orchestra column

If your teaching assignment is anything like mine, you teach at least a couple of classes each day that are “pull-outs” -- that is, you pull students out of their regular classroom for orchestra instruction. In this era, where classroom teachers and principals find themselves facing tremendous pressure to close the achievement gap (as measured by state test scores), you have probably encountered some resistance to the notion of students being pulled out for an elective.

I have faced this same argument this year and wanted to share some insights with you all. I hope you will find these helpful.

1) Be able to articulate music’s role in the development of the whole child.

m usic and the arts are included among the “core academic subjects” under the No child Left Behind act. the primary difference between music and other subjects (e.g., math and literacy) is that music is not tested by the state. However, the value of music programs and the success of music teachers are tested every time we have a public performance. We cannot achieve excellence in our music programs if we are prevented from meeting with the students.

2) Be familiar with the research on pullout instruction and its impact on student achievement.

“applying Research to teaching and Playing Stringed Instruments” (aSta , 2002) is a tremendous resource for all string teachers. It includes a chapter that reviews the research on the study of stringed instruments and student learning -- and, more to the point, a section that specifically addresses the pull-out question. the bottom line is that pullout instruction has been shown, through several independent studies, to have no measurable negative impact on student test scores. ( this is, of course, different from having a positive impact, which cannot be definitively proven.)

Wendy Barden, a string teacher in minnesota, recently completed a study that compared the math test scores of students who were enrolled in pull-out orchestra instruction with those of students who remained in the classroom. Her research, presented at the recent aSta conference, reiterated the positive relationship between study of instrumental music and achievement in math.

3) use data to your advantage.

one positive aspect of the No child Left Behind era is the wealth of data on student achievement and the ease with which we can access it. If you’re facing a challenge to your pull-out program, maybe it’s time to look at your own students’ test scores. What percentage of your pull-out orchestra students are meeting state standards on math and literacy tests? How does that percentage compare to the general population? You may be surprised by what you find.

4) understand the teachers’ and principals’ perspective.

When teachers complain about students being pulled out for music instruction, their base emotion is often fear: fear that their students will indeed fall behind and that, by extension, the teacher will be judged as not having accomplished their job. If we communicate with teachers (“How’s Johnny doing on his math work?”), we send the message that our primary goal is the student’s success. If we make a few small concessions like allowing teachers to hold struggling students in from time to time, we can earn a great deal of mutual trust and goodwill.

Having written all of this, I realize that I need to take my own advice. If you have any other suggestions on addressing the pull-out issue, I welcome your feedback.

Best wishes to you all as we near the end of the school year!