for Music Education
Block Scheduling: Implications for Music Education is the result of a research survey of "block scheduled" schools in Kentucky, Indiana, Wisconsin, and Michigan conducted by the authors. Statistics on school music programs are included, as are valuable comments by music educators working in these small-, medium-, and large-sized schools. Percentages and other research findings are followed by information on the advantages and disadvantages of different types of scheduling in sample schools throughout the country. Also included are suggestions on becoming involved and building networks for sharing information.
Inside Block Scheduling: Implications for Music Education
Chapter 1 - Block Scheduling and School Music Programs-Some Background Information. Why Block Scheduling and Why Now?; What Does Block Scheduling Mean to Music Teachers?
Chapter 2 - A Survey of Block Scheduling Implementation on Secondary School Music Programs in Kentucky, Indiana, Michigan, and Wisconsin. How We Obtained Our Information; Types of Schedules; Forms of Block Scheduling; Student Enrollment Trends; Scheduling; Scheduling Conflict Potentials; Scheduling Conflicts; Advanced Placement Class Conflicts; Elective Class Conflicts; Conflicts with Upper-Class Students; Balanced Instrumentation and Vocal Parts; Performance Proficiency; Constant Enrollment; Enrollment in More than One Performance Art Class; Block Scheduling and the Success of Performance Arts Classes; Administration Views; Music Teacher Comments
Chapter 3 - Making Block Schedules Work: Sample Schedules
- Alternating Four-Period Day-Eight Classes
- The 4 x 4 Block-Schedule
- Hybrid Schedule-Long and Short Classes
- The Embedded Block Schedule
- Block 8-Eight Periods, Rotating A B Days
- Modified Block Scheduling-"Split Block" Classes
- The Intensive Block Five
- Block 4 Scheduling with an Extended Day Option
- Block 8-7 Credit Schedule, Rotating Days with All 8 Classes Meeting on Friday
Chapter 4 - Making Block Scheduling Work-One Program at a Time 10 Examples of Real Programs!
Chapter 5 - Suggestions for Becoming Informed, Involved, and Building Networks for Sharing Information
- Washington Music Educators Association-Jo and Bruce Caldwell 10 Considerations if Moving to Block Scheduling 6 Important Factors for Music in a Schedule
- Wisconsin Music Educators Association-Kevin Meidl 17 Creative Ways to Help Music Succeed in a Block Schedule
Chapter 6 - Block Scheduling and School Music Programs-Some Closing Thoughts
Chapter 7 - Where to Look for Help-Selected Bibliography for Music Educators
About the Authors
Dr. Larry R. Blocher is Associate Professor of Music Education, Associate Director of Bands, and Director of Music Education at Wichita State University in Wichita, Kansas. At Wichita State, Dr. Blocher conducts the concert band, teaches undergraduate and graduate music education courses, and coordinates the music education program. Dr. Blocher is President-Elect of the Kansas Bandmasters Association, a member-at-large representative for the National Band Association, and a member of the Editorial Committee for the Music Educators Journal (MEJ). Dr. Blocher is active as a guest clinician/conductor/adjudicator and has presented clinic/research sessions at international, national, regional, and state conferences in the area of instrumental music teacher preparation.
Dr. Richard B. Miles is Professor of Music and Director of Bands at Morehead State University in Kentucky, and holds a Ph.D. from Florida State University. In addition to the supervision and administration of the MSU Bands, Dr. Miles teaches undergraduate and graduate conducting. Since his arrival at MSU in 1985, the MSU Symphony Band, under his direction, has been selected to perform for conventions of the Music Educators National Conference, College Band Directors National Association, National Band Association, and the Kentucky Music Educators Association. Dr. Miles is in demand as a guest conductor, clinician, and adjudicator. Internationally, he has conducted concerts and clinics throughout Europe, the United Kingdom, Canada, and the People's Republic of China.