Ohio Standards Connection Fine Arts Music Connections, Relationships and Applications Benchmark D Identify various careers in music. Indicator 7 Identify various careers for musicians (e.g., in education, in entertainment and to provide technical support). Historical, Cultural and Social Contexts Benchmark C Describe how events during various historical periods have influenced the development of music. Indicator 5 Recognize and identify contextual elements (e.g., time, location, current events, culture, social and political climate) that shape the development of music. Lesson Summary: Students discover different careers in music in this lesson. They research the historical development, training or education requirements and daily job activities for specific music careers. Students make personal contacts with people in those careers and create final presentations for the class. Estimated Duration: Five hours Commentary: There are four categories of music careers in this lesson: music education, music performance, music business and music therapy. In this lesson, students should learn that: There are many different types of careers in music; Some careers in music do not require music performance; Most careers require specialized training or higher education or both; Careers in music change over time with the development of society and technology. Pre-Assessment: Attachment A, Pre-Assessment, determines what students already know and helps you plan what new information students need about different types of careers in music and the historical development of those careers. Have students complete the pre-assessment individually or in small groups. Scoring Guidelines: Evaluate the information collected from the Attachment A, Pre-Assessment. Review Attachment A, Pre-Assessment, with students and discuss unfamiliar careers in music and the historical development of those careers. During the course of the lesson, conduct ongoing informal observation assessments of each student s progress. See Attachment D, Teacher Assessment Checklist, for an assessment outline. 1
Post-Assessment: Use Attachment D, Teacher Assessment Checklist, to assess students final projects. Have students individually complete Attachment E, Student Self-Assessment. Scoring Guidelines: See Attachment D, Teacher Assessment Checklist. Instructional Procedures: Day One 1. Administer the pre-assessment. 2. Following the pre-assessment activity, guide the class in a discussion of different types of careers in music and the historical development of those careers. 3. Share the four primary categories of careers in music on the chalkboard as outlined on Attachment C, Categories of Music Careers and Definitions. 4. Make a set of cards with each card defining a specific music career. Pass out cards to students and have them take turns placing each card under one of the four categories on the chalkboard. Discuss with the students those careers that would not have existed 50 years ago and explain how careers change with changes in society and technology. 5. Discuss music careers that students might find within their community, region and state. 6. Give each student a copy of Attachment B, Careers in Music Worksheet, to do as homework. Review directions with the class. Instructional Tip: Create the set of cards about specific careers and definitions during the in-class discussion of the pre-assessment, if you prefer. Day Two 7. Discuss students homework assignment. Did they discover any music career choices that were not discussed in class? Were the students surprised by how many different times and places they heard music? Were they able to figure out the kinds of careers that were involved in the performance and production of the music they heard? 8. Provide the students with Attachment C, Categories of Music Careers and Definitions. Review the information with the class. 9. Assign the final project. Review Attachment D, Teacher Assessment Checklist, with the students. Explain that each student must select a music career, contact someone in that career, interview that person, and create a final presentation to share with the class that demonstrates the four criteria listed on Attachment D, Teacher Assessment Checklist. Refer students to Attachment C, Categories of Music Careers and Definitions, to help them make their selections. Students have the option of creating their final projects in forms that are most interesting to them. Encourage the students creativity. Some options might be: 2
Bulletin board displays; Multimedia presentations; Skits; Interview demonstrations; Posters; Original songs; Music performances; Any other original ideas that you approve in advance. Day Three 10. Help the students locate contact people in their selected career choices. Students could use the Internet, telephone book or other resources to locate possible contact people. 11. Instruct students to write letters with interview questions to their contact people. Emphasize that they should ask questions that will help them develop their final presentations. 12. Have students research additional information on their career choices through a variety of means including print resources, online resources, interviews, etc. Instructional Tips: You may want to review the letters or interview questions for grammar, spelling and clarity to ensure that students receive useful information for creating their final projects. You may want to contact in advance some music professionals who are willing to participate in this lesson. You may want to plan a visit to the library for students to complete their research. Day Four 13. Have students prepare their individual presentations. Help them locate any additional supplies they may need to complete their projects such as poster board, markers, paint or access to technical equipment. Instructional Tip: You may need additional time to allow students to communicate with their contacts. You could spread the lesson out over time while the class works on other lessons simultaneously. Day Five 14. Have students present their projects to the entire class. Complete Attachment D, Teacher Assessment Checklist, for each student. 15. After all the projects are presented, have each student complete Attachment E, Student Self-Assessment. 3
Instructional Tips: You may want to recap or summarize with the class after each presentation. If you are interested in additional lessons in this area, review So You Want to Be a based on the Connections, Relationships and Applications standard, benchmark D, indicator six for grade 12. Differentiated Instructional Support: Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s). Allow students to work in groups to complete the projects. Organize student groups so that students with strong interests and abilities in the subject area work with those students who struggle with similar concepts. Assign roles to various group members. Match roles to the students learning styles and individual interests. Students may choose to guide their group s progress as timekeepers or note takers. Challenge students to research more than one career in music and report on both during their presentations. Extensions: Encourage students to develop music career bulletin boards or Web sites. Have students develop personal files of resources about community music careers. Provide opportunities for students to design CD inserts, concert programs and advertising. Provide opportunities for students to report and review community and school music events. Have students create a class magazine about music careers. Have students develop a classroom music resource and research collection of newspapers, yellow pages, churches, music stores, unions, musicians, teachers, piano and organ tuners, technicians, recording studios, libraries, radio and television stations, publishers, organizations, theaters and parent resources. Have a professional, such as a piano tuner, come in to talk with the students and demonstrate his or her daily job activities. Take students on a trip to observe people who have chosen careers working the equipment necessary to run a radio station or recording studio. Use media examples (VHS, DVD) to further explain and demonstrate various careers to students. 4
Home Connections: Have students ask their parents and grandparents how they determined what they wanted to be when they grew up. Create a video of the students final presentations of careers in music to send home with students to share with parents. Interdisciplinary Connections: Content Area: English Language Arts Standard: Writing Applications Benchmark: Produce letters (e.g., business, letters to the editor, job applications) that address audience needs, stated purpose and context in a clear and efficient manner. Materials and Resources: The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not endorse any particular resource. The Web addresses listed are for a given site s main page; therefore, it may be necessary to search within the site to find the specific information required for the lesson. Please note that information published on the Internet changes over time; therefore, the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using with students. Note: Some Web sites contain material that is protected by copyright. Teachers should ensure that any use of material from the Web does not infringe upon the content owner s copyright. For the teacher: For the student: chalkboard, resources related to careers in music paper and pencil, access to research materials Vocabulary: See Attachment C, Categories of Music Careers and Definitions Technology Connections: Standard 1: Nature of Technology Benchmark C: Analyze the relationships among technologies and explore the connections between technology and other fields of study. Indicator 3: Recognize the knowledge from other fields of study impacts the development of technological systems and products. 5
Library Connections: Standard: Collection Development and Curriculum Benchmark B: Provide access to resources located within and outside the walls of the school building (local, state and regional networks). Indicator 1: Promote the use of state-provided electronic resources and select additional resources to support the curriculum. Research Connections: Annenberg Institute for School Reform at Brown University. The Arts and School Reform: Lessons and Possibilities from the Annenberg Challenge Arts Projects. Providence, RI: Annenberg Institute for School Reform, 2003. Council for Basic Education. Academic Atrophy. The Condition of the Liberal Arts in America s Public Schools. Washington, DC: Council for Basic Education, 2004. Careers in Music. MENC. 18 July 2005 www.menc.org/industry/job/careers/careers.html> Dictionary of Careers in Music, MENC. 18 July 2005 www.menc.org/information/infoserv/dictionary.html> Career Education in Music. MENC. 19 July 2005 www.menc.org/information/infoserv/checklist.html> Teaching Students About Careers. MENC. 19 July 2005 www.menc.org/information/infoserv/teachstudentsarticle.html> Attachments: Attachment A, Pre-Assessment Attachment B, Careers in Music Worksheet Attachment C, Categories of Music Careers and Definitions Attachment D, Teacher Assessment Checklist Attachment E, Student Self-Assessment 6
Attachment A Pre-Assessment List as many careers in music as you can. Then try to figure out which of the following time periods each career might have begun: 1700-1800, 1800-1850, 1850-1900, 1900-1950, 1950-2000, 2000-2006. Career in Music Approximate Time Period 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 7
Attachment B Careers in Music Worksheet Directions: Today at school and tonight after school pay attention to all the music you hear. Identify the sources of the music (i.e. radio, piped-in music at the mall) and brainstorm all the music careers you think might be involved in creating and producing that music. 1. Source of Music Possible Careers in Music 2. Source of Music Possible Careers in Music 3. Source of Music Possible Careers in Music 4. Source of Music Possible Careers in Music 5. Source of Music Possible Careers in Music 8
Music Education What I Want to Be When I Grow Up Attachment C Categories of Music Careers and Definitions School Music Teacher teaches music in a school: band, choir, orchestra, general music or a combination of these; requires a bachelor s degree in music education College Music Professor teaches music in a college; subjects could include band, choir, orchestra, general music, music history, music theory, composition, teaching methods, conducting, individual and group voice and instrument lessons, or a combination of these; requires a doctoral degree or equivalent training Studio Teacher teaches private vocal or instrumental lessons; a college degree is not always required but equivalent training is necessary Music Performance Armed Forces Musician performs in an instrumental or vocal ensemble; may require a music performance degree; must be a member of a branch of the Armed Services Orchestra Musician plays in an orchestra; music performance degree usually required Rock or Jazz Band Musician plays in an instrumental ensemble; a college degree is not always required but equivalent training is necessary Dance Band or Nightclub Vocalist sings solo and in ensembles; a college degree is not always required but equivalent training is necessary Concert or Opera Chorus Member sings in an ensemble for concerts and operas; a college degree is not always required but equivalent training is necessary Opera or Concert Soloist performs solos with large instrumental ensembles or in opera productions; a college degree is not always required but equivalent training is necessary Choir, Orchestra or Opera Conductor conducts large vocal and instrumental ensembles; a bachelor s degree in music is required; a graduate music degree is not always required but equivalent training is necessary at the professional level 9
Attachment C Categories of Music Careers and Definitions (Continued) Music Composer composes music for performers, schools, colleges and large and small ensembles; a college degree is not always required but equivalent training is necessary Commercial Jingle Composer composes music for commercials on audio and audio visual media; a college degree is not always required but equivalent training is necessary Television Show Composer composes music for television shows; a college degree is not always required but equivalent training is necessary Composer of Video Game Music composes music for video games; a college degree is not always required but equivalent training is necessary Film Score Composer composes music for movies; a college degree is not always required but equivalent training is necessary Church Organist plays the organ for religious services and ceremonies in the church; a degree in organ or sacred music is not always required but equivalent training is necessary Church Choir Director directs the church choir for religious services and ceremonies; a degree in sacred music is not always required but equivalent training is necessary Music Business Instrument Maker builds instruments; a music degree or technical degree or certification is often required; it is possible to acquire skills through apprenticeships Instrument Repair Technician repairs instruments and has a great knowledge of the technical workings of instruments; a music or technical degree or certification is often required; it is possible to acquire skills through apprenticeships. Piano Tuner tunes pianos, has a great knowledge of the piano and its tone quality; a music degree or technical degree or certification is often required; it is possible to acquire skills through apprenticeships Music Editor edits music before publication; an undergraduate music degree is required and, for some positions, an advanced music degree or business degree may be required 10
Attachment C Categories of Music Careers and Definitions (Continued) Studio Arranger arranges music for use in a studio setting; a degree in music is required along with knowledge about instrument capabilities, music notation and computers; usually works with music that has been composed by someone else Studio Composer writes original music for use in a studio setting; a degree in music is required along with knowledge about instrument capabilities, music notation and computers Studio Musicians independent contractors who play and sing to do jobs in audio and audio visual media like providing backup work on recordings and performing on commercials; must have the ability to work under tight deadlines and intense pressure; a college degree is not always required but is recommended; equivalent training is necessary, especially in production-related areas Music Salesperson works in a retail music store to sell music and instruments; a background in music and business is helpful Producer- Engineer- Mixer is responsible for producing a recording in a studio; a degree in sound engineering along with an internship is required Radio Program Director organizes the programs for a radio station; must have specialized knowledge of the radio industry; a college degree is not always required but recommended; equivalent training is necessary Disc Jockey a radio announcer; must have specialized knowledge of the radio industry; college degree is not always required but is recommended; equivalent training is necessary Multimedia Publisher creates software that uses music, helps teach music concepts or creates music; degrees in music and computer information science are required; must have a strong interest in music and computers 11
Music Therapy Music Therapist works with people with disabilities and has knowledge of behavioral and physical sciences; must be skilled in adapting music for people with special needs; must be a skilled and versatile musician; could work in a hospital, psychiatric facility, special-education facility, mental health center, nursing home, correctional facility or in private practice; a bachelor s degree in music therapy and a six-month internship are required Performing Arts Doctor or Physical Therapist has medical knowledge and is familiar with musicians and their common medical problems; must have an interest in music and science and must attend medical school with specialized training in performing arts medicine 12