MUSC 843 The Music Educator as Advocate

Study of advocacy for music education. Discusses how to defend the value of music education programs, including budgetary, curriculum, and policy considerations.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

It is important that each music educator understands the significance and process of proactive advocacy for the support of music education in the schools. This includes the interpretation, implementation, and development of policy; and the educator’s role in establishing collaborative relationships with the community, the board of education, the administration, teaching peers, and the student.

No details available.

After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.

Discussions are collaborative learning experiences. Therefore, the student will complete 2 Discussions in this course. For each Discussion, the student must post one thread of at least 500 words and 2 replies of at least 250 words. For each thread and post, the student must support his/her assertions with appropriate scholarly citations in current Turabian format. Acceptable sources include the textbook, sources included in course readings, official government resources, and other peer-reviewed documents. (CLO: A, B, C, D)

Two government documents are basic to the music advocate seeking to secure a music education for all students. They provide legal grounds for the access of information in the local school district and establish music education as core curriculum and basic to a well-rounded education. The student will write a 475-500 word paper summarizing the impact of FOIA and ESSA on Music Education. Turabian standards should be used throughout the document. (CLO: A, B, C, D)

The student will write a summary paper comparing and contrasting two complete Annual Status Reports. The summary will answer specific question prompts and will be between 900-1000 words. Turabian standards should be used throughout the document.

The student will prepare a Status Report on the music program in a selected school district. Each module provides specific activities or written assignments related to the completion of the Final Project. The Status Report will be constructed so as to provide for informing the administration, the board of education, the music educator and the community of the current state of health of the program. The report will include a five-year plan for expanding program opportunities for all students in the district. Turabian standards should be used throughout the document. (CLO: A, B, C, D)