Focusing on the Classroom: Know the Territory

District Surveyed:Date:

District Level

Y/N Has a music coordinator
Y/N Has written music curriculum
Y/N Funds music program through district budget
Y/N Updates books and equipment regularly
Y/N Provides equal access for all students to music program

Elementary Level

Y/N Has music-certified instructor
Y/N Offers band and orchestra programs
Y/N Provides 100 minutes of music instruction weekly
Y/N Teaches varied music types through varied activities
Y/N Students create music

Middle/Junior High Level

Y/N Offers band, orchestra and choral programs during regular school day
Y/N Provides six or more periods in the school day
Y/N Teaches varied music styles

High School Level

Y/N Has music-certified instructor
Y/N Requires fine arts credit for graduation
Y/N Offers band, orchestra and choral programs during regular school day
Y/N Offers credit for band, orchestra and choral classes
Y/N Includes the band, orchestra and choral grades in students’ overall GPA
Y/N Offers non-performance music courses for credit during regular school day

Adapted from MENC Teacher’s Guide for Advocacy

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Community Spotlight

From the Ash family to the Gretsch family and the whole industry in general, we thank you so much for this initiative; we will not let you down. My mom is probably looking down on us with a huge smile

- Sammy Ash, Chief Operating Officer, Sam Ash Music Stores

Did you know?

Early Childhood is critical time to support children's natural desire to sing, move and play with sound. Furthermore, research shows that music and music experiences support the formation of important brain connections that are being established over the first three years of life (Carlton, 2000).