research
The first meeting of WMEC was sched- uled for Thursday noon, November 3, 1960 at the Hotel Schroeder in Milwaukee. Two hundred music educators had become founding members of WMEC and 107 were in attendance at the inaugural gath- ering. The original membership list was published in Volume 30, #4.5
See the published list of the 200 founding members of WMEC exclusively in the online, digital version of WSM.
WSM began to reflect more content from the national organization, reprinting sev- eral articles from MENC and including information on research studies being conducted in Wisconsin and across the country.6
In October of 1964, an effort
to give different constituency groups voice in the magazine developed through columns and articles specifically focused on the professional areas of teachers such as “Elementary-Junior High News,” “The Choral Page,” “Band Banter” and “Or- chestra Division Speaks.” The section, “Adult and Continuing Music Education” was added in February 1968 under the authorship of Michael George and Rich- ard Zellner, later becoming the column, “Segue.” In order to help music teachers across the state get to know WMEC lead- ership, pictures of columnists were added to the magazine in 1969. By early 1970, elementary music teachers had a column known as “Cornerstone” and “Research” made a first appearance as a column. A “Public Relations” column was added in October 1970. While the names of various columns changed over the history of WSM, the emphasis continued to be giving voice to the breadth of constituen- cies represented by WMEC.7
An article titled “Minority Concerns” first appeared in WSM in 1976. It described a program in Milwaukee Public Schools intended to help interest young minority musicians, particularly African Ameri- cans, in becoming music teachers by giv- ing them greater opportunities in music.8 By September 1978, “Minority Concerns”
Wisconsin School Musician 51
had become an ongoing column that dealt with multicultural issues in the music classroom.
During the 1980s, major changes were made to the names of columns in WSM. Articles and ideas continued to create awareness of larger issues in education such as multicultural awareness in teach- ing, teachers as learners, assessment of
musical learning, and support of students with special education needs within the music classroom. Music educators from Wisconsin offered their own knowledge of teaching, curriculum, repertoire, musical development and music making to others in the state through WSM.
Continued on page 52
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