Jeremy Lee
TSOC 3000
Rethinking Music Education
If a democratic education involves “…a policy of greater student participation in problem solving and classroom decision making, in which students are encouraged to learn from their mistakes” (Tozer, 6) then what does that mean for music in schools? I’ve heard it said many times that the music we listen to and play in schools is all written by and written for old, white men. This is to say that music education is not connecting to the lives of our youth today and as a future music educator, this deeply concerns me. We know that most young people today enjoy music based on the growth of such technologies as the mp3 player and websites that allow music to be more accessible. So if this is the case, why is it sometimes difficult to get students to be interested in music classes?
Eugene Cantera, a faculty member at the Dallas School of Music suggests that the root of the problem occurred during the rapid growth of school music programs during the 1960’s and 70’s. “What appeared to be a good model was in fact one of unsustainable growth. And rather than taking advantage of the large numbers of interested participants (as well as unprecedented support from parents and administrators) our programs often became over-protected and less inclusive. By the time funds and support had begun to dwindle, we could do no better than try to convince those in charge of the “Mozart Effect” or some dubious test results that showed ‘music might aid in spatial reasoning’ or ‘make you smarter in math’” (Cantera). This problem would certainly be avoided had those educators involved in this growth in music education had considered a more democratic approach that involved all students and took an active role in including the ideas of those students. Instead what we are left with today is music programs that must involve all students but are still reluctant to even meet these students half way and engage some of their interests. “While our profession looks longingly to its past, often clinging to 18th century ideals and methods of teaching, there is an entire generation missing out and worse, being turned off to music. Music educators are simply slow movers, often ‘teaching the way they were taught’ and only stubbornly adapting to anything ‘new’ if ever at all” (Cantera).
This isn’t to say that “older music” shouldn’t be taught in schools or that it isn’t relevant today. Rather, it shouldn’t be taught exclusively when there’s so much other music available to teach and when it is taught, comparisons need to be made between the older music and newer music so that students can see the similarities and differences between the two and develop an appreciation for both based on actual knowledge of the music. To aide in this effort, the National Association for Music Education offers some questions that need to be considered when trying to make a music curriculum more accessible to a diverse student population: “What principles guide the selection of repertoire and materials for children in various settings (urban, rural, suburban, regional) and groupings (multicultural, multiethnic, homogeneous)? What are some strategies for including other significant persons (parents, other teachers, classroom aides, other music professionals) in the development, implementation, and evaluation of individualized programs for children with different learning abilities and cultural backgrounds? What techniques are available to ensure that learning in the classroom will transfer to environments outside the school setting?” (NAfME). Implementing these ideas may involve arranging a pop tune for band based on votes from your students so they can play music that they really enjoy. You could also have your students do a research-based project on a band or artist from the last 60 years that has inspired them to love music and then have them present it to the class. With a project like this, students who enjoy classic rock can learn from students who enjoy hip-hop and vice-versa. Involving students who play instruments that aren’t found in your typical orchestra or wind ensemble like electric guitar, electric bass, keyboard, drum set, or voice (singing in a more pop-related environment rather than a choral environment) could be done by having a class that is literally set up like a rock band that plays covers of popular tunes and even writes original material. I went to an arts school that had this (and also a jazz combo set up in a similar fashion) and it really encouraged those students who didn’t play a band or orchestra instrument to still pursue music.
These ideas aren’t very controversial at their core and are really only being neglected because like previously mentioned, the field of music education is very stuck in its ways and most people are only interested in teaching what they were taught. This is a methodology that will eventually kill music in schools if something isn’t changed. It doesn’t help that funding in schools for music is being cut all around the country and if we can make students truly interested in music by seeing to it that their ideas are heard and then acted upon, we can make a separation from the old ways of teaching and move into a fresh, new philosophy on music education that demands the attention of students and administration. Then and only then, will we be able to change the minds of those who have decided that music isn’t important enough in schools to require a significant amount of funding (from administration) or attention (from students). Once this change takes place in the minds of students and in the minds of higher administration that determines budget cuts (and even program cuts), I think that we will see a positive direction in music programs across America.
Works
Cited
Tozer, Steven E., Guy Senese, and Paul
C. Violas. School and Society: Historical
and Contemporary Perspectives. NewYork: McGraw-Hill, 2009. Print.
Cantera, Eugene. “Music Education
Problems: What’s Ailing Us?.” 30 June 2013. dlp
Music Education. Web. 2 Dec. 2013.
“A Research Agenda for Music Education:
Thinking Ahead.” NAfME. Music
Educators National Conference, 1998. Web. 2 Dec. 2013.
Jeremy,
ReplyDeleteNever having taken a music class after 5th grade, I knew very little about music education and some of the problems it faces.
Therefore, your post is beneficial for all teachers to read. Although you are focusing on music education, teachers can take the fact that students don't exactly agree with what is being taught into their own curriculum. Your solution of keeping the "older" music in the curriculum, but making sure it isn't taught exclusively, should be a thought that all types of teachers have. In order to have a democratic education, we need to take into account the interests of our students and the relevance of the subject matter in their lives. Teachers can keep what they think is important in the curriculum, but add something of interest to accompany it in order to let the students have a voice.
Jeremy,
ReplyDeleteWhile we've lightly touched on the lack of cultural diversity taught within school music programs, I've never really considered the inclusion of more more modern pieces until I read your post. I think having students research a band or an artist from the last 60 years that has helped inspire them is such a wonderful idea. It keeps the lesson relevant and allows individual expression at the same time. I remember music education being a really dull experience for me because I couldn't connect with the music taught. Maybe if my teachers had taken this kind of approach, I would have stuck with it.
I also think that the idea of keeping things relevant is super important to various other subjects within schools. For example, history should be linked with current events, math should be linked with practical applications, etc. Inclusion of technology into the teaching process is also a great way for students to get excited and receive access to materials. Teachers need to understand the generation that they are working with and try to make information accessible to their students by modernizing.
-Myranda Earhart
Jeremy,
ReplyDeleteAs I am also a music education major, I find your take on rethinking music education very helpful. You are right in that most teachers only teach what they were taught, so the students are missing some elements of music. Since most schools have a music appreciation class, it is a great idea to have students learn about all kinds of music, not just classical, but also rock, hip-hop, jazz, etc. It is a great idea to have students research types of music, and music artists, and present them to the class. This is a much more effective way for students to learn, because it is more likely that students will listen to their classmates than a teacher just lecturing. Technology is a great way for students to learn also about more modern music. I think these are great ideas to use in any classroom, and I would definitely try to incorporate them into my own classroom someday.
-Taylor Herschelman