VCET Fine ARTS Micropresentation

Over the course of this week I have finally come up with my leadership project idea!  So here goes...

Fairfax County Public Schools has many transient students that move within our county due to various reasons.  When a student moves from one Fairfax County school to another Fairfax County school there is no guarantee that they will receive a consistent music education because not all general music teachers are utilizing the Assessment Pacing Guides.  These guides were created by a summer curriculum team during the summer of 2012, to give assessment ideas for each grade level (K-6) per quarter.

I would like to work with my Langley pyramid of elementary general music teachers at Colvin Run, Forestville, Great Falls, Spring Hill, and my school Churchill Road, to look at these Assessment Pacing Charts and create assessments that we will introduce and/or use for each quarter that align with the progress report criteria for general music in Fairfax County Public Schools.

I would like to collect data through my conversations with my pyramid colleagues; assessments created; information from Fairfax County's Fine Arts office; articles; journals; music education organizations and research papers.  The goal of my proposal and future presentation is to show students that receive a consistent music education including pyramid-wide created assessments can improve and strengthen a student's music education.

Some of the potential obstacles I may face towards addressing this goal are attaining buy-in from my pyramid colleagues and finding research and/or data that proves this goal.  Some supports I hope to receive may come from our Fine Arts Office; NAfME-National Association for Music Educators; VMEA-Virginia Music Educators Association; and FGMEA-Fairfax General Music Educators Association.

Assessment and the 8 Habits of Mind

Today's morning class was about data driven decision making.  It was really interesting to get to the root of "why" I collect specific data and "how" I collect the data.  It really helped me to streamline my thinking regarding my assessing of students.  The table that we filled out regarding data and assessment was eye-opening.

 I worked with the table starting from the right side reflecting on "how" I collect the data and then moved on to the left side explaining "why" I collect the data.  It really validated what I do in my classroom.

In the afternoon, we went into more depth about the 8 Habits of Mind.  It, again, validated what I, and many fine and performing arts teachers do in their classrooms.  One example of a lesson that I have taught that I can see clearly incorporates some of the Habits of Mind is an assessment that is used as a county-wide assessment given to 6th grade students.  The student is asked to compose the melody of jingle.  The lyrics are given to the student and they are given parameters in which to compose.  The student has the opportunity to EXPRESS a musical idea.  They have been DEVELOPING (their) CRAFT over the course of time in elementary school.  As they go through their editing process they are REFLECT(ing) on their own work.  I appreciate looking at this assessment through a new lens because I had been looking at it strictly through the lens of the musical standards I teach.  I am now able to expand the reasoning behind why this lesson is so important to those outside the fine and performing arts because these Habits are universal.

Education Policy in Action

Yesterday was such an exciting day!  The Fine Arts and Humanities and Language Arts Academies went to the Capitol to speak with Senator Tim Kaine about Education.  The 50 teachers represented the various counties/school districts pretty equally around Virginia.  It was great to hear his perspective and beliefs regarding education.  He was extremely knowledgeable of the issues education is facing federally as well as at the state level.  He was honest with us of he didn't know an answer to a question and asked for us to send him information regarding our issues.  I left feeling so very welcomed, honored, validated, and proud of what we as a collection of teacher leaders have accomplished and what we are on the precipice of accomplishing!

Leadership

Today as a small group we defined teacher leadership as an advocate for students, families, teachers, school, and community; has a willingness to promote positive, trusting relationships, innovative ideas, professional learning, and needed change.  This definition helps me to find a place for my actions that I do throughout the school year.  Through our discussions I found a place for my "big idea" problem.  I want to build stronger relationships with students and families.  This is goal/problem because of time constraints and the uncertainty of how to create opportunities to foster these relationships.

Studio Thinking 2

At first when I looked at the title of our text, I was feeling a little deflated because it appeared to be geared towards visual arts education.  Then class began!  The discussion regarding studio structure hit home hard for me.  I feel so validated by the research done that applies not only to art, but to all fine and performing arts!  The four structures have definitions that ring true for music.  I just need to rename the terms for each definition.  Kimberly said something that really made me think about one of the structures.  She mentioned that a teacher may be told they lecture too much.  I always wonder if I do that myself while teaching.  Kimberly validated our lecture time by stating, loosely, we need to lecture in order for our students to learn the essential learning skills so that they can continue on to student work time.  I loved being able to see how teachers float back and forth through the four structures fluidly throughout a block of time.  The diagrams were just awesome!  I am so happy to be among so many like-minded educators of the fine and performing arts.