A well-equipped music facility at the middle school and high school levels
may typically include:
- Rehearsal areas for a large group
- Practice rooms for rehearsals by individuals or a small ensemble
- Sound system, including audio and visual recording equipment
- Music stands and risers
- Storage areas for musical instruments, printed music, sound systems,
and other equipment - Storage area for uniforms and choral robes
- Student desks or tables for general music, theory, history, and
appreciation courses - Keyboard lab for piano and keyboard classes
- A faculty or administrative office
- A performance space or theatre
Community Resources and Parent Involvement
A standards-based music curriculum communicates an open invitation to
community musicians to assist in promoting a lifelong love of music among
students. Music educators can survey their communities for musicians willing
to work and perform with students. Visits by professional and amateur musi-
cians enhance and bring into focus concepts already introduced in the regular
instructional program and can provide additional professional development
for teachers. In turn, music students can be encouraged to attend or participate
in musical performances in the community. Local performing groups, arts
councils, and professional musicians are all resources for the music educator.
And the music faculty and students at colleges and universities can
provide a wealth of musical resources.
As in other curricular areas, parents are often active support-
ers of the music program. Music teachers welcome parental part-
nerships that bring parents into the classroom. By providing
additional support to meet student and program needs,
attending performances, and encouraging their student’s
musical experiences, parents who are not musicians can
aid the program. The inclusion of community and
parent resources does not, however, substitute for
the sequential, comprehensive music program
but does strengthen it.
Chapter 4
Guidance
for Visual and
Performing Arts
ProgramsMusic