Block Schedules

[Anonymous]

From the responses above this really seems to be a personal preference answer only. I have two DC and do not like block scheduling at all. For one, he needs the every day practice in math and language. Additionally, as noted above, if they miss a class because of an assembly, testing, illness, it can be 2-3 days before they have the class again.

For 2nd DC, he is strong academically and social but is not going to sit and socialize all day and in eAch class ( introvert) He was getting all his work done (and then some) and just sitting for remainder. He hated the amount of down time. It's not like they have instruction for the entire 90 min. It seems to be more of " here's the lesson" now work on it. He was getting done in half the time and just sitting. He's now in private with no block scheduling and loves it.

[Anonymous]

Anonymous wrote:When people criticize music education and block scheduling, and have data to back it up, they are generally looking at a 4x4 schedule. 4 classes per semester times 2 semesters a year, and not an A day/ B day schedule. So, kids either need to sign up for a double block-- one each semester, or only play one semester a year. That is a problem. But not a problem with the A/B or A/B/ Anxhor day scheduling in FCPS.

Of course, if your kid wants to make significant progress in their instrument, they do have to practice outside of class. And nothing about a block schedule keeps my kids from practicing a half hour a night, 5-6 days a week. And they would certainly have to practice a lot more if they were serious musicians. Like almost anything, a big piece of succeeding at something is putting in the practice time of class and formal lessons.

This isn't just about kids practicing their instruments. It's about bands/orchestras/choirs practicing together.

[Anonymous]

Anonymous wrote:From the responses above this really seems to be a personal preference answer only. I have two DC and do not like block scheduling at all. For one, he needs the every day practice in math and language. Additionally, as noted above, if they miss a class because of an assembly, testing, illness, it can be 2-3 days before they have the class again.

For 2nd DC, he is strong academically and social but is not going to sit and socialize all day and in eAch class ( introvert) He was getting all his work done (and then some) and just sitting for remainder. He hated the amount of down time. It's not like they have instruction for the entire 90 min. It seems to be more of " here's the lesson" now work on it. He was getting done in half the time and just sitting. He's now in private with no block scheduling and loves it.

That's just bad teaching! It has nothing to do with block schedule. The teacher should be able to fill the whole block with meaningful work.

[Anonymous]

Anonymous wrote:

Anonymous wrote:When people criticize music education and block scheduling, and have data to back it up, they are generally looking at a 4x4 schedule. 4 classes per semester times 2 semesters a year, and not an A day/ B day schedule. So, kids either need to sign up for a double block-- one each semester, or only play one semester a year. That is a problem. But not a problem with the A/B or A/B/ Anxhor day scheduling in FCPS.

Of course, if your kid wants to make significant progress in their instrument, they do have to practice outside of class. And nothing about a block schedule keeps my kids from practicing a half hour a night, 5-6 days a week. And they would certainly have to practice a lot more if they were serious musicians. Like almost anything, a big piece of succeeding at something is putting in the practice time of class and formal lessons.

This isn't just about kids practicing their instruments. It's about bands/orchestras/choirs practicing together.

Which they have more time to do each week, plus the ability to play through an entire program, under a block schedule.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:When people criticize music education and block scheduling, and have data to back it up, they are generally looking at a 4x4 schedule. 4 classes per semester times 2 semesters a year, and not an A day/ B day schedule. So, kids either need to sign up for a double block-- one each semester, or only play one semester a year. That is a problem. But not a problem with the A/B or A/B/ Anxhor day scheduling in FCPS.

Of course, if your kid wants to make significant progress in their instrument, they do have to practice outside of class. And nothing about a block schedule keeps my kids from practicing a half hour a night, 5-6 days a week. And they would certainly have to practice a lot more if they were serious musicians. Like almost anything, a big piece of succeeding at something is putting in the practice time of class and formal lessons.

This isn't just about kids practicing their instruments. It's about bands/orchestras/choirs practicing together.

Which they have more time to do each week, plus the ability to play through an entire program, under a block schedule.

Problem with your line of argument is music teachers generally abhor block scheduling.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:When people criticize music education and block scheduling, and have data to back it up, they are generally looking at a 4x4 schedule. 4 classes per semester times 2 semesters a year, and not an A day/ B day schedule. So, kids either need to sign up for a double block-- one each semester, or only play one semester a year. That is a problem. But not a problem with the A/B or A/B/ Anxhor day scheduling in FCPS.

Of course, if your kid wants to make significant progress in their instrument, they do have to practice outside of class. And nothing about a block schedule keeps my kids from practicing a half hour a night, 5-6 days a week. And they would certainly have to practice a lot more if they were serious musicians. Like almost anything, a big piece of succeeding at something is putting in the practice time of class and formal lessons.

This isn't just about kids practicing their instruments. It's about bands/orchestras/choirs practicing together.

Which they have more time to do each week, plus the ability to play through an entire program, under a block schedule.

Problem with your line of argument is music teachers generally abhor block scheduling.

Not true; in the FCPS schools that went to block scheduling (MS and HS) a number of years ago, music teachers (and science) were the strongest advocates of implementing block scheduling.

[Anonymous]

Some music teachers cite attention span issues with 90 minute classes and also the fact that beginners need to meet more frequently to actually learn to play. They need to learn, go away and practice the bit they learned and return to learn more (in pieces instead of a whole lot at once).

[Anonymous]

^ The block hurts students who have attention issues.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:When people criticize music education and block scheduling, and have data to back it up, they are generally looking at a 4x4 schedule. 4 classes per semester times 2 semesters a year, and not an A day/ B day schedule. So, kids either need to sign up for a double block-- one each semester, or only play one semester a year. That is a problem. But not a problem with the A/B or A/B/ Anxhor day scheduling in FCPS.

Of course, if your kid wants to make significant progress in their instrument, they do have to practice outside of class. And nothing about a block schedule keeps my kids from practicing a half hour a night, 5-6 days a week. And they would certainly have to practice a lot more if they were serious musicians. Like almost anything, a big piece of succeeding at something is putting in the practice time of class and formal lessons.

This isn't just about kids practicing their instruments. It's about bands/orchestras/choirs practicing together.

Which they have more time to do each week, plus the ability to play through an entire program, under a block schedule.

Problem with your line of argument is music teachers generally abhor block scheduling.

Not true; in the FCPS schools that went to block scheduling (MS and HS) a number of years ago, music teachers (and science) were the strongest advocates of implementing block scheduling.

At our school, the band/orchestra/chorus teachers were big advocates until they got the block schedule. Now they really don't like it at all. Someone in a prior post said that there is 'more time' and that isn't true: the actual amount of time in class work out to be very close to a the time allotment in a traditional schedule over a two week period. Anyway, our music teachers really don't like the block schedule now that they have it for many of the reasons listed by other posters.

[Anonymous]

Can you list the issues they have again?

[Anonymous]

Anonymous wrote:
Some music teachers cite attention span issues with 90 minute classes and also the fact that beginners need to meet more frequently to actually learn to play. They need to learn, go away and practice the bit they learned and return to learn more (in pieces instead of a whole lot at once).

But, in FCPS, most MS band students are starting their third year and strings students are starting their 4th. By HS, they have been playing for 5 or 6. They are not beginners. And I agree, out MS and HS music teachers (along with science) are the biggest proponents of the block.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
Some music teachers cite attention span issues with 90 minute classes and also the fact that beginners need to meet more frequently to actually learn to play. They need to learn, go away and practice the bit they learned and return to learn more (in pieces instead of a whole lot at once).

But, in FCPS, most MS band students are starting their third year and strings students are starting their 4th. By HS, they have been playing for 5 or 6. They are not beginners. And I agree, out MS and HS music teachers (along with science) are the biggest proponents of the block.

Not everyone in high school takes the same instrument they took in elementary do they? You don't even get to pick them in elementary.

[Anonymous]

But, in FCPS, most MS band students are starting their third year and strings students are starting their 4th. By HS, they have been playing for 5 or 6. They are not beginners. And I agree, out MS and HS music teachers (along with science) are the biggest proponents of the block.

Quite a few kids start in 7th grade . . . even 8th. And, as previous poster mentioned, kids change instruments.

[Anonymous]

Anonymous wrote:Can you list the issues they have again?

There are always exceptions and it depends ENTIRELY on the type of block but music teachers are almost universally opposed to block scheduling.

http://save-music.org/files/4314/1790/4132/1996_08_Instrumentalist-Block_Schedule.pdf

Even advocates of block scheduling acknowledge it hurts music programs.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:When people criticize music education and block scheduling, and have data to back it up, they are generally looking at a 4x4 schedule. 4 classes per semester times 2 semesters a year, and not an A day/ B day schedule. So, kids either need to sign up for a double block-- one each semester, or only play one semester a year. That is a problem. But not a problem with the A/B or A/B/ Anxhor day scheduling in FCPS.

Of course, if your kid wants to make significant progress in their instrument, they do have to practice outside of class. And nothing about a block schedule keeps my kids from practicing a half hour a night, 5-6 days a week. And they would certainly have to practice a lot more if they were serious musicians. Like almost anything, a big piece of succeeding at something is putting in the practice time of class and formal lessons.

This isn't just about kids practicing their instruments. It's about bands/orchestras/choirs practicing together.

Which they have more time to do each week, plus the ability to play through an entire program, under a block schedule.

Problem with your line of argument is music teachers generally abhor block scheduling.

Not true; in the FCPS schools that went to block scheduling (MS and HS) a number of years ago, music teachers (and science) were the strongest advocates of implementing block scheduling.

At our school, the band/orchestra/chorus teachers were big advocates until they got the block schedule. Now they really don't like it at all. Someone in a prior post said that there is 'more time' and that isn't true: the actual amount of time in class work out to be very close to a the time allotment in a traditional schedule over a two week period. Anyway, our music teachers really don't like the block schedule now that they have it for many of the reasons listed by other posters.

Which school are you in? Now they don't like it for many of the reasons, listed by previous posters? The reason most music teachers like the block schedule before and after they see the schedule, is it allows for longer playing time per class. Trying to play pieces in a 45 minute class, when you lose at least 5 at the start and end (10 minutes total) is quite frustrating. I honestly question your post; I think there is a small but vocal group opposed to block scheduling. Until now I have honestly never heard music teachers being opposed to block scheduling. The only subject objecting to it, from many schools, were math teachers, and even they got on board once they got used to the class length.