Music Standards, Educational Objectives, and Reflective Practices in Early Elementary Music

Music Standards, Educational Objectives, and Reflective Practices in Early Elementary Music

The purpose of this mixed-methods action-study was to monitor the development of a second-grade music classroom with violent tendencies. We conducted an intervention design in 12 cycles of simultaneous data collection and analysis. A researcher-constructed scale was used to measure group achievement on selected National and State Standards, as well as educational objectives classified by cognitive, affective, and psychomotor domains. Additionally, we collected field-notes, researchers’ journals, meeting notes, and a conflict-tracking instrument.

Methods

The second-grade music class (N = 23) was a purposive sample. We worked using a collaborative action-research intervention design through a school-university partnership. Using data input from each session, we developed a curriculum through repeated cycles of testing and reformulation. The teacher involved in the delivery of instruction documented reflective notes during weekly planning and after each instruction session. The university researcher documented reflective notes after each interaction with the teacher. Field-notes were written in connection to every activity of the lesson plans, and conflicts were documented in a separate instrument. 

Educational objectives were classified by domain (affective, cognitive, and psychomotor), and by sublevel within each domain. We used a 10-point scale to rate the group’s achievement using a holistic evaluation approach. Measures were taken for every standard and proposed objective in the session.

We performed descriptive statistics for all measures and non-parametric correlations between state and national standards and standards with educational objectives by domain. Also, we performed first-level coding, categorizing, diagramming, and narrative development for qualitative analysis.

Findings

The mean achievement for educational objectives was: (a) cognitive domain (76%), (b) psychomotor domain (74.33%), and (c) affective domain (69.57%). The educational objectives input rate was: (a) cognitive (34%), (b) psychomotor (34%), and (c) affective domain (32%), showing a balanced design across all domains. Mean achievement for state standards was 73.8% and 72.9% for the national standards. Our planned activities completion rate was 74%, revealing overplanning.

We tracked the progress of the group using National Standards for General Music-Creating/Performing and State Standards for 2nd grade. We correlated among standards and objectives (available in the poster).

In addition, we learned that our collaboration and critical reflections were key to improving teaching. We noticed that a creativity-based environment reduced violence and increased students’ engagement. A system of support and reflective practice helped the teacher deal with anxiety and concerns about curricular design and pedagogical experimentation.

Implications

Further research into the relationship between students’ development in different domains and national/state standards is necessary. Also, we need to continue the study of the effects of school-university collaborations on school music programs and professional development.

In practice, there is a need for music teachers to be equipped with advanced curriculum design instruments and techniques to conduct 4-year programs in elementary school, along with habits on reflective assessment.

Contact Information

Víctor Manuel Rubio Carrillo - vmr64@miami.edu (vmrubiocarillo.net)