FIVE THINGS I'D CHANGE IN MUSIC EDUCATION

I have been a music teacher for more than 30 years. Most of that time I spent in a middle school band room (an interesting place, to say the least, especially if you like 13-year old boys with drumsticks)—but I have taught vocal, instrumental and general music, K-12. About 95% of the time, I love my job, but I didn’t begin to fully understand the power and elegance of music education until I shed some of my preconceptions of what band or choir class was “supposed” to look like.

Like most teachers, I taught band, choir and elementary music in pretty much the same way I was taught. I congratulated myself on not trying to tackle the same literature with my HS bands that I performed with my university groups (a mistake that many novice directors make in their first year). But I never thought twice about all the things that seemed “normal” and habitual in the band and choir rooms.

Here are five things that are, in fact, normal and habitual in many music classrooms, but may not be leading us to our real goals as music educators. If I were named Divine Minister of All Music Education, and could change five things about music education in America, these would be my picks.

#1) Stop emphasizing competition. I get chills when watching the Drum Corps International finals, too—but that’s not music education. It’s a result of a real music educator’s hard work, years ago. When we lure kids into music experiences so they can take part in contests and festivals, the underlying message is that it’s more important to beat the Blue Devils than to relish great music and camaraderie. Leave competitions to competitors—like DCI. Don’t spend hundreds of thousands of school and fund-raiser dollars to mount a competitive marching program, or six weeks working on three songs to impress three judges. Strive to be excellent, rather than “better than...”

#2) And speaking of excellence, stop selecting and excluding kids (under the guise of excellence). There is a creeping American Idol syndrome in music education—looking for the most promising singers or musicians and gently (one hopes) discouraging those whose early efforts are not impressive. Everyone can sing and everyone can play. When teaching in a K-4 school, my first graders all wanted a chance to sing a short solo line. By fourth grade, nobody wanted to sing a solo. Why? Because they, umm, thought they sucked at singing and someone would laugh at them. This, by the way, is an American thing. Korean teenagers and adults will sing at the drop of a hat. I rode around Korea with a bus driver who sang constantly—including a his own hyped-up version of “I Left My Heart in Seoul, Korea.” While waiting for a three busloads of folks to use the rest facilities, he and his fellow drivers would strike up with a little harmony, and random passersby would join in. Can you imagine that happening at any American freeway rest area?

#3) Let music be its own sweet self, in the curriculum. Music education does provide some side benefits: personal discipline, teamwork, opportunities for employment or scholarships, etc. But music is also undeniably worthy in its own right—a disciplinary body of knowledge which transcends and cross-weaves other subjects, and has been part of the human experience since the dawn of human cognition. Why do we feel compelled to justify music as a fun thing to do after the real work of mathematics?

#4) Spend a lot less time and emphasis on technical aspects of music. Being a good music educator isn’t all about tuning the french horns, cleaning up the diction, or even mastering the art of breathing together—it’s about loving music, performing music, being moved by music. It’s about pleasure and artistry, interpreting the symbols in a way that makes music your own. I do understand that the greater the technical skill and knowledge, the greater the pleasure. But many music teachers take pleasure right out of the equation. Even musicians holding the horns or singing the song for the first time can enjoy, enjoy. Temper the drill with a bit of joy, always.

#5) Spend more time on the cultural aspects of music. When I tell folks I am a music teacher, and interested in interdisciplinary uses of music in education, the most frequent response is the observation that music and math are similar (sometimes, this is followed by a halting comment…”you know, quarter notes and eighth notes…”). Well, music is related to math, but also to the science of sound, as well as poetry, geography, history, critique, literature and anatomy. Just for starters. Music is related to—no, embedded in—all aspects of the arts and sciences. It is ironic when music educators are often the ones “narrowing the curriculum” within their own subject.

Music is about what it means to be fully human. Who could ask for a more noble and universal calling than teaching music?

Comments

[Eugene Cantera]

Nancy, this is a great post! I would like to link or feature it on my blog so let me know if that's ok. We (DSM/MusickEd.com) have some strong and 'different' opinions about the profession of music education and I always enjoy hearing and sharing any thoughtful musings from colleagues. Your 5 choices are right on the money. Keep up the good work - your students are lucky to have you!

[Cindy Linn]

Nancy,
Thank you for your thoughtful post. Items 3-5 will be great to share with our instructional council. However, 1 and 2 are the ones I really want to put out there for our very competitive middle school music programs. You are so right about the American Idol connection. Do you have some ideas about how to get the conversation going about competition and exclusion--diplomatic approaches? (not always my forte)
Cindy

[Mike F]

WOW! What a great post. It's odd that's it's so strange to find someone out there with our same views on musicking in this sea of competition focused education.

I was told not to sing in elementary school, and I still don't. But I have surrounded myself with amazing singers/songwriters who sing what I write. I also help them improve their own writing and help promote themselves (including helping several get on Grey's Anatomy and in movies). I was told in High School, by a local bass player that taught English at the school, that it was a waste of his time to help out since there was no one with musical talent at the school. I have made a career in music (writing/playing/teaching) and have recorded and performed with numerous well respected musicians.

Great post and great stuff to think about.

[Eugene Cantera]

Cindy - I love that you used the word 'musicking' in your comment. And I enjoyed reading your history. How great of you to persevere with your passion even though you were 'told not to sing' in elementary school. I wish ALL music educators could hear your story - maybe I should interview you for a post? Feel free to contact me if you're interested: eugene@dsminfo.com

[Jennifer Henderson]

Dear Nancy,

I am a freelance writer for the Association for Supervision and Curriculum Development (ASCD). I am currently working on an article about teacher leaders for their publication Education Update.

The focus of my article is on how principals and administrators can provide support for teacher leaders.

I have already interviewed Bill Ferriter who recommended I talk with you as well. I would like to interview you for my article, if possible, and get your input on what principals can do to nurture and support teacher leaders. I am on deadline for the article so if you are available tomorrow or Saturday to talk on the phone that would be great. I would call you at a time that is convenient for you.

Thank you for time and I look forward to hearing back from you.

Regards,

Jennifer Henderson

[Melissa B.]

All I want to say is that the elementary school music teacher, Mrs. White, was the most influential teacher in both of my daughters' lives. In my humble opinion, there's no earthly way to calculate the good you all do for self-esteem, learning and socialization. Bravo and 3 Standing Ovations for a Job Well Done! BTW, it's that time of week again--please drop on in for a little Silly Summer Sunday Sweepstakes. You have 2 chances to play!

[Adam]

Nancy,

I really enjoyed your insights. It is nice to hear these kind of things coming from a veteran educator. If you have a minute, I would like to share my own music education blog with you. Thanks again.

http://musiceducation.wordpress.com/

[Stengel99]

Excellent post! Each of your points is worthy of many more volumes.

I have particularly strong feelings about your point #3) Let music be its own sweet self, in the curriculum. I think all music educators need to have an arsenal of debate points ready to use when interacting with a member of the academic world, mainly for the purpose of speaking their language. However, ultimately, I agree with you that music and the arts in general are worthy of their own place in the curriculum, not because they benefit the other areas such as math, but because they are important and worthwhile.

[Roman]

Yes, I agree Nancy. Music is a wonderful tool for expression and intellectual development. We as elementary music teachers are charged with both I believe. This has been so since Music was considered part of a standard comprehensive education. A few years ago I was very lucky to be introduced to a wonderful tool that does just what you wrote about. My students have so much fun and learn so much more since I began using it. Its called the Land of Music. I am reaching the special child as well as the gifted simultaneously. Believe me... I am not doing anything different than most teachers. I am just using their incredible curriculum. My kids are learning to read and write music and perform at levels I never thought possible. No I am not focusing on individuals. I mean my entire class in every grade level. What I am saying is that we are all good teachers. We just need some well-designed curriculum to make our visions of a quality education possible. The only one that exists, from my experience, is called the Land of Music by Note Family Inc. They have a web site if you search for it and there are sample lessons, which I started with. I am having more fun now than I have ever had as a teacher, which began two decades ago. Do yourself a favor and check it out.

[Children Anxiety Disorder]

jajaja well i think for music you need have a gift, discipline and the desire to do it great... if not that doesnt work

[Affiliate Promotion]

jajaja you sound like if had a trauma about your music lessons ajajajajajaa just let it be... all the things had an evolution and change