Research shows that music education advances a learner’s skills and helps them appreciate different cultures and engage in contributing to big ideas. New directions in K-12 music education provide opportunities to design new types of spaces.
When planning music spaces, it is essential to get the best value of square footage and function to maximize learning opportunities. Changes in music preferences, skills opportunities, and workplace requirements affect how spaces should be designed. Plan spaces efficiently – budgets are limited; strive to balance the costs of construction, equipment, instruments, technology, and staffing.
Quantities and sizes of spaces vary. For elementary schools, general music space must be flexible for various pedagogies (e.g., Dalcroze, Kodalay, Orff, Suzuki) and functions. Middle and high schools typically include rehearsal rooms, ensemble/practice rooms, offices, and storage areas. MIDI (Musical Instrument Digital Interface) labs, orchestra rooms, and repair space may be included. A large multipurpose performance space with stage and ancillary areas is frequently provided.
The Wenger Corporation Planning Guide for School Music Facilities (Version 4.0, 2022) identifies acoustics, floor plan, technology, storage, and equipment as factors of design effectiveness. For acoustics, room cubic volume, shape, sound isolation, absorption, diffusion and reverberation, mechanical ventilation separations, and technology systems are critical considerations. Regarding layout, provide ample square footage, efficient traffic flow, convenience to adjacent spaces, and teacher supervision capability. Incorporating technology enhances learning through audio-visual systems, record/playback, internet/networks, and simulated performance environment systems. Adequate and secure storage is essential. Finally, equipment must be sturdy, functional, flexible and ergonomic.
Partnerships
Private/public partnerships can expand music education opportunities. For example, through a Hormel Foundation grant, Austin Public Schools in Minnesota and MacPhail Center for Music jointly constructed a music center at Austin High School. The six teaching studios, eight practice rooms, percussion studio, “Sing, Play, Learn with MacPhail®” studio, rehearsal suites, MIDI lab, recital hall, and learning stairs are shared by MacPhail and Austin area students. Education resources such as MacPhail’s Global Music Initiative and Electronic Music Recording Arts programs support this initiative.
Frequently, private studios form K-12 partnerships in music business, production, songwriting, and recording. High school credit-based internships augment programs with guest speakers, hands-on software, and field trips. Local organizations like the Minnesota Comprehensive Arts Planning Program and Minnesota Music Educators Association provide financial and technical support for new directions in music education.
New directions
Both traditional ensemble programs and new directions in digital and electronic music education can “share the stage” to prepare students for post-secondary learning, the workplace, and personal development. As K-12 STEAM (Science-Technology-Engineering-Arts-Math) expands, the arts programs benefit. Courses in music industry, audio production, studio recording, engineering and mixing are finding their way into career and technical education (CTE) programs with spaces such as recording studios, MIDI labs, and mixing stations, all enhanced with modern technologies.
Arts magnet and charter schools feature specialty curricula in music and the arts. Examples include Perpich Center for Arts Education in Minnesota, Penn Griffin High School in North Carolina, and High School for Recording Arts in Minnesota. It is essential to prepare students for their next step in learning. Post-secondary facilities are providing facilities for audio and virtual/augmented reality production and exploring integrating music, engineering, and digital technology for engineering students.
New directions in the music industry drive K-12 music education and shape new designs. Architects must engage and push to design spaces that integrate and support new directions, preparing students for the future.
Paul W. Erickson, AIA/NCARB/REFP, executive officer and partner, is past president of ATSR Planners/Architects/Engineers. He has 47 years of experience in school planning, design, and construction. Erickson can be reached at [email protected].
