Test #3

Question 1

Aesthetics

Answer 1

The philosophy concerned with the nature and value of the arts.
The study of that about art which is the essence of art and that and about people which as throughout history caused them to need art as an essential part of their lives.
Explanation of art’s intrinsic nature.
-uniqueness and necessity

Question 2

Aesthetic Education

Answer 2

• an approach to teaching and learning that engages students in learning about works of art through hands-on inquiry, questioning, writing, and art making.
• it “requires that learners must break with the taken-for-granted, what some call the ‘natural attitude,’ and look through the lenses of various ways of knowing, seeing and feeling in a conscious endeavor to impose different orders upon experience.”
• people should be knowledgeable of intrinsic properties of art and be able to react to them

Question 3

Philosophy

Answer 3

A set of ideas and values that define a profession on the community and individual basis. Philosophies are ever changing, but they exist to define and support the role that the profession plays at that particular time. Right now music education is not completely grounded in the idea that it is absolutely necessary to exist.
-Philosophy gives meaning and definition to professional lives.

Question 4

Advocacy

Answer 4

• to make the strongest possible case for the need for music education to those deciding the profession’s fate
• philosophy should support music education’s most important qualities

Question 5

Referentialism

Aesthetic Theory

Answer 5

-music can and does refer to meanings outside itself

Question 6

Absolute Formalism

Aesthetic Theory

Answer 6

• “music for music’s sake”
• music has no meaning and is enjoyed for it’s “formal” structure and technical construction
• music can be enjoyed as pure sound and form and does not need emotional connections to be valued

Question 7

Absolute Expressionism

Aesthetic Theory

Answer 7

-it’s all about the music. I am an objective observer; I have nothing to do with the musical object. If the composer provides the musical object to interject unpredictable sounds in the music, I will let it cause emotion in me. All I do is permit my emotions to be activated by the music. Music has meaning; it comes from the music and the resultant sounds it creates. All I have to do is listen to hear the outcome of what the musical object produces. I don’t need to know a thing about the music’s context or be an educated music listener. So, let’s get on with the music. Let your music affect me, composer!”

Question 8

Analyzing Music Teaching

Answer 8

• why have music in schools?
• what should be taught in music class?
• how will it be taught?
• to whom will it be taught?
• what are the results?

Question 9

Lesson Planning

Answer 9

• organizing time in which students are taught
• pre-assessment or baseline (find out where students are)
• goals/conceptual objectives (decide what you are going to teach)
• instructional/behavioral objectives (state the objectives in a precise manner)
• select appropriate materials/decide on teaching strategy
• assessment

Question 10

Long Range Planning

Answer 10

-for extended period, large scale goals

Question 11

Unit Planning

Answer 11

-organizing a series of lessons around one particular concept

Question 12

Day-to-Day Planning

Answer 12

-developing a different lesson for every day

Question 13

Race to the Top

Answer 13

• Obama decided we need to unify education and states can’t take proper control anymore
• they made it a competition
• there are standards that schools need to meet and they get grants
• Georgia won Phase 2
• an advantage is to adopt the government’s Common Core which 47 states have done
• states get points for educational progress and high standards

Question 14

American Federation of Teachers

Answer 14

• American labor union that primarily represents teachers
• 1916, fastest growing union, WWII brought up membership, proponent of “Community Schools” for teaching English, vocation counseling, etc.
• improve teacher quality, smaller classes, longer hours for extra tutoring, second largest union
• against “65% solution” that mandates that 65% of annual budget is spent on “classroom instruction”

Question 15

National Education Association

Answer 15

• the largest professional organization and largest labor union in the United States,[2][3] representing public school teachers and other support personnel, faculty and staffers at colleges and universities, retired educators, and college students preparing to become teachers.
• “to advocate for education professionals and to unite our members and the nation to fulfill the promise of public education to prepare every student to succeed in a diverse and interdependent world,”[6] as well as concerning itself with the wage and working condition issues common to other labor unions
• 1857, founded as NTA then changed name
• lobby for women’s suffrage, G.I. Bill, National Defense Education Act, Civil Rights Act
• advocate of Committee of 10, Brown vs. BoE, state pensions, collective bargaining agreements, maternity leave
• largest professional teaching organization

Question 16

Collective Bargaining

Answer 16

• process of negotiations between employers and a group of employees aimed at reaching agreements that regulate working conditions
• educators meet and talk about wages, atmosphere, etc.
• strengthens relationships between teachers, makes admins work with teachers, greater involvement in decision-making process, clearly defined condition of employment
• distracts attention from education reform and not much research is shown to affect student achievement

Question 17

Character Education

Answer 17

• learning process that teaches students to be good people, bring parents and students together, caring community, opportunities for moral action, self-motivation, regular assesses culture climate
• at Bayless Elementary School, after character education there were less disciplinary referrals
• Ridgeward Middle School leadership classes and mentors made failing students drop from 600 to 6
• elementary students/parents can prepare for middle school and so on

Question 18

Marva Collins

Answer 18

• grew up with high expectations
• went to Clarke University in Atlanta
• was a substitute teacher in Chicago and saw things she didn’t like
• started Westside Prepatory School on 2nd floor of her house
• she taught kids who were “unteachable”
• school grew and then closed down in 2008
• she believes that students don’t fail, schools and teachers fail
• supporter of socratic method
• the rate of information is controlled by the teacher. Properly paced, this encourages participation, reducing discipline issues and encouraging self-discipline. The program specifically avoids work-sheets and inane busy work. It establishes an intellectual atmosphere, a general attitude suspending judgment, and examining reasoning.

Question 19

Multicultural Education

Answer 19

• incorporating different teaching styles to different cultures
• cultural and racial education reduces segregation, fear, ignorance, and helps women’s study
• content oriented teaching increases cultural knowledge
• student oriented increases performance of ethnic minorities
• arguments: focuses on differences more than similarities and detracts from studying western civilization

Question 20

Portfolio Assessment

Answer 20

• a collection of student work meant to outlines achievements, student preparation in selecting work, evidence of self-reflection
• Types: Showcase Portfolios (best of the best work), Process Portfolios (how the student grows), Evaluation Portfolios (test scores), Online Portfolios
• promote self-directed learning, clarifies what has been learned, demonstrates progress, and peer supported growth

Question 21

Service Learning

Answer 21

• education that combines classroom learning with field experience of community service, progressing personal growth and promoting civic duties
• combines progressivism and pragmatism
• Community Service Act of 1990 created Learn and Serve America which created grants for service learning
• elementary 5th graders tutoring younger grades, middle school science conducting an experiment and educating the community, high school performing a play about a current issue
• at-risk students can help or be helped

Question 22

National Standards in Arts Education

Answer 22

-outline what every K-12 student should know and be able to do in the arts. The standards were developed by the Consortium of National Arts Education Associations, through a grant administered by The National Association for Music Education (NAfME). For reprint permissions

Question 23

National Association for Music Education (NAfME)

Answer 23

• 1907 as MSNC then MENC and now NAfME
• among the world’s largest arts education organizations, is the only association that addresses all aspects of music education. NAfME advocates at the local, state, and national levels; provides resources for teachers, parents, and administrators; hosts professional development events; and offers a variety of opportunities for students and teachers. The Association orchestrates success for millions of students nationwide and has supported music educators at all teaching levels for more than a century.
• developed national standards for music education and administered the development of National Standards for Arts Education
• projects such as Music in Our Schools Month every March, Give a Note Foundation, and National Anthem Project
• worked to ensure that every student has access to a well-balanced, comprehensive, and high-quality program of music instruction taught by qualified teachers. NAfME’s activities and resources have been largely responsible for the establishment of music education as a profession, for the promotion and guidance of music study as an integral part of the school curriculum, and for the development of the National Standards for Arts Education.

Question 24

Edison Schools

Answer 24

• formerly known as Edison learning
• run public schools for less money than school districts could, and that it would improve student achievement while making a profit for its shareholders
• school management services, evaluation, achievement services, virtual and alternative educational services
• 1992 FOR-profit educational management
• clients are individual schools, districts, governments, boards
• they’re supposed to raise student achievement
• their process is to diagnose, plan, do, monitor, and report
• they actually give the tools needed for action
• professional development courses too