Real art is one of the most powerful forces in the rise of mankind, and he who renders it accessible to as many people as possible is a benefactor of humanity - The Selected Writings of Zoltan Kodaly, 1954.Welcome to the Music Education page for theLos Angeles Unified School District
Music has made major contributions to every civilization throughout history. Virtually all people like some kind of music and have some contact with music in their daily lives. Because of its universal importance, music education should be accessible to all students. Just as all children should learn to read, all children should have and understanding of their musical heritage.
Music has unlocked profound human understanding and accomplishment, and has given coherence, depth and resonance to other academic subjects. The primary task of music education is to train young people to know, love, and respond to music; to be able to carefully evaluate the music they listen to and the music they perform; and to understand the world and its music that permeates everything we do. To achieve these goals, certain skills must be developed using systematic, sequential learnings.
Students experience music through the conceptual elements of melody, rhythm, form, harmony, tempo, dynamics and tone color and how they are interrelated to contribute to the overall musical experience. An on-going process of discriminating, comparing, generalizing, and organizing sound helps students grow in their musical sensitivity.
Students must develop skills necessary for a satisfying and rewarding experience both in the performance of music and in listening to it. Skill instruction is organized through the activities of listening, singing, moving, playing, and reading and writing of music. Skill development and conceptual development are interactive in process.
Administrators, classroom teachers and music specialist teachers will find support in the planning, delivery and assessment of instruction in music by clicking on the Curriculum tab to the right. There you will find a K-6 Arts Instructional Guide for Music as well as Course Descriptions for middle and high school music courses.
For administrators wishing to grow and nurture the music program at their school, its success is dependent on two key factors: the support of the school administration and the abilities of the instructor. It is the responsibility of the music teacher to have:
- understanding of the age level with which s/he is working.
- ability to motivate and sustain interest and to help each child progress in musical expression.
- musicianship which includes sensitivity to aesthetic and musical values.
- imagination and creative ability to meet the individual needs of children.
- knowledge of worthwhile material appropriate to the ability and age of the pupils. The material will need to fit the group, the instructor, and the occasion for which it is intended.
- knowledge of technique of the area taught and its teaching methods.
- skill in planning the year's work. S/he needs to have valid reasons for working on the music the group is playing.
- ability to cooperate with classroom teachers, other music teachers, administrators, supervisors, and coordinators in the district.
- knowledge of the total educational program.
- ability to build good public relations.
Please contact the Arts Education Branch to learn more about growing a program at your school.
Ten Lessons the Arts Teach
By Elliot Eisner
The arts teach children to make good judgments about qualitative
relationships. Unlike much of the curriculum in which correct answers and
rules prevail, in the arts, it is judgment rather than rules that prevail.
The arts teach children that problems can have more than
one solution and that questions can have more than one answer.
The arts celebrate multiple perspectives. One of their large lessons is that
there are many ways to see and interpret the world.
The arts teach children that in complex forms of problem
solving purposes are seldom fixed, but change with
circumstance and opportunity. Learning in the arts requires
the ability and a willingness to surrender to the unanticipated
possibilities of the work as it unfolds.
The arts make vivid the fact that neither words in their literal form nor
number exhaust what we can know. The limits of our language do not
define the limits of our cognition.
The arts teach students that small differences can have
large effects. The arts traffic in subtleties.
The arts teach students to think through and within a material. All art
forms employ some means through which images become real.
The arts help children learn to say what cannot be said.
When children are invited to disclose what a work of art helps
them feel, they must reach into their poetic capacities to find the
words that will do the job.
The arts enable us to have experience we can have from no other source
and through such experience to discover the range and variety of what we
are capable of feeling.
The arts’ position in the school curriculum symbolizes to
the young what adults think is important.
SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind, In Chapter 4, What the Arts Teach and
How It Shows. (pp. 70-92). Yale University Press. Available from NAEA Publications.
Instrument Repair Shop
The LAUSD is very unique in that it has its own Instrument Repair Shop. Thousands of instruments go through the repair shop each year to be maintained and repaired.
Where to Call for Service:
For Repair & Return Memos (Repair Tickets) (213) 745-1644
For Woodwind, Brass, String and Percussion Repairs (213) 745-1620
For Piano Tuning & Repair (213) 745-1600
For Piano/Organ Moves (213) 745-1620
Central Shops, Delivery Point E
1240 S Naomi Avenue
Los Angeles, CA 90021
Copyright Law and the Visual and Performing Arts
Copyright protects the original expression of ideas and safeguards original works of art, literature, music, films, broadcasts, and computer programs from copying and other uses. Students must be informed about the basic purpose of copyright, including fair-use exceptions, so that they will respect and comply with the law.
Copying a work without obtaining permission may appear to be an easy and convenient solution to an immediate problem. However, such unauthorized copying may violate the rights of the author or publisher of the copyrighted work and may be contrary to the academic mission to teach respect for ideas and for the intellectual property of those who express those ideas.
For more information about the United States Copyright Law, click here.
Religious Matters Properly Included in Courses of Study (Ed. Code Article 2, Section 51511):
Nothing in this code shall be construed to prevent, or exclude from the public schools, references to religion or references to or the use of religious literature, dance, music, theatre, and visual arts or other things having a religious significance when such references or uses do not constitute instruction in religious principles or aid to any religious sect, church, creed, or sectarian purpose and when such references or uses are incidental to or illustrative of matters properly included in the course of study.