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Assessment and Policy Studies

The hyperlinks in titles below access PDF documents or, in some cases, separate web pages containing links to PDF documents, unless stated otherwise.

Briefing Letters: Spring 2007. Eleven NASM briefing letters distributed to institutional representatives during the period February through May 2007 are available for free download and unrestricted use and distribution by institutions of higher education and other interested parties. The briefing letters provide an overview of several issues associated with the relationship among institutions of higher education and accrediting organizations. Traditionally, this relationship was conceived and operated on the principle that each entity was independent, and independence was to be especially protected with regard to specific academic decisions.  Read more and/or download the briefing letters by clicking on the subheading at left, or the title above.

Resources for Local Considerations of Music and Music Education Degrees. NASM encourages local considerations of undergraduate curricula and of music teacher preparation curricula at both the undergraduate and graduate levels. Members of the Association have discussed and considered local reviews at recent Annual Meetings. Discussions will continue at future meetings and in institutions across the country. Provided herein is a “tool kit” of documents focused on these issues and intended to assist discussion and decision-making at the local, campus level.  Read more and/or download these resources by clicking on the subheading at left, or the title above.

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Assessment of Community Education Programs in Music provides a framework for analyzing preparatory and adult education programs in independent schools and community education programs offered with degree-granting music units. 

Assessment of Graduate Programs in Music provides a framework for analyzing graduate music programs and curricula.

Assessment of Undergraduate Programs in Music is designed to assist institutions and individuals to make assessments about undergraduate degrees and develop a holistic view of undergraduate study.

Assessment on Our Own Terms - a generic presentation script and slides for institutional use.  A look at the question of assessment from an internal perspective, this script and its accompanying slides were developed by Mark Wait of Vanderbilt University and Samuel Hope of the NASM National Office for a session by this title at the 2007 NASM Annual Meeting held in Salt Lake City, Utah.  Permission from the authors and NASM has been granted for the oral and printed reproduction of this presentation in the form made available here. The script and slides were altered slightly from their original form to create a format suitable for presentation in a number of different settings by any two individuals.  See script title page for detailed recommendations and instructions for use.  (Please note:  A text-only version of the presentation at the NASM 2007 Annual Meeting is available on this Web site under "Annual Meeting Papers.")

Creating a Positive Future for Art Music provides an overview of policy issues associated with the current state of art music in America by bringing to light several internal and external forces on the entire art music community. While posing numerous questions for discussion regarding our current situation, the paper points to ways forward and next steps toward creating a positive future for art music. This background paper was produced as a resource for several NASM sessions held during the 2005 Annual Meeting and, as such, does not represent a policy position of NASM.

Creating a Positive Future for Music Advocacy addresses three basic questions: what do we need to know, what do we need to think about, and what do we need to do; then proposes a conceptual basis for next steps. This paper was produced as a resource for professional discussion and development. It does not represent a policy position of NASM, nor is it associated with the Association's accreditation function.

Creating a Positive Future for P-12 Music Education provides an overview of policy issues associated with music study for the P-12 age group, and presents a set of ideas for consideration as specific institutions determine their futures for music education. This background paper was produced as a study resource for NASM sessions held during the 2004 Annual Meeting, and, as such, does not represent a policy position of NASM.

Development and Assessment of Undergraduate Programs Combining Studies in Music, Business, Music Industry is designed to assist institutions and individuals to make assessments about existing undergraduate music industry programs, plan for new undergraduate music industry programs, and develop a holistic view of music industry study at the undergraduate level.  (See also: Music Industry Futures Issues below.) 

Local Assessment of Music Libraries and Information Services: The Present and the Future is intended to assist music libraries and music units in higher education to plan for the future of their information services. Poses assessment questions on planning, resources, collections, technology, and relationships between the library and the music unit. Extensive bibliography. Produced in cooperation with the Music Library Association.

Music Industry Futures Issues is a representation of the most commonly held concerns with the most immediate consequences regarding music industry in higher education and the music industry field in general. (See also: Development and Assessment of Undergraduate Programs Combining Studies in Music, Business, Music Industry above.)


NASM EXECUTIVE SUMMARIES

A loose leaf series of ten topical reports designed to distill major themes, trends, and projections into a form that encourages individual reflection and planning by music executives in higher education. The ten issues include: Overview of Future Issues; Demographics and Multicultural Concerns; Music: Values, Traditions, Means, and Product; Professional Education and Training; Economics; K-12 Issues and Influences; Technology and Technique; Values and Ideas; Scholarship, Research and Policy Studies; and Administrative Challenges. (Not available to download.) $15.00.


NASM OPTIONAL SUPPLEMENTAL QUESTIONS FOR SELF-STUDY

This document contains several optional sets of questions that can be used in various ways in the course of the self-study process and/or as a basis for writing the Self-Study document. It is intended for institutions that wish to explore one or more issues in greater depth during the course of the Self-Study. No institution is required to use this document or the questions contained within it. Institutions are welcome to add, subtract, combine, and otherwise alter any question set to make it applicable to their specific needs.


RESOURCES FOR COMMUNITY AND PRECOLLEGIATE ARTS SCHOOLS

A Guide to Assessing Your Arts School: Questions for Internal Review and Reflection. Developed jointly by the Accrediting Commission for Community and Precollegiate Arts Schools (ACCPAS) and the Arts Schools Network, the new Guide to Assessing Your Arts School is designed to assist personnel in arts-focused elementary, middle, and secondary schools with important responsibilities for planning, evaluating, and implementing effective organizational development. The Guide is an assessment tool that uses questions based on ACCPAS accreditation standards, and addresses a wide range of issues from purposes to finances, governance, staffing, facilities, evaluation, planning, and more. NASM standards and ACCPAS standards are compatible.

A Guide to Assessing Your Community Arts School: Questions for Internal Review and Reflection. Developed jointly by the Accrediting Commission for Community and Precollegiate Arts Schools (ACCPAS) and the National Guild for Community Arts Education (formerly National Guild of Community Schools of the Arts), this Guide was designed to assist community arts school leaders with the important task of organizational assessment in a format that correlates freestanding sets of assessment questions to ACCPAS standards. Community music schools affiliated with NASM postsecondary member institutions will find the Guide useful irrespective of its ACCPAS content. NASM standards and ACCPAS standards are compatible.

Assessment of Community Education Programs in Music provides a framework for analyzing preparatory and adult education programs in independent schools and community education programs offered with degree-granting music units.

Community Education and Music Programs in Higher Education is a Futureswork briefing paper that provides an overview of issues inherent in relationships between community education and higher education programs in music.


SOURCEBOOK FOR FUTURES PLANNING and SUPPLEMENTS I, II, III, IV

The Sourcebook for Futures Planning and its Supplements I, II, III, IV are a compendium of methods for analyzing future trends and conditions and their impact on music units. Liberally illustrated with charts, the workbook contains planning tools of varying complexity to enable music executives to select portions of particular applicability to their situations and experience.

The Sourcebook for Futures Planning provides means for considering a variety of futures issues that concern schools and departments of music. The text focuses on how to ask good questions at the local level.

Sourcebook Supplement I provides additional planning tools and indicates some general applications of Sourcebook ideas.

Sourcebook Supplement II contains applications for K-12 education in music and strategic planning for faculty.

Sourcebook Supplement III contains applications for curriculum and program planning and for diversity and multicultural issues.

Sourcebook Supplement IV : Creating Your Self-Study contains the nature and multiple uses of institutional self-study reports. The primary focus is self-study for accreditation reviews, but other applications are possible.


WORK OF ARTS FACULTIES IN HIGHER EDUCATION

NASM produced two documents as part of a joint task force for various arts accrediting agencies:

Work of Arts Faculties in Higher Education explains the basic nature of intellectual and creative work in the arts and presents lists of responsibilities undertaken by faculties in various arts disciplines.

Local Assessment of Evaluations and Reward Systems for Arts Faculties in Higher Education poses a series of questions for use in assessing local faculty evaluation and reward systems as applied to arts faculties.


CAAA POLICY BRIEF

Creation, Performance, Research: Multiple Relationships and Possibilities considers issues of relationships among creation, performance and research within specific arts disciplines, across the arts, and in the relationships of the arts with other disciplines. This policy brief is intended to assist faculties and administrators in looking at these issues comprehensively and strategically as local potentials are reviewed and decisions are made. It addresses questions of equivalency and parity in considerations of faculty work, various definitions of research and their ramifications in arts contexts, multi-disciplinary issues, and questions associated with policy and curriculum development. Produced by the Council of Arts Accrediting Associations.


CAAA BRIEFING PAPERS

The following briefing papers were produced by the Council of Arts Accrediting Associations on issues relevant to the arts in higher education.

Children and Youth, the Arts, and Public Policy: Present Urgencies for Higher Education sorts out various definitions of arts education and makes the case for school-based curricular programs for all children led by highly qualified teachers. Covers issues of the arts as basic subjects, experience versus study, funding pressures, the role of specialist arts teachers, and the importance of standards.

Community Education and Music Programs in Higher Education is a Futureswork briefing paper that provides an overview of issues inherent in relationships between community education and higher education programs in music.

Disciplines in Combination: Interdisciplinary, Multi-Disciplinary, and Other Collaborative Programs of Study poses definitions, analyses, questions, and cautions in regard to collaborative work among the arts disciplines and between the arts and outside fields.

Distance Education and the Arts Disciplines provides a checklist of policy issues in this developing field.

Giftedness, Arts Study, and Work answers questions often posed by students and parents about majoring in an arts discipline.

Guiding the Arts Student: Academic Advising, Career Counseling, and Mentoring identifies issues for institutions and administrators concerned with the provision of academic advising, career counseling, and mentoring for arts students. A bibliography is included.

Health Issues for Performing and Visual Arts Students (An Overview of) discusses medical issues for performing and visual arts students in general and by discipline, emphasizing the new relationship between prevention and treatment.

Minority Students and Access to Arts Study surveys issues concerning involvement of minority students in arts study at the pre-collegiate level, as well as current efforts to increase this involvement. Relationships of these issues to higher education are discussed.

Outcomes Assessment and Arts Programs in Higher Education explores the issue of outcomes assessment in higher education from the perspective of arts programs. Makes the point that outcomes assessment in the arts must adopt an artistic approach, not a technological one.

Policy-Making, The Arts and School Change examines the philosophical foundations of policy-making in K-12 education, with particular emphasis on current notions of education reform. It then makes the case for giving the arts a basic place in the K-12 curriculum, in ways which respect the integrity of the arts.

Tough Questions and Straight Answers about Arts Accreditation responds frankly to current national discussions and controversies about accreditation -- costs, benefits, time requirements, duplication of reviews, how standards are set and applied, etc.

Work of Arts Executives in Higher Education outlines the multiple roles and responsibilities of those who direct arts programs in higher education. Shows that in addition to academic administration, arts executives may function as artistic directors, producers, facilities managers and community leaders.


WGAHE BROCHURES

The following were produced by the Working Group on the Arts in Higher Education. These five brochures are suitable for policy development work at local and state levels. (Not available to download.) Each title is available individually for $1.00, or all five brochures may be purchased together for $4.00.

Arts Education: Beyond Tradition and Advocacy is the Working Group's most popular brochure, giving convincing reasons for rigorous, sequential arts education at the K-12 level. Targeted to education decision-makers beyond the arts education community.

The Arts, Liberal Education and the Undergraduate Curriculum addresses the importance of art in the education of all college students, the value of liberal education for artists, and the history of American practice in the arts. Particularly useful in campus debates over curricular content and distribution.

Higher Education and the Arts in the United States explains the various roles higher education plays in the American arts community. Teaching, presentation, scholarship, and service are highlighted.

The Structure of the Arts in the United States makes a compelling case for cooperation among the education, creation/presentation, and support sectors of the arts. Provides a basis for common local action.

Teacher Education in the Arts Disciplines undertakes a comprehensive review of teacher preparation issues. Formal education, contextual influences, accountability, and a set of targeted recommendations are presented.

All five WGAHE Brochures


F.A.E.M. BROCHURES

NASM stocks four position papers published by the Foundation for the Advancement of Education in Music. These elegantly printed documents encourage the development of common ground on policy matters that affect the promotion of music study. (Not available to download.)  Each title is available individually for $3.50, or all four brochures may be purchased together for $12.00.

The ABC of Education in Music makes the case for education in music: what is to be gained and why the results are so necessary.

Entertainment, Education, and Music asserts that music has a value to civilization beyond entertainment and that education in music must be based on such understanding. Explores the relationships among these three concepts.

Ideas, Decisions, and Music Study examines how decisions are made and shows the necessity of promoting sound, intellectually defensible ideas about the purpose and benefits of music study.

Ideas, Policy, and Music Study shows how attempts to increase the value of music in the public mind can be complicated by the variety of specific ideas within the music community.  Discusses varying viewpoints on creativity, entertainment, competition, technology, etc.

All four F.A.E.M. Brochures


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