research
Sustaining What We Can Sustain Lois Veenhoven Guderian, WMEA State Chair, Research
The word “sustain” in its many forms, “sustainable,” “sus- tainability,” “sus- taining,” takes on different meanings as applied to the myriad of circum- stances surrounding music education in
the United States. In higher education, sus- tainability might mean the challenges of sustaining resources and faculty to support quality music educator degree programs. In 4K-12 education, sustainability issues might include matters of space; funding for technology; reduced rehearsal time or program cuts for instrumental and/ or choral ensembles; reduced number of general music classes per grade, per
week; loss of quality music educators and elimination of positions; and across all age levels of music education, reduced profes- sional development funding for educators; matters of sustaining quality curriculum, the resources in time and materials that support curriculum, and the means by which to hire curriculum specialists whose responsibilities are to create, adapt, refine and align district curriculum with state and national standards.
What is provided here is the short list – not the long list of sustainability concerns for music educators. However, I will not address any of these in this article. Given the place, time and unique circumstances surrounding matters of sustainability in any district, a music educator may or may not have the ability to influence matters and decisions surrounding sustainability. For example, a music educator might be an outstanding educator, beloved, respected and admired by students, parents, faculty, school and district. If for budgetary rea- sons, programs in art and music are cut in all schools across such an educator’s dis- trict, the position is cut. At first glance on the situation, it would be easy to surmise that quality teaching and programs did not matter in the long run since the educator and the programs were not sustained.
The scenario provided here, or a variation of it, is one that has become too common for arts educators in the schools and it is why I have chosen to write on aspects of sustainability not mentioned in the open- ing paragraph: self-sustainability, peer sustainability and student sustainability. Music educators tend to be passionate, energetic and sensitive individuals who in many cases dedicate their lives to the purpose of nurturing musical abilities in their fellow humankind. Indeed, the pro- cess of teaching and learning is a shared one that can yield some of life’s deepest, most meaningful experiences. Most music educators’ schedules are packed during the school day, however, they still com- mit numerous hours after school in order
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“…in our role as educators we can continue to work for sustainability in our programs by keeping abreast of changes in our field...”
to serve as many students as possible in extended music learning that supports sustainable, lifelong, enjoyable and meaningful participation in music. These educators seek out professional develop- ment throughout their lives for they are never satisfied to remain as they are and always seek growth and development to better serve their students. A normal re- sult of such dedication is a program that grows in size and quality over time. And of course, it does matter what such an educator has done when his/her position and programs are cut. It matters to every child or youth who had the opportunity to work with such an individual. It matters to parents, colleagues, the community, state and ultimately national organizations that lead the profession. And, it matters to the educator.
When a dedicated, highly effective and successful music educator’s position is eliminated, the experience can leave an individual stunned, often with feelings of disbelief or betrayal and without hope for the future. Other conditions related to budget cuts, while perhaps not so severe as the example given here, can also affect a music educator’s morale and feeling of purpose. It is in times like these that peer sustainability – offering support to help a colleague regain hope and courage and the ability to self-sustain through such times, is critical. By practicing peer-sustainabil- ity – whether recognizing and celebrating a colleague’s work in times of accomplish-
April 2014
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