| Description |
The purpose of the literature review is to examine the relationship between federal education reform and the subsequent response from music educators in order to prepare for future reform. For studies to be included in this paper, they had to be directly related to the topic, peer reviewed, published between 1998 and 2018, either qualitative or quantitative, and based on work that was undertaken in the United States of America. The scholarships included were: Reaching a Strategic Inflection Point: Current Education Reform Initiatives and Arts Education by Mac Arthur Goodwin (1998); No Child Left Behind in Art? by Laura Chapman (2005); No child left behind: Determining the impact of policy on music education in Ohio by Kevin W. Gerrity (2009); Music Education for Life: Banding Together to Weather Tough Times by Scott C. Shuler (2010); The Impact of Education Reform on Music Education: Paradigm Shifts in Music Education Curriculum, Advocacy, and Philosophy from Sputnik to Race to the Top by Eric Branscome (2012); Music in U.S. Federal Education Policy: Estimating the Effect of "Core Status" for Music by Kenneth Elpus (2013); and Seismic Shifts in the Education Landscape: What Do They Mean for Arts Education and Arts Education Policy? by F. Robert Sabol (2013). The literature showed that music educators respond to federal education reform by reforming music education curriculum and increasing advocacy efforts. A relationship between "core status" for music and the success of music in public schools was also identified by the literature. This literature review concludes that going forward, music educators need to stay united, connect with the community, and advocate for support for music. |
