Resources for Teachers

Professional Organizations

Music Educators National Conference, the National Association for Music Education

American Choral Directors Association of Minnesota

Minnesota Chapter of International Association of Jazz Educators

Minnesota Band Directors Association

Minnesota String and Orchestra Teachers Association

General Music Education Resources

New! No Subject Left Behind, A Guide to Arts Education Oppourtunities in the 2001 NCLB Act (PDF, 2004). This document, published by the Arts Education Partnership, is a comprehensive resource for research and advocacy relative to music and arts education as a part of the No Child Left Behind Act of 2001.

Minnesota's Academic Standards in the Arts, K-12 (PDF, Release date May 19, 2003)

Advocacy Workbook for Music Education (3.1 MB, PDF): This workbook, compiled by former MMEA Advocacy Chair Doug Orzolek, is a great tool for teachers or local advocates who want an overview of recent research, ideas about how to get started with local advocacy, and many additional resources in support of music education in the schools.

K-12 Resources for Music Educators offers an award-winning collection of music education resource links.

The United States Copyright Law: A Guide for Music Educators. Guidelines for the use of copyrighted material.

Information from the Minnesota Department of Children, Families & Learning, about the Graduation Standards and Performance Packages for primary, intermediate, middle and high school levels.

The Perpich Minnesota Center for Arts Education is a state agency combining the Arts High School and the Professional Development Institute. The Center is also home to the Learning Resource Center, providing an arts-rich collection to students, teachers and artists throughout Minnesota.

Army Band Master Classes originally intended to assist military musicians across the world and have been prepared by some of the outstanding musicians in the Army Band program.

Minnesota Staff Development Council provides information about upcoming educational workshops and links to sites on topics such as standards, assessment, school improvement, technology and diversity.

Chamber Music Minnesota brings eclectic small ensemble music to viewers of community access television. In partnership with other organizations such as Thursday Musical, The Schubert Club of St. Paul, and the Fischoff National Chamber Music Association, Chamber Music Minnesota reaches a cultural, ethnic, and economic cross-section of many populations by virtue of the diversity of public access television. Their educational component, the Duetto Study Guides, offers study packages to teachers as companions to the Music da camera television series.

Best Practices in Music Education, Sample Files for Download
Examples of Best Practices in Music Education

Best Practice examples courtesy of Zane Schaefer, Annandale High School:

Letter of explanation regarding giving students a better understanding of music performance.
An inquiry project that asked the question, "How can individual music students practice evaluation of large-group performances in a rehearsal setting?" Preliminary results are included.
This activity, used at the beginning of the school year, asks students to modify an existing melody (melodic variation) using the process of creation.
These S.P.A.C.E. charts (Standards, Processes and Concepts, Evidence) provide a visual representation of the connection between a content standard, student instruction and assessment. A high-school performance example is included.
Rubric to evaluate the elements of music performance which can be used by students for self-evaluation or large-group evaluation, or as instruments for feedback by instructors and judges.
Rubric to evaluate the elements of a rehearsal.
Materials to help students better understand the processes of music performance.

Best Practice examples courtesy of Kay Nelson, Sartell Middle School:

Inquiry project description: Will student self-assessment increase vocal skill development in middle-level students?
Inquiry project overview. How does this inquiry connect to the Best Practice Standard? What will be the basis for evidence of learning?
Project results and conclusions to the question: Will student self-assessment increase vocal skill development in middle level students?