1. Ideas related to adults as artifacts
of education past and several other ideas developed in this
paper first appeared in previous publications of invited presentations
Judith A. Jellison, "Beyond the Jingle Stick: Real Music
in a Real World," Update: Applications of Research in
Music Education 17, no. 2 (1999): 13-19; and "History,
Bias, and Living Artifacts," Bulletin of the Council
for Research in Music Education 1 17 (1993): 66-70.
2. Robert A. Choate, ed., Documentary
Report of the Tanglewood Symposium (Washington, DC: Music
Educators National Conference, 1981), iii.
3. Ibid., 139.
4. Music Educators National Conference,
Opportunity-to-Learn Standards for Music Instruction: Grades
PreK-12 (Reston, VA: Music Educators National Conference,
1994), v.
5. Music Educators National Conference,
The School Music Program: A New Vision (Reston, VA: Music
Educators National Conference, 1994), 3.
6. Ibid., 2.
7. American Music Conference, "American
Attitudes towards Music 1997," available from NAMM: The
International Music Products Association.
8. John Maher, ed., Music USA
(Carlsbad, CA: NAMM: The International Music Products Association,
1998).
9. Introductory remarks by Gerson
Rosenbloom, NAMM chairman, and Larry R. Linkin, NAMM president/CEO,
published in Music USA, 5.
10. Maher, ed., Music USA.
11. Ibid., 11.
12. Ibid., 33-34.
13. Richard A. Peterson and Darren
E. Sherkat, "Effects of Age on Arts Participation,"
in Age and Arts Participation with a Focus on the Baby Boom
Cohort National Endowment for the Arts Research Report #34,
ed. Ervin V. Lehman (Santa Ana, CA: Seven Locks Press, 1996),
13-67.
14. Judith H. Balfe and Rolf Meyersohn
"Arts Participation of the Baby Boomers," in Age
and Arts Participation with a Focus on the Baby Boom Cohort
68-116.
15. Ibid., 104, 114.
16. Alan R. Andreasen, Expanding
the Audience for the Performing Arts, National Endowment
for the Arts Research Report #24 (Santa Ana, CA: Seven Locks
Press, 1996), 36.
17. Hilary R. Persky, Brent A. Sandene,
and Janice M. Askew, The NAEP 1997 Arts Report Card (Washington,
DC: National Center for Education Statistics, 1998).
18. The assessment for dance was
not implemented because a statistically suitable sample could
not be located.
19. For a stimulating discussion
of issues related to music assessment and particularly the NAEP,
see Arts Education Policy Review 100, no. 6 (July/August,
1999).
20. Persky, Sandene, and Askew,
38-39.
21. This requirement was included
with several new 1990 amendments, which expanded the Education
for All Handicapped Children Act, P.L. 94-142, and renamed
the law the Individuals with Disabilities Education Actm
(referred to as IDEA). Essentially, individuals involved
with the student's education must anticipate the student's transition
into three elements of life: work, residential living, and recreation/
leisure time activities. A thorough description and analysis
of the transition amendment is given in H. Rutherford Turnbull,
Free
Appropriate Education: The Law and Children with Disabilities
(Denver, CO: Love Publishing Company, 1993). Turnbull states
that the law's provisions for the specific means of instruction,
the identification of functional daily living and vocational
skills, and the emphasis on community-referenced, community-based,
and community-delivered instruction "acknowledges the principles
of generalization and durability (that students learn best when
they must actually use their skills), and it acknowledges that
skill development should take place in the least restrictive,
most normal settings" (p. 126).
