About the Alabama Music Educators Association

The Alabama Music Educators Association is the largest community of professional music educators in the state. Membership is open to all public, private, and post-secondary music educators as well as private teachers. The AMEA works with local administrators and elected officials in Montgomery and beyond, to ensure access to the best possible school music programs and advance music education as a profession. We support quality music instruction in Alabama from early childhood through college, and we work to foster a better understanding of music’s important role in development of the whole child.

As a member, you will discover new ways to share the gift of music — through our many professional development programs, student experiences, initiatives and resources. You can also exchange ideas with music educators from around the state and the country to help each other’s students excel. And you’ll be part of our efforts to advocate for excellence in music instruction.

If making the most of your career is important to you, then membership in AMEA should be a part of it. Become a member of your professional association – and start taking advantage of the many benefits of membership!

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NAEP Releases Results from 2016 Arts Assessment


A Look at Arts Understanding and Participation in Grade 8
Scores on the National Assessment of Educational Progress (NAEP) in Arts are unchanged from the last time the test was given, in 2008, according to assessment results released today (April 25). Survey results show that the percentage of Grade 8 students taking a music or visual arts course in school is also unchanged from 2008, but participation in the arts outside of school has declined.

The assessment was administered to a nationally representative sample of 8,800 Grade 8 students in 280 public and private schools across the country. Approximately half of the students took the music assessment.

On the Music assessment, students were asked to analyze, interpret, or critique a piece of music that they listened to or describe the social, historical, or cultural context of a piece of music. Other “creating” questions asked students to use musical notation to apply their musical ideas after evaluating written or recorded pieces of music.

Among the assessment results:

• On a scale of 0-300 points, students scored a 147 on the music assessment;

• While overall scores were statistically unchanged from 2008, the gap in scores between White and Hispanic students narrowed in music from 32 points to 23 points;

• Female students scored higher than male students on both the music and visual arts assessments (15 and 14 points, respectively), although the gaps were not different from 2008; and

• Private school students scored higher than public school students on both the music and visual arts assessments (14 and 16 points, respectively), although the gaps were not differently from 2008.

Participation in the Arts

• The percentage of students taking music and visual arts courses wasn’t statistically different from 2008. About 63 percent of students said they took a music class at school;

• About 35 percent of Grade 8 students said they played a musical instrument on their own, which is lower than 2008, and 14 percent took private music lessons, which is statistically unchanged from 2008. About two-thirds of the students (67 percent) said they listened to a musical performance in a theater, which is lower than 2008;
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