Special Music School, New York Special Music School operates in New York vibrant culture practices which has much of American culture. The fact that the school is situated at the New York City which is a global art market makes it to have diverse culture. To support the American culture, the school curriculum is directed towards culturally responsive teaching. Teacher put much stress on the practice of culture among the students. There are various values and norms which surrounds the applicability of this culture in the school. First, the school encourages the practice of values such as being innovative and creative. This is because is an art and requires one to be creative and innovative so as to become efficient. Its curriculum calls for students to be more creative and innovative in order to become more efficient in the world of music (Special Music School, New York, 2012). In addition, the culture in Special Music School New York looks forward to ensuring the value of efficiency and commitment. The focus is to ensure that the musicians under study are committed in their class work as it is the only way to produce quality musicians. This value has been acquired because of the teacher-student commitment since teachers are enough to practice teacher-student instruction. To foster cultural diversity, the school also administers the value of motivation where the teachers regularly motivate the learners to work hard. Finally, in ensuring conformity to society norms, the school encourages values of being respectful, reliable, honest, dependable and courageous so as to grow as well modeled people who are able to fit in the society in future (Cialdini, 2007). On the other hand, Special Music School abides to the society norms whose focus is to train the students’ good morals which conform with the society expectations. The school stresses the need to have good behaviors, being honesty, loving each other, being passionate, and being loyal in all activities the students carry out. All this values and norms help in ensuring that the students comply to the institutional culture. There are various artifacts of the institution’s culture which work hand in hand in ensuring that the students conform to the social behavior. This includes the use of tutorials, printed magazines, and user manuals.
References
Cialdini, R. (2007). Descriptive Social Norms as Underappreciated Sources of Social Control, Psychometrika, 72(2), 263–268 Special Music School, New York. (2012). Retrieved from http://www.greatschools.org/new-york/new-york-city/13280-Special-Music-School/
