Resources for Teachers

Professional Organizations

Music Educators National Conference, the National Association for Music Education

American Choral Directors Association of Minnesota

Minnesota Band Directors Association

Minnesota String and Orchestra Teachers Association

Music Education Resources

New! No Subject Left Behind, A Guide to Arts Education Oppourtunities in the 2001 NCLB Act (PDF, 2004). This document, published by the Arts Education Partnership, is a comprehensive resource for research and advocacy relative to music and arts education as a part of the No Child Left Behind Act of 2001.

Minnesota's Academic Standards in the Arts NEW for 2010-11 School Year. Go to the Perpich Center for Arts Education's website to download the updated standards and learn about professional development opportunities and view publications.

Advocacy Workbook for Music Education (3.1 MB, PDF): This workbook, compiled by former MMEA Advocacy Chair Doug Orzolek, is a great tool for teachers or local advocates who want an overview of recent research, ideas about how to get started with local advocacy, and many additional resources in support of music education in the schools.

The United States Copyright Law: A Guide for Music Educators. Guidelines for the use of copyrighted material.

The Perpich Minnesota Center for Arts Education is a state agency combining the Arts High School and the Professional Development Institute. The Center is also home to the Learning Resource Center, providing an arts-rich collection to students, teachers and artists throughout Minnesota.

Army Band Master Classes originally intended to assist military musicians across the world and have been prepared by some of the outstanding musicians in the Army Band program.

Best Practices in Music Education, Sample Files for Download
Examples of Best Practices in Music Education

Best Practice examples courtesy of Zane Schaefer, Annandale High School:

Letter of explanation regarding giving students a better understanding of music performance.
An inquiry project that asked the question, "How can individual music students practice evaluation of large-group performances in a rehearsal setting?" Preliminary results are included.
This activity, used at the beginning of the school year, asks students to modify an existing melody (melodic variation) using the process of creation.
These S.P.A.C.E. charts (Standards, Processes and Concepts, Evidence) provide a visual representation of the connection between a content standard, student instruction and assessment. A high-school performance example is included.
Rubric to evaluate the elements of music performance which can be used by students for self-evaluation or large-group evaluation, or as instruments for feedback by instructors and judges.
Rubric to evaluate the elements of a rehearsal.
Materials to help students better understand the processes of music performance.

Best Practice examples courtesy of Kay Nelson, Sartell Middle School:

Inquiry project description: Will student self-assessment increase vocal skill development in middle-level students?
Inquiry project overview. How does this inquiry connect to the Best Practice Standard? What will be the basis for evidence of learning?
Project results and conclusions to the question: Will student self-assessment increase vocal skill development in middle level students?