Annah Jensen

Alyssa Porras
Elena Sandoval
Sydney Billingsley
English 219
October 30th, 2017
Assignment 3-2

Current Category

1. Crawford, Rene. "Creating Unity through Celebrating Diversity: A Case Study That Explores

the Impact of Music Education on Refugee Background Students." International Journal

of Music Education, vol. 35, no. 3, 01 Aug. 2017, pp. 343-356. EBSCOhost,

libproxy.unm.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric

&AN=EJ1150720&site=eds-live&scope=site.

Through studying the integration behaviors of refugee students in Australia, it is apparent

that the school program that helped these students fit into school and the country the best was

music. This source was found through UNMs Library website, and is a peer-reviewed article.

The information is reliable because it is peer-reviewed, meaning that it has been assessed

multiple times before being published. The source is potentially biased because the author of the

article is associated with Monash University, a university in Australia, however the author

doesnt really mention herself in the article. The goal of this article is to inform the reader of the

importance of music and how, despite the refugees not being accustomed to Australian life,

music was a universal gateway to inclusion.

The article fits into our argument because it is showing the positive impacts music

programs have on students, which is what our company is trying to convey to our audience. One

of the quotes that stood out was Further, there can be enhanced motivation, engagement, and

agency for young people at risk who participate in arts programsprovides benefits to the

community with increased cohesiveness, tolerance, and social and cultural connectedness. This
 Annah Jensen
Alyssa Porras
Elena Sandoval
Sydney Billingsley
English 219
October 30th, 2017
Assignment 3-2

quote allows the audience to see the impacts music has outside of the classroom setting. A

range of studies have suggested that there is a relationship between music and arts education

embedded in school-based programs and improved cognitive, emotional, and social learning

outcomes for students. (Page 344). This quote also shows the audience the positive benefits

associated with music education, helping form our argument that music is essential and that our

program is a solution to this ever-growing problem.

2. Leachman, Michael, Albares, Nick, Masterson, Kathleen, Wallace, Marlana. Most

States Have Cut School Funding, and Some Continue Cutting. Center on Budget and

Policy Priorities. https://www.cbpp.org/research/state-budget-and-tax/most-states-have-

cut-school-funding-and-some-continue-cutting.

The main points in this article that are mentioned are statistics from about when the

budget cuts began around 2008 and to relevant statistics up to around 2016. This does seem like

a reliable source, the sites title speaks for itself. This article is a useful source because it has

statistics about the past years that budget cuts have been a thing. Also lets readers know and our

future clients for our program believe that budget cuts are more damaging than what they

believe. This article could also help convince investors to support our program. This article is

objective because of the statistics provided and its goal is to provide background information

about the budget cuts from all around, state wide as well as locally.
 Annah Jensen
Alyssa Porras
Elena Sandoval
Sydney Billingsley
English 219
October 30th, 2017
Assignment 3-2

This article both does not support and or bring down our argument. Because the article

contains a large amount of information about statistics in budget cuts, it is simply informing

readers about what has occurred over the years. When presenting our idea and plan to potential

clients and those who would like to support our program, the facts about how budget cuts have

been affecting multiple things throughout the years will steer them towards the right direction of

wanting to be more involved. The information provided will also continue to support our positive

direction we would like to take our company and gain many positive clients/investors due to the

supportive material from this source.

3. Minyard, Deb, Music Education Today www.nmmea.com

The main takeaway from this article is that from a music teachers perspective, music

education is important for keeping students engaged in freeform and creative thinking. This is a

useful source because it is a primary source from a teacher here in New Mexico. This article was

obtained through the New Mexico Music Educators Association website under the articles tab.

This information is reliable because the teacher, Ms. Deb Minyard has had over 17 years of

experience as a teacher, so she has seen the changing education system and the deteriorating

music programs and the negative effects that has had on students. This source is biased because

it is from a music teachers perspective, so naturally someone in that role would see the need to

incorporate the program into schools. The goal of this source is to give a perspective on how a
 Annah Jensen
Alyssa Porras
Elena Sandoval
Sydney Billingsley
English 219
October 30th, 2017
Assignment 3-2

teacher on the inside views the current status of the decreasing fine arts programs in reference to

the effects it has on the overall well-being of students, specifically students in New Mexico.

This article helps our case because it is showing that fine arts programs, specifically

music programs, improve the lives of students. They must be prepared to problem solve, yes,

but they must also be independent thinkers capable of going beyond book learning to reach out

and make contact with humanity. Through this article the author pushes for music education

because it does so much more than just provide students with a fun and exciting class, it helps

them think independently and learn to work together toward a common goal.

4. Rajan, Rekha S. "Music Education in Montessori Schools: An Exploratory Study of School

Directors' Perceptions in the United States." International Journal of Music Education,

vol. 35, no. 2, 01 May 2017, pp. 227-238. EBSCOhost,

libproxy.unm.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric

&AN=EJ1138678&site=eds-live&scope=site.

This article is discussing the thought process and implementations brought on by Maria

Montessori and her developed Montessori schools. This article takes her ideas and compares the

outcomes of music education programs provided in Montessori schools among the different

educational levels (infant/toddler, preschool/elementary, early elementary, and upper

elementary). This article is a useful source because it is peer-reviewed found through UNMs

Library website. The source doesnt seem biased because the article is a study, and the results
 Annah Jensen
Alyssa Porras
Elena Sandoval
Sydney Billingsley
English 219
October 30th, 2017
Assignment 3-2

couldnt have been tampered with to sway readers one way or the other. The goal of this source

is to show the different ways Montessori schools have branched out from their original plan yet

have still managed to keep Maria Montessoris philosophy intact.

The article fits into our argument because it is discussing the impacts of music education

here in the United States. Music is that universal language that bridges diverse cultures. It also

provides an expression of rhythm that underpins logic, one-to-one correspondence, physical

coordination, sound discrimination, and many other basic skills. This quote just shows that the

article as a whole is for the argument that music in education is very beneficial, which

contributes to our companys implied goal- to get our program off the ground and allow music to

enter the lives of the youth of Albuquerque.

5. What We Do. Albuquerque Public Schools, www.aps.edu/fine-arts/what-we-do.

The Albuquerque Public Schools website provides some insight to the music and other

fine arts programs offered throughout their elementary, middle, and high schools. The main

points of this page on the website- What We Do under the Fine Arts page- are the goals and

services APS provides in regard to fine arts. This is a useful source because it is discussing the

programs here in Albuquerque, which is where our program is going to take place. This is also a

useful source because it is current on the standards and numbers it provides. The source is not

biased because it lays out the information as is without any personal responses from the author or
 Annah Jensen
Alyssa Porras
Elena Sandoval
Sydney Billingsley
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October 30th, 2017
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authors of the page. The goal of this source is to provide information about Albuquerque Public

Schools and the programs they offer.

The website helps our argument because it demonstrates the need for more music

programs throughout APS. Schools are served with art and music instruction on an alternating

year basis. Based on this quote alone, it is apparent that music programs, despite how important

they are in early childhood development, arent prioritized enough. This may be due to funding

or other resource reasons such as lack of teachers, but nonetheless our program is here to fill the

necessary gap.

Past and Current Solutions

1. Andrews, Julie, Hamilton, Emma. Julie Andrews and Emma Walton Hamilton: Rescue the

arts from the budget chopping block CNN.

http://www.cnn.com/2017/03/16/opinions/rescue-arts-from-budget-chopping-block-

emma-walton-julie-andrews/index.html.

This source is useful because provides beneficial information about what art and music

can provide for students in public schools and continues to support the idea that music education
 Annah Jensen
Alyssa Porras
Elena Sandoval
Sydney Billingsley
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October 30th, 2017
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and art is crucial for students to become successful in their futures. A past solution/ programs

that is spoken about, both Julie and Emma have been on philharmonic boards, and have also

invested/created programs for the arts. This reliable source seems to be a biased article because

of how it provides information about two very well-known actresses who have been involved in

art education for many years, so of course they are going to support stopping budget cuts from

happening. The goal of this source is to further readers knowledge about the effects of not

providing music and art education to students and to also inform readers that actresses like Julie

and Emma have parents support when it comes to providing the best education for their children

as much as possible.

The article does support our argument because our program is for children who are not

able to have music education in their schools. We also want to be able to provide it for them in

the most convenient way. With this article source, the statements about how children can be

affected by the absence of arts and music further supports both our argument and program,

encouraging many to be involved, to donate, and or to support. Some also may be more inclined

because they are aware that celebrities are also very concerned and support the loss of music and

art education in many schools. This strengthens our plan for our company as well as the positive

direction we would like to keep going.

2. Goldsmith, Melissa. Solutions to Cuts in Art & Music Programs in Public Schools.

SeattlePi, http://education.seattlepi.com/solutions-cuts-art-music-programs-public-

schools-1814.html.
 Annah Jensen
Alyssa Porras
Elena Sandoval
Sydney Billingsley
English 219
October 30th, 2017
Assignment 3-2

The main points presented in this source are mainly about general solutions for public

schools that are cutting budgets that keep the arts and music programs available for students. The

article gives multiple suggestions of things that may relieve the gaps schools have without these

programs. Some examples would be suggesting creating outside programs, being involved,

contacting the government and using social media, brining volunteers into schools, and making

the arts and music critical and enjoyable for students. This source seemed very reliable and also

is objective because of the suggestive information it provided.

This article is supportive of our program and argument. There is a paragraph that

mentions outside programs that are providing services for parents and students who are

interested in education in the arts and music. These programs can, however, be used to bolster

advocacy by stimulating interests in the arts through student exposure in classes and public

exposure through exhibits, recitals and productions. (Goldsmith). Although, the paragraph that

does support outside programs, it does mention how these programs are only temporary solutions

and only provide a limited amount of options for students. When it comes to supporting our

argument, presenting the information about what outside programs can do for students rather

than mentioning that it is only a temporary solution will work in our favor when trying to

persuade investors and parents.

3. Heitin, Liana. Districts Partner to Build School Music Programs. Edweek.org. Vol. 34, Issue

27. Education Week. 15 April 2015, pg. 7,

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Alyssa Porras
Elena Sandoval
Sydney Billingsley
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https://www.edweek.org/ew/articles/2015/04/15/districts-partner-to-build-school-music-

programs.html.

The main point represented in this source is that two diverse cities partnered together in

hopes to build and improve the music programs in the elementary schools in their cities. One of

the cities has a high reputation for music but didn't have as much success with school music

programs as they felt they should have. The other city didn't have as much funding for those

things so they had a lack of programs as well. The two different areas hired more music teachers

for their schools and started from the bottom building up music programs. Having an educator, a

space, and a good curriculum was the foundation for building up these programs. The source is

useful and objective because it discusses two diverse cities and what worked for each one of

them to build programs. The goal is to determine what components are necessary to start a

foundation for a school music program.

This source can be used to benefit our case because it shows that it is possible to grow

music programs in schools when they do not exist or are not funded appropriately. Our company

is using the same approach of providing a space and a curriculum. The only difference is that we

are not hiring only professional teachers, but are using this as an internship opportunity for

college music majors. We are not creating jobs, but we are providing programs to schools who

do not have them. Therefore, it will cost less to hire our company because we are not using full

time employees to fill the teaching roles.

 Annah Jensen
Alyssa Porras
Elena Sandoval
Sydney Billingsley
English 219
October 30th, 2017
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4. Loop, Erica. Solutions to Cuts in Art & Music Programs in Public Schools. Classroom,

http://classroom.synonym.com/solutions-cuts-art-music-programs-public-

schools16192.html.

The main points presented in this source are first mentioning of the reasons why budget

cuts may be happening, what schools would rather be focusing on if its not music, and how

funding can be found from other outside private sources and fundraising. The information

provided does seem very reliable and does not come off as biased because it is providing broad

and general information about a common problem throughout the United States. The goal that

the article strides for is to educate readers about what generally is the source of budget cuts and

how the majority of schools solve them.

This article does help support our program because it is confirming that there is a

problem with a lot of budget cuts, that New Mexico is not the only place where it seems to be

happening and that there are alternate options that provide the resources wanted by many parents

for their children that desire other things than common core. This article does not change the

course we are wanting to approach our program because it does not go against it, but rather

supports the idea of outside programs.

5. Metla, Valeriya. School Art Programs: Should They Be Saved? Law Street, Law Street, 25

July 2016, lawstreetmedia.com/issues/education/cutting-art-programs-schools-solution-

part-problem/.
 Annah Jensen
Alyssa Porras
Elena Sandoval
Sydney Billingsley
English 219
October 30th, 2017
Assignment 3-2

This source discusses how arts programs are being cut from schools when they no longer

have the funding. It also discusses why arts programs are essential to early education and why

cutting them from schools should not be acceptable. It is useful because it shows the relevance

of our problem and provides solutions. The goal of this source is to inform and to rebuild the

ideas that people have on fine arts programs.

This source is beneficial to our argument because it brings up the fact that when schools

are lacking funding for fine arts programs, programs are run by and funded by donations and

non-profit organizations. Our company will be taking this approach to be successful in

providing that. It also brings up having music classes for a limited time which is what many

schools are doing. While it is good that they are bringing in some sort of music, it is not full

time. Our company will make sure that children have music education all of the time and not a

rotation.

6. Musicstar. Why After-School Music Programs!? Musicstar Learning, Musicstar Learning,

2014, www.musicstarlearning.com/component/content/article/37-articles/55-why-

musicstar.

One of the main points presented in this source is that there are all around benefits that

come with after school music programs. These include development, expression, and helping

kids to stay out of trouble. It is a useful source because it shows that the problem we chose is
 Annah Jensen
Alyssa Porras
Elena Sandoval
Sydney Billingsley
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October 30th, 2017
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realistic and there are ways to fix it. The goal of the source is to show why after school music

programs are a good idea and why this specific program is beneficial to students. This includes

the approaches to curriculum, space, tools needed, and more.

This fits into our argument because it shows the need for music programs in schools and

how it can impact students. It also shows that after school music programs are a way that

children can get that music education if they are missing it from school. According to the article,

"Music programs are popular and increase a school program's standing with parents. A 2009

Gallup Poll shows that more than 95% of parents want schools to offer Music Education!" This

supports our argument by showing that this is something that people want to see happen for their

children, and it is affordable and possible to achieve.

Specific Details:

1.After-School Music Education Programs. NAfME, National Association for Music

Education, 2017, nafme.org/about/position-statements/after-school-programs-and-music-

education-position-statement/after-school-music-education-programs/.

The main point in the source that we will be referring to is the role of the music educator

in the program, as well as the content, funding, and any other things necessary to have a

successful after school music program. It is definitely a useful source for the specific details

because it shows us what would be required from a professional teacher and what other elements

would be necessary to help the program excel. The information is reliable because it is posted by
 Annah Jensen
Alyssa Porras
Elena Sandoval
Sydney Billingsley
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the National Association for Music Education, which is a widely known organization for music

students and teachers. The goal is to provide information on what should be included and

expected from after school music programs.

This research helps our case because it lays out the specifics of what would be needed in

the program. It shows what program organizers would be responsible for such as facilities to use

and communication between parents of the students. This also includes meeting the needs of

however many students we have. It also supports our argument because it mentions partnerships

with other organizations that would be able to sponsor our program. We could be able to make

the program work without funding from APS because we could gain sponsorship and donations

from other local music organizations that would support our cause for making sure there is music

in schools.

2. Study First to Detail the Costs of Comprehensive Music Education. NAMM.org, NAMM,

28 Aug. 2012, www.namm.org/news/press-releases/study-first-detail-costs-

comprehensive-music.

The two main points in this article helped answer the questions about overhead cost and

cost to clients. They talked about examining the financial resources for music education and the

outcomes of cutting funding for the arts. This allows private music programs to gauge how much

they should charge. This source is very useful because it proves music education is important to

students and people will pay for music services outside of school. This source is objective, it
 Annah Jensen
Alyssa Porras
Elena Sandoval
Sydney Billingsley
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October 30th, 2017
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refers to keeping music programs and dispersing the money to other programs. The goal of this

article is to inform people the benefits of music education and to encourage school officials to

consider the effects of cutting back the music programs.

This article helps small music companies and will motivate children to come to our

program. It shows the demand for learning and experiencing music in all levels of school. It has

not changed how we think about our plan, it is encouraging to see studies performed on the

problem we have chosen. It proves we will be providing a service that is in high demand.

3. School Calendars, Human Resources. APS, Albuquerque Public Schools, 2017,

http://www.aps.edu.

This source is not an article, it the website of APS and allows access to many things, such

as calendars and human resource information. It is a useful source because it provides when

breaks are for all elementary schools. With this information, we will be able to compose a

schedule compatible with APS and UNM students. Also, the human resources page provides

information about background checks and the application process to work at APS. This

information is very reliable. APS is constantly adding information to their website and revising

to keep the information as accurate as possible. It is not biased or objective, it states facts and

dates directly. The goal of this information is to inform reviewers important dates and

requirements for APS.

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Alyssa Porras
Elena Sandoval
Sydney Billingsley
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October 30th, 2017
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This information will greatly help our cause. It allows us to know when elementary

children will be out of school and when their breaks are. It also informs us about APS policies.

All of the employees will be students at UNM, which implies they know the schedule and

internship policies at UNM. This will make creating a schedule that works for everyone simple.

It also means the hiring process is significantly easier.

4. About the School. USC Thornton School of Music, USC Thornton School of Music, 2017,

music.usc.edu/files/2013/09/USC-Thornton-Press-Kit-2013.pdf.

There are several main points in this source, they are: an overview of the university,

statistics of their programs, impressive achievements of alumni, the history of the school and

thoughts of staff members. This is a useful source because it states the ratio of students to

teachers. This is a very strategic university with very impressive reputation. The student to

teacher ratio is 6 to 1. With this ratio, they have been able to educate students better, which

allows them to advance quickly. Elementary students are not as educated about music as college

students, therefor there must be more teachers and assistants available for them. This information

is reliable because it is coming directly from the universitys website. This source is not biased, it

states facts based on the performance of the students. The goal of this source is to make USC

Thornton School of Music look impressive and the best music school to attend.

This research helps our case because it allows us to see the importance of small classes.

We initially wanted to have a program with 60 students. We can still have this many students,

however to give them the best education we can offer, we will have to provide at least 10
 Annah Jensen
Alyssa Porras
Elena Sandoval
Sydney Billingsley
English 219
October 30th, 2017
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aspiring music majors to help with the program. This source provides an extensive list of

accomplishments. This give us hope and encourages us to create this program. We want to be

able open a childs eyes to a successful career in music.

5. Chaplin, Doug. Community Centers. Community Centers - City of Albuquerque, The City of

Albuquerque, 2017, www.cabq.gov/family/facilities-centers/community-center-locations.

This is not a source with an article; it has all of the locations of communities center in

Albuquerque. It is a very useful source because it provides the best locations to have the

program. Community centers allow programs to have multiple schools attend. The program

would be run through APS and UNM, however it would take place at a community center in the

South Valley and the Heights. The information on this website is reliable because it is through

the City of Albuquerque rather than the community centers themselves. There is no biased or

objective information on this website, it is facts and locations. The goal of this source is to

inform viewers the locations of all the community centers in Albuquerque and the activities

provided there.

This research helps our cause. It informs us of all the possible locations we could have

our program at and what kinds of programs are already at community centers. We want to have

our program at two community centers. This is so we can observe the attendance and outcome.

We chose Westgate Community Center in the South Valley and McKinley Community Center

for the heights area. It is important to have programs in both areas because the children in these
 Annah Jensen
Alyssa Porras
Elena Sandoval
Sydney Billingsley
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October 30th, 2017
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areas have very different backgrounds and we want to give all of them an opportunity to learn

music.