1975 Through Today
Elementary Program Expands
By 1979, the first, second, and third grade students were also receiving music classes each week. The number of music teachers increased as the county grew and the Orff Program expanded. By this year thirty-five general music teachers taught in the elementary schools. An additional seven worked in Sixth Grade Centers.
Leadership in Elementary Music
Fred Steinbaugh became lead teacher and overseer of the K-12 music program after Jan Morgan returned to choral teaching at the end of her career. In 1978, Fred Sue Morrow as resource teacher for the Elementary Orff Program. At that time, Fred became the head of the secondary band and choral programs and continued to work for a comprehensive kindergarten through grade twelve music program.
In 1990, Nancy Schkurman assumed the position as Administrator of Elementary Music. Music curriculum documents continued to be updated and shared on a national level. Over one hundred new elementary schools opened during the 1990-2007 years. From 2007-2014, the elementary art and music programs were under the direction of Barbara Good; as of 2015 Susan DeHart became the Music/Art Coordinator and the number of music teachers grew to 220.
On-Going Focus: Excellent Teachers and Integrated Curriculum
Music teachers and classroom teachers worked together to integrate their instructional programs. For example, if fourth grade students were working on the American Revolution, music teachers might include patriotic songs for that era. Student learning was broadened by this approach
Special Orff education coursework was offered in Germany, Canada, and the United States. Level I, Level II, Level III, and Orff Master Classes were taught at many locations and by specially qualified master teachers around the world. It is worth noting that the University of Nevada, Las Vegas has one of the best attended Orff Courses in the United States. Also, the State of Nevada offers music certification, and the University of Nevada, Las Vegas a Bachelor’s Degree in Music Education.
“To celebrate the past, to embrace the present, to create the future. Orff-Schulwerk in Clark County -a tradition of excellence.”
Las Vegas Centennial Celebration 2005
Teachers Share Their Outlook
Arts integrated teaching is a powerful tool for teachers, and an effective way for students to learn and demonstrate their understanding. Learning through the arts looks like highly engaged students having experiences that develop critical thinking and creativity. Research supports the benefits of learning that is active, experiential, and focused on problem solving, which are all opportunities trained arts integrated teachers can provide. In my opinion it is the very best we can do for our students. Kay Lehto
When the music specialist and the classroom teacher collaborate and share the content of their lessons, it is easy to observe integrated instruction. In this way, parents and other visitors to the music room often notice history, literature, and geography being referenced in music lessons. It is easy for the music teacher to reinforce content of lower grade reading and math facts. Clapping games often use the alphabet as well as math skills. In this way, the students have fun while reinforcing basic skills at the same time. Students also sing songs from other countries. Words from other languages are often incorporated. Dances and stories from multiple cultures are experienced. Map skills are reinforced; continents and countries are visually displayed. Eldine Stevens
I teach elementary music at a math and science magnet school. In making my instruction meaningful and relevant to the magnet theme, I created a guitar and piano lab during the school day that enhances the math/science component of the learning environment. All fourth grade students participate in the guitar class that integrates playing music and the science of sound (vibration, length of string, acoustics and guitar design) in my lessons. All third grade students participate in the piano lab where they learn to recognize, describe, and create repeating patterns using symbols and sound as well as make connections within and beyond the field of mathematics by playing the piano. The piano and guitar lab continue to be a welcome part of the school’s math/science magnet program. The parents are thrilled their child has meaningful instruction on these instruments. The integration of singing, dancing, and creating with reading and writing happen naturally in the daily music lessons the children receive in my classroom by using the rich language of folk songs, nursery rhymes, and poetry. Cathy Ameling
