From Research to Practice


Dr. David Stevenson, MMEA Research Chair Greetings to all,


I had hoped to have “interest topics for research” to offer in this edition. However, responses to my request for abstracts and attendant links to the full articles have been slow in coming. Maybe next time.


It does occur to me that our most readily available information (at least that which is available in print sources, coming


from Music Educators Journal and Teaching Music) often follows the format of strategies for teaching, reviews of literature, and other “how to” suggestions, such as incorporating technology into the classroom (the focus of this particular edition of the MMEA Bulletin is technology). Seldom, is there reference to the philosophy of teaching music, a necessary component of our modus op- erandi as we forge forward in the delivery of education and immersion in artistic endeavors for our students.


Likewise, this lofty, yet essential element of pre-service, or even in-service, preparation does not figure prominently in the curriculum that we trusted to prepare us for our teaching responsibilities. No doubt we are all aware that there are over-arching philosophies, and we trust that someone, somewhere is tending and watching over these noble ideals, ensuring that the world of music education is viable and on the right track.


Perhaps the previous paragraphs describe the “new teacher,” the latest additions to our force, and perhaps that is all well and good. I believe that a philosophy for music education must, by nature of the subject, occur at a later date, after we have expe- rienced teaching, students and student values, music as discipline versus music as art, and perhaps come to grips with what is pos- sible, what might be possible, and what are the obstacles.


Sooner or later, however, a conscientious educator will come to the realization that all of the “how to(s),” all of the “strategies,” all of the “tips for teachers” mean very little in the absence of the “why” of music education. Until we understand the “why” of our efforts, we will be forever chasing rainbows. Curriculum planning (including the actual delivery of a lesson) and advocacy, both start with a solid philosophical stance emanating from the “value” of music in our society and its attendant position in education.


Philosophies develop through reading and thinking, through discussion and thinking, and through observing and thinking.


Note the common theme. What is it that an art class can teach us about art, about ourselves, about our relationship with art and with others that makes it an indispensable commodity in a child's education? The answers, of course, are varied and personal, but they are answers that we, as art educators should have ready for any occasion, be it justifying/advocating with administrators, dis- cussions with our students, discussions with parents and community members, or at the end of a long, hard day when we are won- dering how we arrived at this particular juncture in life.


A philosophy (that can be articulated verbally) is a valuable asset.


For the next issue, I would welcome submissions, to the email address below, of a two or three sentence description of an article that you deem worth sharing, accompanied by reference information, as in a link or the standard bibliographic information that we used in the dark ages. It would make that information easily available to colleagues in a quick and easy format.


david


David Stevenson, D.M.A. Mount View High School 577 Mount View Road Thorndike, ME 04986


dstevenson@rsu3.org (207) 568-4620


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