Do we need music education programs in schools? Since scientists Raucher and Shaw first introduced the Mozart Effect in a 1993 issue of Nature magazine, the effects of music on students’ brains have been heavily researched and documented. For many years beforehand, music education had been viewed as optional, or “elective,” in contrast to core subjects like math and reading – and the first to go in times of crisis or budget shortfall. The latest education research shows, however, that learning music may actually work to improve learning, especially spatial reasoning skills associated with math. According to the most recent data, music education not only teaches students about notes and scales, but makes them better learners as well – and in response, music programs in schools across the nation are making a comeback.

Music Education Programs Offer Students a Wide Range of Skills.

Learning an instrument teaches students the “marriage of hand and mind,” spatial hand-eye coordination that is critical for mechanics, engineering, and surgical medicine (not to mention the ability to fix your own car). Playing music also uses a large part of the brain: according to Dr. Lawrence Parsons at the University of Texas in San Antonio, who studied the brains of expert musicians using magnetic imaging technology, “Music is represented in mechanisms widely distributed throughout the brain rather than localized in a single region, as are other kinds of information, such as visual or movement information.”

The Mozart Effect & its Impact on Learning

Then there is the famous Mozart Effect. In the study, college students listened to a Mozart piano sonata for 10 minutes before performing spatial-reasoning tasks, like identifying patterns in numbers or objects. Listening to the music beforehand greatly improved their skills; this led to a follow-up study using preschoolers who listened to Mozart before assembling a puzzle. Again, those who listened to the music beforehand performed better than those who did not.

Music Education Programs Are About More than Academics

And yet there is more than academics at stake. Music also brings a better understanding of the students’ world. John J. Mahlman, Executive Director of the National Association for Music Education, says in an essay titled Why We Need Music in Our Hearts,

“Most parents… conclude that many, many children stay engaged in school and rise to new heights as students because of involvement in the music program. Students are drawn into the unique mix of group identity and personal accomplishment offered by the experience of playing music with others in an ensemble. And they soon learn something of the nature of work as they strive to make the group sound better and be better by the collective and individual efforts of each musician—a learning process that they carry over into their other studies.”

Musics Ability to Improve Negative Feelings

The joy that music brings – whether playing or listening – is undeniable. Music’s ability to lift spirits, improve negative feelings, and touch lives goes beyond the basics of math and science. Music feels good, and sometimes it’s just fun. “Music is like a break in the day,” says one first grader at Lakewood Elementary in Dallas, Texas. “It makes me happy to sing and play. It’s relaxing.” Learning and understanding music brings a happiness that many, even as adults, cannot name, and creates memories and feelings unreachable through a math problem. That alone is reason enough to keep strong music programs in schools.

Music Education Degree Programs:

If you are interested in Music Education and would like to become a Music Education Teacher you may consider the following degree programs

Master of Music Education Online
Masters in Education
Masters in Education Online
Online Masters in Education
Maters of Arts in Music Education

Doctorate of Musical Arts
Online Doctorate of Musical Arts

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So, what chutzpah prompts classifying video games as literature? First, a definition of terms is in order. Literature is about:

• Art as imitation of life – life here means everything from the realism of To Kill a Mockingbird to Kafka’s world of the mind to J.K. Rowling’s realm of wizards and mythical monsters. But life as portrayed in literature is linear, we read the words in the order in which they were written.
• Manipulation of perspective – literature gives us a world view unlike our own.
• Story: what happens? We also call this the plot.
• Setting: where does the author place the story?
• Conflict: who’s battling who, what gets in the way of resolution? Is the conflict internal or external? This is the element that keeps us reading to the end.
• Climax or denouement — what’s the ultimate height or pitch? This is the point to which the entire story has built. When it is reached, the story is about over.

And video games are about:

• Art as imitation of life: Same as above, but the worlds of video games are often a study in stunning and often realistic graphics as opposed to the life in literature which readers must picture in their heads. Even more lifelike with video games is their interactive nature, a more realistic rendition of true life with its twists and turns.
• Manipulation of perspective is significant in the often fantasy, community-based environments of video games.
• Story: player determines what happens with the choices put forth by the game creators.
• Setting: although games are designed within a series of settings, the player still determines where the action occurs.
• Conflict: the player chooses who and how to battle
• Climax: it’s all about winning, or is it?

Although the focus here is on video games as literature, video games are finding their way into other classroom content areas. In his article “Using virtual worlds and video games to teach the lessons of reality” (http://www.sciam.com) Larry Greenemeir suggests that video games may be able to turn around today’s failing classrooms. Why? According to Chris Dede, professor of learning technologies at Harvard University, the video game environment provides kids with a low-stress, non-threatening way to practice skills at which they’re not very adept. But by practicing these skills in the video game format, they can improve their competency and become confident.

Within lower level classrooms, Brock Dubbels, an eighth grade teacher at a Minneapolis school, is teaching his students Homer alongside “Sonic the Hedgehog” as a way to “better understand Odysseus’s quest.” (Yusuf, Video games start to shape classroom curriculum, http://features.csmonitor.com)
Likewise, in a Cincinnati history classroom, teacher Jeremiah McCall uses “Rome: Total War,” a real-time strategy game, so students can simulate the experiences of war.

Programs in gaming are sprouting up in higher education as well. North Carolina State University offers a graduate level course for prospective teachers of grades K – 12. Based on the premise that games offer an enriching, engaging, interactive, image-based, and interesting learning platform, the goal is for new teachers to incorporate gaming into their classrooms to promote higher levels of learning and collaboration skills among students.

Not surprising are the many courses in gaming offered by MIT, including Introduction to Video Game Studies, Games and Social Change, Games Design, and Transmedia Storytelling. These courses are part of their Comparative Media degree program, a popular and quickly growing major.

But perhaps the most stunning and innovative initiative is that of a proposed game-based curriculum for a 6 – 12 grade school in the New York City Public School System. Designed and proposed by Katie Salen, associate professor of design and technology at the Parsons School of Design, the school is slated for opening in fall, 2009. She says:

“The school is designed around the way games work. Kids are challenged to step into identities – mathematicians, scientists. They are immersed in an interdisciplinary [setting] and instead of completing units, they go on a series of missions or quests, each of which has a goal.” (http://features.csmonitor.com)

The key word in Salen’s description is “interdisciplinary.” What gaming provides is multi-dimensional, immersive, stimulating simulations and opportunities for experience and experiment. Are these story? Literature?

Yes, gaming is literature, an ever-morphing genre, and one that truly emulates life because of its interactive characteristics. In addition, gaming is a tool for mathematics, science, history, and every subject at all levels. However, its narrative capacity, its ability to provide experience, simulation, and experiment enable players to imitate life no matter what the subject.

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I Didnt Always Want to Be a Teacher

I was not someone who grew up always wanting to be a teacher. Even though I played school a lot when I was little, by the time I was in junior high, I thought I wanted to be sportscaster. Once reality set in, I thought teaching would be a better career for someone who also wanted a family. I started out by working in day care while I was in high school and college. Soon, I realized that teaching was a profession that would feed my soul.

Helping Students Reach Their Full Potential

As I spent time working in day care, I saw the positive effect I could have on a child’s life. I could share a kind word or a gentle hug for the child who misses his mom. The joy of finally seeing a child learn his colors, after months of review is an amazing experience. All of this is at the heart of teaching. I can see a need, whether it is emotional or mental, and then fill that need.

Seeing the progression a child makes from September to June is exhilarating. For example, a first grader may come into my classroom in September not able to read. When he leaves my room in June, he will have progressed to become a fluent reader. I have to say, this is the main reason I became a teacher. I want to work with a student so that he can reach his full potential. I want to see him grow into an independent learner. When a student leaves my room in June, I want to be fully confident that he will have success at the next grade level. When I hear from a parent or teacher that one of my former students is succeeding at the next level, I know I have done my job.

The Challenging Part of Being a Teacher is the Parents Not the Kids

One of the most challenging parts of being a teacher is dealing with parents. This can also be one of the most rewarding facets of the job. Parents often are at a loss as to how to help their child. When you are able to work with those parents to find a solution that works both at home and at school, you will have changed their lives. Whether it is a homework concern, or a behavior issue, the more you can connect with and help your parents, the more success you will have in the classroom.

Will my students always like me?

No. Will every day be a smashing success? No. However, I know that during my years in the classroom, I influenced my students in a positive way. I taught at a very small, private elementary school. Since leaving that school, I have had the opportunity to see my students years removed from their eighth grade graduation. The response I get from them is priceless. They reminisce about the fun times we had. They lament over a particular incident where they got in trouble in the girls’ restroom. A few even share that because of my influence on them, they are entering the field of education. No matter the story, they have a smile on their face. This is ultimately why I became a teacher.

Teacher Resources

Below are some excellent teacher resources, that you may find helpful.

Teaching Careers & Resource Guides

How Can I Advance My Teaching Career?

The quickest way to advance your teaching career is through a Masters Degree in Education, or a Specialized Degree.  Listed below are Teaching Degree Programs and Guides to help provide insight into the details for each program.

Guides to Online Teaching Degrees:

• Online Art Degrees
• Online Music Degrees
• Online Teaching Degrees
• NCATE Accredited Degrees

Online Masters Teaching Degrees:

• Online Masters in Education
• Master of Arts in Teaching Online
• Master of Science in Education Online
• Masters in Music Education Online
• Masters in Art Education Online
• Music Doctorate
• Phd in Education

Online Teaching Specializations:

• Athletic Administration Degree Online
• Coaching Education Degree Online
• Art Education Online
• Music Education Online
• Masters in Educational Leadership Online
• Principle Licensure Degree Online
• Special Education Degree Online
• Inclusion Education Degree Online
• Curriculum & Instruction Degree Online
• Literacy K-12 Degree Online
• Education Administration Degree Online

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Traditionally speaking, literacy education refers to teaching the most basic reading & writing skills. This concept of literacy was linked with the then commonly used labels of “literate” and “illiterate.” But with the importance that this area of teaching has taken on during the past few years, the overall definition of literacy education has been transformed – rather than simply teaching students how to read, literacy education has evolved to now involve the basic reading of words as well as writing, comprehension, and application.

Literacy Education Degree Programs:

• Masters Degree in Reading
• Literacy K-12 Degree
• Masters in Education Online
• Online Masters Degree in Education
• Curriculum and Instruction Degree
• Master of Arts in Teaching
• Online Master of Science in Education

Approaches to Literary Education

Need-Based Technique

According to this technique, literacy is best learned as a product of natural needs. By immersing students in reading and writing as a part of their basic activities, literacy is taught in a quick and effective manner. This strategy can involve objects such as learning walls, where students must read and apply listed information that surrounds them while sitting in class.

Making Connections Techniques

By associating reading with discussion and thinking, students learn to make connections and become better readers. When using this method, teachers will incorporate reading into discussion and critical thinking activities to promote literacy education. This involves providing instruction before, during, and after reading so that students must analyze and use their reading functionally.

Incorporation of Technology

Using technology in the classroom offers students one-on-one attention at all times, which cannot be usually be afforded in the traditional single-teacher classroom setting. In addition, technology attaches purpose with learning – which, in many ways, is the most important aspect of student learning. Tools such as Scholastic Red help teachers to address the individual learning needs of each student in a fun & engaging way.

Traditional Techniques

Newer techniques do indeed expand beyond the traditional, but the traditional techniques remain an integral basis of literary education. Traditional techniques usually involve:

• sound-symbol connection
• sounding out of words
• syntax

Throughout the past, teaching literacy has proved difficult in adults and children alike; but in recent years, the difficulties with literacy education has decreased significantly. Nontraditional education methods are on the rise and in this increasingly popular area of education, teachers in schools across the nation have found unparalleled success in nontraditional as well as traditional methods.

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Inclusion Education Environment

The educational system today encourages an inclusive setting for all kinds of learners. It is believed that putting them together can create an environment where children can learn from each other’s strengths and weaknesses. For instance, a child who has been diagnosed with Asperger’s Syndrome may benefit well from the social interaction provided in the regular setup. Meanwhile, the child’s classmates will be amazed at the highly-specialized topics that he or she can readily share with them.

On the other hand, children with AD/HD need some customized accommodations. They have been known to maximize their learning when rules have been clearly established, transition times are properly organized, and when they are provided the opportunity for self-regulation.

However, general education teachers may not have been properly trained to carry these out in the classroom. They may end up getting frustrated when what they have been practicing with other children doesn’t seem to work with the others. It is quite clear then that there is a current need for teachers to have additional skills and abilities in order to address the special needs of children.

Inclusion Education Models

With the increasing weight on educating students with disabilities along with their peers without disabilities, the preparation of inclusion education takes on even more importance.

There are a number of models that teachers and administrators alike can successfully implement as part of their preparation. Among these are the teaming and co-teaching models.

Teaming Model for Inclusion Education

In a Teaming Model a special education teacher is assigned to one grade level team of teachers and is given educational sessions per week. The teacher offers the others information, potential instructional strategies, revision ideas for assignments and tests, and other acceptable behavior strategies to be used in class. The team model is recommended because teachers must not work alone to achieve success with special students. Team work is the principle of this model.

Co-Teaching Model for Inclusion Education

With the Co-teaching model, the general education and special education teachers can work together and take turns in teaching students. In this way, learning experiences become concrete and significant. The preparation of teachers will be practiced in this model through instruction planning and delivery, student assessment, and discipline.

Inclusion Education Strategies

As part of the preparation of teachers for inclusion, different strategies should be learned. These strategies can pertain to:

• Acceptance - the acceptance of individual differences with regards to disability and culture.
• Individualized Learning – a modification of the large group instruction to answer the individualized learning needs of students.
• Revised Materials - the revision of instruction from textbooks and print materials to interesting audio-visual aids for the benefit of the students with special needs.

Preparing teachers for inclusion may sound like a big task, but when they are carefully implemented, the classroom becomes a haven for all kinds of learners as well as teachers.

Inclusion Education Resources

University of Kansas – Circle of Inclusion Education Project
University of Northern Illinois – Disability, Literacy and Inclusion Education Resources for Young Children
California State University – TASH – The Evolution of Inclusion Education
The Consortium of Inclusive Schooling Practices - An effort focused on reforming the way we view and deal with special education
ED.gov – A teachers guide to Special Education Systems
University of Maine – Center for Community Inclusion
University of Wisconsin – School and Community Inclusion
Wisconsin Education Association Council – Special Education Inclusion
Infinitec All Learners – Inclusive Education for All Students
Inclusive Schools Database – Database of articles, best practices and case studies for inclusion education
Global Resource Center for Inclusion Education – Integrated Inclusive Education

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NCATE Online Degree Programs:

Below is a listing of some of the most popular online NCATE graduate degree programs.  All are offered by top ranked, regionally accredited schools.

Masters in Reading Education
Masters in Education
Educational Leadership Degree
Masters in Gifted Education
Masters in Math Education
ESL Degree – English as a Second Language Degree
TESOL Degree – Teaching English as a Second Language
Masters  in Special Education
National Board Certification Program
Science, Technology, Engineering and Math Education (STEM) Degree

NCATE Requirements for Accreditation

To earn NCATE accreditation, a teacher education program must have a solid conceptual framework and meet national standards in six areas related to teacher preparation. The conceptual framework is the philosophical backbone of the program, describing what that institution believes teachers should know and be able to do. Having a common framework for teaching and learning ensures that all participants in the teacher education program are “on the same page.” NCATE-accredited programs have also met national standards addressing the knowledge, skills, and professional dispositions needed for teaching; assessment of the program and its graduates; appropriateness of field experiences; understanding of diversity; faculty qualifications, performance, and development; and adequacy of resources. Let’s take a look at how each of these standards is relevant to your education and career.

Standard 1: Knowledge, Skills, and Professional Dispositions

A good teacher has a solid understanding of the subject matter (e.g., Biology, English), and NCATE accreditation indicates the courses you take meet or exceed the national standards for the content areas. However, having knowledge in a content area is not enough. Teachers also need to know how to teach those subjects and possess the inter- and intra-personal characteristics that make someone a good teacher. Institutions with NCATE accreditation have identified courses and opportunities that help you develop the pedagogical skills and professional dispositions to become a good teacher. You learn how to help others learn effectively.

Standard 2: Assessment System

Even the best programs can be improved, so NCATE-accredited institutions engage in a pattern of continual self-assessment. The faculty analyze data regarding applicants, current students, and graduates from the program, looking for ways to strengthen both student performance and the overall teacher education program. NCATE accreditation signals a willingness to examine current practice and a desire for excellence among the faculty, characteristics that will also be expected of you as a teacher.

Standard 3: Well-Planned Field Experiences

Prospective teachers need structured opportunities to apply classroom knowledge to real-world situations. NCATE accreditation ensures that you will have a variety of experiences working with children, typically beginning with observation of master teachers and culminating with an internship where you demonstrate your ability to provide the instruction to a group of learners. Having these types of experiences enables you to develop and put into practice skills you will use through your career as a teacher.

Standard 4: Diversity

An NCATE-accredited program has a curriculum that reflects the belief that all students can learn and shows you techniques for teaching students with different backgrounds or experience levels. You will gain experience working with diverse populations, both at college and in local classrooms, as well demonstrate an understanding and value of the role of diversity in education.

Standard 5: Faculty Qualifications, Performance, and Development

Research indicates that teachers often teach like they are taught. NCATE accreditation signifies you will study with faculty who have expertise in their content areas and are modeling the best professional practices in their scholarship and teaching. The practical application of knowledge is one of the most difficult aspects of teaching. Having good role models can help you master this skill.

Standard 6: Resources for Teaching and Learning

Education is expensive, and necessary tools for teaching are constantly changing. Institutions with NCATE accreditation have the leadership, personnel, facilities, and resources, including information technology resources, to prepare prospective teachers to meet the standards. Institutions are required to demonstrate that these resources are ongoing, and that there is a replacement plan for equipment, so you are not using outdated materials.

NCATE Programs = Quality

Finally, the most important significant aspect of NCATE accreditation may be this: NCATE accreditation indicates the faculty practice the intellectual rigor and work ethic they will require from you. Choosing to go through the accreditation process is voluntary, and accreditation is not permanent. Institutions must undergo a review every five to seven years to ensure continued excellence. The review requires a compilation of data gathered since the previous review and an extensive campus visit by a team of expert, external reviewers. After the visit, the review team recommends continuing accreditation or gives the school a list of things that need to be improved for the school to keep their accreditation status. It is this pattern of continued excellence and external review that guarantees your educational preparation contains the types of experiences that will enable you to become the teacher you’ve always wanted to be.

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