Three Critical Concerns (Part 1)


When I think about the current trends in education, specifically the lack of support for music education, I find that there is a commonality within our ranks that is contributing to this travesty. It is our lack of individual purpose or PHILOSOPHY. Many of us can talk about our advocacy for music education; however, we are not able to state our philosophy of music education. Take a minute to think how you would defend music education to the school board that is currently looking at eliminating band, chorus, orchestra, or elementary music in your county/district. What can you say that will make them think twice about the intrinsic and extrinsic value of learning about music? Yes, the extrinsic values are easily described. There are the tangible trophies, plaques, certificates, and performance venues (Carnegie Hall, Lincoln Center, etc.) that are outstanding “things” we can show the public. However, it is the intrinsic values that we must highlight and encourage our peers to passionately endorse and engender.


“The arts are an integral component of our educational system in developing the attitudes, characteristics, and intellectual capacities required for students to participate successfully in today’s society and economy. The arts teach self- discipline, reinforce self-esteem, foster thinking skills and creativity, and promote teamwork and cooperation. Most notably, though, the arts are important in and of themselves in that they are a vital and vibrant part of our personal, social and cultural environment.” Dr. Shirley Neeley (Texas Commissioner of Education, 2004- 07)


Dr. Neeley’s statement is both a strong advocacy statement and philosophical statement that is supported by the state of Texas. Another statement that is thought provoking is one made by Lautzenheiser.


Tim


“Music accesses a part of the mind unique to every individual. It is a language unto itself; music can only be explained by


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Feature Article Jim Smisek


music. It is, quite literally, feeling described in sound.” Tim Lautzenheiser, Teaching Music through Performance in Band, vol. 1, (Chicago: GIA Publications, Inc. , 1997), 62.


These position statements by Lautzenheiser and Neeley are both magnificent and monumental in scope. If we all take this to be part of our philosophy, then we will encompass the core of what matters most… our students! We will help them realize their unique musical abilities that will impact their lives and will help continue to transform others through their like experiences through the performance of music.


We can find other great examples of philosophical statements throughout the country.


Let me recommend that you search for the welcome address to freshman at Boston Conservatory, given by Karl Paulnack, pianist and director of the music division at Boston Conservatory. There are two statements from his speech that are especially meaningful to me.


The first is,


“…Someday at 8 PM someone is going to walk into your concert hall and bring you a mind that is confused, a heart that is overwhelmed, a soul that is weary. Whether they go out whole again will depend partly on how well you do your craft.” The second is, “If there is a future of peace for humankind, if there is to be an understanding of how these invisible, internal things should fit together, I expect it will come from the artists, because that’s what we do.”


“Teaching is a gift and a responsibility that one must take very seriously. An educator is a facilitator who brings together resources and opportunities enabling students to make their own discoveries through the unique process of music education. In addition to delivering instruction, the educator counsels, and mediates for the students. I believe it is imperative to create a sense of community, which allows mutual inquiry that engenders student learning.


Music


education is an interactive process that encourages all students to be independent/creative thinkers and this process validates them as a person who is not just a sponge or receptacle for information.” James J. Smisek, D.M.A “Three Critical Concerns” (paper presented at the AMEA Convention, Tuscaloosa, Alabama, 10-12 January 2008), Smisek Personal Collections, Samford University, Birmingham.


The most important statement at your individual school is the one that you profess. You are the expert at your school and you are the one all others look to for defending music education! Take time to compose your philosophical statement that can be read to the school board, administration, or state board of education. Your statement should be a passionately conceived document that will convince the most hardened critic of the importance for music education. Carpe diem!


Jim Smisek is the Director of Bands and Chair of Instrumental Studies at Samford University.


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