Martha Nelson  Portfolio - May 2005

Music Memory is a program sponsored by the Riverside Symphony for NYC public schools.  Music teachers from around the city are invited to purchase the curriculum and participate in this annual contest.  The curriculum is based on 16 pieces (primarily classical) and consists of music appreciation activities that culminate in a team of 5 students per grade being able to identify each piece and its composer at a live performance/competition.  This year I implemented the program with six 5th grade classes and eight 3rd grade classes.  Due to time constraints (the competition is May 9, 2005 and I was not able to begin the program until February 2005) the students were taught two selections during each weekly 45 minute class period.  Classroom teachers stayed in the room to assist the music teacher and were also given materials to use during non-music class time.

 

During the week of April 18-22, the 5th grade teachers were given student evaluation forms and asked to have the students complete them anonymously.  There are approximately 140 fifth grade students and 114 surveys were returned (one classroom teacher did not comply) for a return rate of about 81%.  [You may view a copy (Word document) of the evaluation form by clicking here.]  Students were asked to rate five statements on a 1-5 scale, with 1 meaning "strongly disagree" and 5 meaning "strongly agree."  They were also asked to give feedback regarding how to improve the program for next year and why they would like to be on the team this year.  The statements and results are shown in the table below:

Of the 114 respondents, the majority enjoyed participating in the program with 76% answering with either "agree" or "strongly agree."  It should also be noted that some of those who "disagreed" with this statement were students who commented that they missed most of the class sessions due to being pulled out for other services (test prep, speech therapy, etc.) during music time. 

A large percentage (91%) felt that the ideas used by the music teacher were valuable for remembering the musical selections and 76% felt that they learned a lot about music history.  This helps to validate the strength of the curriculum, although it may have been more useful to ask them for specific examples of ideas or activities that helped them to remember the music. 

The evidence of classroom teacher support was not as strong, although respectable, with 67% agreeing that the teacher mentioned or played the music at other times.  This statistic would have been more valuable had I asked them to identify their class number on the form.  However, some students neglected to follow the instructions to remain anonymous and put their names and class numbers on the forms and because of this I was able to get a feel for which teachers were supporting the program when I wasn't in the room.  In future years I may want to look more closely at the amount of classroom teacher support versus how well the students fair when assessed.

What was somewhat disconcerting was the number of students who were not interested in participating in the program again.  About 51% agreed with this statement and 31% disagreed, leaving 18% feeling neutral on the matter.  Again, some of those showing dissatisfaction with the program may have been due to not being allowed to participate all the time. 

Comments given in regard to how to improve the program were enlightening, as many made mention of allowing them to play/see instruments.  I brought in some instruments to demonstrate for a few of the pieces (percussion for "Thunder and Lightning Polka" and a saxophone and trumpet for "Take the A Train") so I will try to do more of that in the future.  I'm also glad to hear their enthusiasm for instruments since I implemented a new band program this year and will be expanding it next year.

Other ideas frequently given by the students were to give them more materials (CDs to listen to at home, etc.) and allow for more class time spent on music.

Overall, this survey was helpful in that it showed a majority support for the program and these statistics will aid in my proposal to the administration that we continue the Music Memory program in the 2005-6 school year.