EDUCATION 205 Lecture Component PROJECT FIRST SLIDE _x_ GROUP MEMBER(S): Who are you? Val Knaus, Emily Zachek, Molly Schlaak, Julia Weinberg _x_ Slide.

EDUCATION 205 Lecture Component PROJECT FIRST SLIDE

_x_ GROUP MEMBER(S): Who are you? Val Knaus, Emily Zachek, Molly Schlaak, Julia Weinberg _x_ Slide 1+: LEVEL(S) & SUBJECT(S): What kinds of teaching or pupil services interest you? _x_ Slide 1+: PROJECT QUESTION: What will you ask about? _x_ Slide 2+: PROJECT DATA PLAN: What will you research?

Do you have permission?Do you cite at least 3 links to online sources?

 _x_ Slide 3+: PROJECT DATA REVIEW: What* are you finding? _x_ Slide 3+: PROJECT FINDINGS: How* is it related to pluralism? _x_ Slide 4+: PROJECT CONCLUSIONS: What* does it mean for your teaching or pupil services? _x_ Slide 5: PORTFOLIO ITEM

Artifact:image of something you madeOR image of something an educator madeOR image of something student(s) madeOR an action photo of you, an educator or a student**

Caption:your name(s)AND school or agency name**AND dateAND age/grade/level/subjectAND description of group/school/communityAND description of group/school/communityAND description of artifact or action**

According to School of Education Portfolio Artifact Guidelines athttp://www.uwsp.edu/education/reference/portfolio/soeportfolio/artifacts/artifact_cover_page.htm

_x_ * Additional text must be attached in notes fields (minimum total of 500 words)

_x_ ** Permissions required for public use of recognizable names or likenesses, and for surveys

_x_ One project report & portfolio item minimum requirement per group

_x_ Project report & portfolio item including this cover sheet, in PPT format submitted by the deadline to the EDUC 205 drop box in Desire2Learn web site athttps://uwsp.courses.wisconsin.edu

Neither printed nor e-mail submissions will be accepted without written permission

KEEPING MUSIC IN THE SCHOOLSDiversity in Music Education Practice

MUSIC ADVOCACY

Statistically, there are higher graduation rates in schools with music programs.

Through music, students gain the ability to learn with all of their senses.

Students who take music classes score higher on standardized tests.

PLURALISM, MULTICULTURALISM, AND MUSIC EDUCATION

Music is a universal tool for communication. Through music, students can learn about the

cultures of the world. Regardless of their learning style, students

can be taught how to experience music.

CONCLUSIONS

Benefits of music are shown in many ways. Teachers need to incorporate all cultures and

learning styles. Department of Education letter

PORTFOLIO ITEM

WORKS CITED Campbell, Patricia Shehan. Music & Teacher. New York: W.W. Norton

and Company, 2008. Print.

Duncan, Arne. Secretary of Education letter to School and Education Community Leaders. August 2009. PDF.

Johnson, Christopher M., Memmott, Jenny E. “Examination of Relationship between Participation in School Music Programs of Differing Quality and Standardized Test Results.” MENC Journal of Research in Music Education Winter 2006: 293-307. Web.

<http://www.menc.org/resources/view/why-music-education- 2007#school>.

MENC. “Music Makes the Grade: Music Programs Contribute to Higher

Attendance and Graduation Rates.” Web. <http://www.menc.org/documents/legislative/harrispoll.pdf>.

Phillips, Kenneth H. “A Stronger Rationale for Music Education.” Music

Educators Journal September 1993. 17-19, 55. Print.