MIENC Music Learning Leadership Institute
2008-2009 Team Certificate Program

First, the MIENC defined itself in terms of the Artist-Teacher-Scholar (ATS) Framework [Scripp Journal I, II, III]. As described in Journal II [pp 3-7], The ATS Framework started with the idea of the musician’s personal mastery as an educator through the increasingly inseparable aspects of artistry, teaching, and scholarship. Nearly ninety percent of professional trained musicians (music majors or not) accrue teaching experience in their professional lives. When the ATS ‘expanded persona synthesis’ occurs within the individual’s vision of the meaning of their musical training, the well-educated musician is more likely to embrace a diversified vision of themselves as educators, thinkers, and advocates of the essential role of music in education and society.

“Looking at the projects presented in the Music Learning Leadership seminars, there was a stark difference between those that were a ‘music lesson’ combined with ‘music integration’ and those that were simply ‘integration’. I think that this idea of M+MI actually adds more integrity to music education. Both aspects must be equally important.” - Deb Schram, Henderson LLSN School Music Specialist, Florida Atlantic University

• Music Plus Music Integration (M+MI) occurs when an educator or educators consciously and seek to intentionally balance ‘teaching music for its own sake’ with ‘teaching music for the sake of its connection with other forms of learning.’
• M+MI ensures the ‘integrity of music integration.’ M+MI alerts music teachers and classroom teachers to the integration of concepts and processes that are both inextricably linked with musical development and their application to other subject areas and social development.
• M+MI aims towards teaching and learning that is mutually reinforcing across disciplines.
• M+MI can occur in the context of music instruction, a music integration unit, or when both are occurring simultaneously.
• Music Learning Leadership as a team building process ensures that Music Plus Music Integration programs will develop and be sustained in schools.

INTRODUCTION

MLL Orientation Frameworks: The Foundations and Formative History of Music Learning Leadership.

The concepts now embedded into Music Learning Leadership grew out of the frameworks and practices of Music-in-Education National Consortium (MIENC) over the past ten years. As these framework and practices developed many influences from its membership and from the work of others were carefully documented in the Journal for Learning Through Music - now published by the MIENC and New England Conservatory as the Journal for Music-in-Education and funded by Federal Department of Education FIPSE grants.

Sections are ordered from:

1A. What is Music Learning Leadership? Describes the principles and practices of Music Learning Leadership and how it differs from past models of the music instruction that remained unconnected with the whole school curriculum.

1B. What is the Music Learning Leadership Institute and Certification Program? is answered by this brochure produced for the initial institute in Maryland in July 20-26, 2008

2. A list of the foundational conceptual framework of the Music Learning Leadership Certificate Program

3A. The Ten Guiding Principles which define a set of beliefs common to all member of the Music-in-Education National Consortium.

3B. An essay on how the MIENC Ten Principles also serve as the foundation of the Music Learning Leadership program.

4. The Artist-Teacher-Scholar Framework captures the dynamic of the dynamic expansion of the role and persona of the music educator needed to build Music Learning Leadership teams with musicians dedicated to the scholarship and artistry of teaching in comprehensive music plus music education programs developed in the Learning Laboratory School Network.

5A. The MIENC Learning Laboratory Scale Out Dissemination Flow Chart, which represents a logic model for the purpose, need, rewards and essential strategies for creating research based “music plus music integration” programs in laboratory school settings.
5B. Guidelines of school planning to join the network of MIENC Learning Laboratory Schools.
5C. A sample graphic from Minneapolis that defines a partnership model for scale out dissemination of MIENC Learning Laboratory School Dissemination.

6. The flow chart representation of the Rubrics Cube System that is used to chart the relationship of action research based program development to eight expected types of program outcomes in schools.

7. A definition of what the MIENC means by Music Plus Music Integration Programs in schools that value the optimal balance between music for its own sake and music for the sake of learning across the curriculum.

8. Three fundamental pillars of music plus music integrated teaching and learning: 1) Five Fundamental Learning Processes in Music Applied Across All disciplines, 2) Learning is Enhanced (And academic learning is enhanced) by Investigating Fundamental Concepts Shared between Music and Other Disciplines, and 3) Music-Integration Teaching and Learning Framework.

Please click on the Orientation Frameworks tab at the top to download these conceptual frameworks.

Download this Introduction as a PDF