all levels.

• Impact on overall student development is very positive: auditory, perceptual, aesthetic, work ethic - both immediate response and long range response.

• Stress the value to the student.

• Music study positively influences achievement in other subjects

• Reasons for beginning in elementary school

• Tends to involve parents more as partners in learning.

• Elementary school is physiologically appropriate for learning instrumental music.

• Does not interfere or compete with other opportunities which become available at middle school.

• Has great value and impact at this younger age.

• "Musical Intelligence" (Howard Gardner, Frames of Mind) needs to be developed at a young age.

• 4th & 5th grade students are ready for some kind of specialization in their learning.

• Recent study showed that second graders who had instrumental music instruction scored higher on standardized math test than students who did not.

• Comparison to other "special" programs

• Need to offer options to build on individual motivations and "special" intelligences.

• Need to provide equity of opportunity not based on social/cultural/economic factors.

• Need to provide an inclusive program, rather than exclusive

• "Drop-out" Rate

• Each year of experience has value in itself.

• Some go on to other music experiences within the school or community.

• Save Money

• Look at the long term effects: eventual impact on middle and high school enrollment in music.

• Examine concept of John Benham's "Reverse Economics." In most cases, music teachers have a higher student-teacher ratio than other teachers. Who will teach the children who are no longer in music?

• Instructional Space

• Rooms used for elementary instrumental music instruction may also be available part of the time for other instruction or special needs.

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Program Target: Reduced instruction by specialists in elementary general music.

Possible reasons for proposing this program reduction:

• Reduce staff and save money.

• Inability to find qualified/certified music specialists.

• Music can be incorporated into core subjects as a tool, and need not be taught separately.

• Trend toward integration of subject areas.

Counterarguments:

• This is the one aspect of the music program that touches all students. It is the basis for subsequent learning and interest in music.

• Music is an independent core subject. While it can support other studies, it requires an independent curriculum.

• Wisconsin is a good state in which to teach. Recruiting efforts can be broadened.

• The expertise of the music teacher brings unique experiences to students in music class and can also enrich other subjects.

• Refer to "Eliminating elementary instrumental instruction." Some of the same arguments apply.

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Program Target: Eliminate individual or small group lessons in instrumental music.

Possible reasons for proposing this program reduction:

• Eliminate staff and save money.

• Interruption in schedule.

• Shortage of facilities for instruction.

• Unique instructional pattern in comparison to other subjects (special treatment).

Counterarguments:

• Refer to "Eliminating elementary instrumental instruction." Some of the same arguments apply.

• Uniqueness of music as a discipline and area of learning

• Instruction should be based on the optimum way to learn within a subject rather than forcing everything into one scheduling pattern.

• Equity is an important issue: Should music lessons only be available to those who can afford to pay for them by studying privately outside of school?

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Program Target: Reduce music department supervisor or coordinator.

Possible reasons for proposing this program reduction:

• Reduce staff and save money.

• Perception in the community of "too many administrators."

• Perceived ineffectiveness.

• Lack of role definition.

• The role does not provide direct services to students.

Counterarguments:

• Coordination ensures the effective use of resources.

• Coordination of curriculum, instruction and activities is important.

• Expertise in hiring effective staff is important.

• Important to maintain standards through monitoring and supervision of programs.

• Need to provide leadership in curriculum development and unification.

• Initiating relevant staff development is important.

• Music is a unique discipline with special administrative needs within the school program (equipment, safety issues, visibility within the community).

• Traveling teachers must have their special needs met to be effective.

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Program Target: Reduce or eliminate middle school general music classes.

Possible reasons for proposing this program reduction:

• Apathy of current teaching staff.

• Redundant for those enrolled in choral or instrumental music.

• Reduce staff and save money.

• Not appealing to students.

• Instructional time is needed for other core studies.

Counterarguments:

• Wisconsin state education laws require that general music be offered in the middle school.

• Music offers a variety of options for exploration, consistent with middle school philosophy.

• Student interest is an argument for curriculum revision, not course reduction.

• Teacher disinterest is not a valid reason to deprive students of educational opportunity.

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Program Target: Reduce instructional time for middle and high school perfoming groups.

Possible reasons for proposing this program reduction:

• Present scheduling model doesn't work with block scheduling.

• There is need to allocate instructional time to "traditional core" subjects.

Counterarguments:

• Academic schedules should respect the learning needs of students in all subjects.

• Community expectations for student music performance require more student contact time - not less.

• Many schools have implemented block scheduling while maintaining some yearlong courses.

• The long term implications of this reduction will affect individual achievement, performing group quality, and ability to serve school/community events.