Joe Shively, Editor Most of us can remember the moments throughout our lives when we grew into our identities as musicians. Whether it happened in a school classroom or in another setting, opportunities to think musically were at the core of our becoming musicians. However for me, this may have happened more outside of school than within. One example is forming our own jazz band when my high school director refused to have one at school. Meeting in basements and garages, we rehearsed charts we had selected and purchased. With the bands of Woody Herman and Maynard Ferguson as models, we sought to be a real jazz band. I am confident that working with my classmates making decisions about how we should play and how well we were playing had a great deal to do with why I am a music educator.


Before anyone gets too nervous, I am not about to suggest we should not have music in the schools. However, I do think we need to take a close look at what we do and ask ourselves if we are giving our students space to grow as independent musicians. It should be said that while I had formative experiences such as the one described above, I am certain I entered the profession as a fairly traditional band


director. Over time, I began to have experiences that led me rethink my approach to teaching. For example, a student came up to me the day after a concert and asked why I never gave them the information I shared with the previous night’s audience. She kindly suggested they might play better if they understood more about what they were playing. I was both humbled and excited. Humbled by my failure to consider this possibility and excited that I could change my approach to teaching in ways that would help my students grow.


I think music education will flourish if we move the profession forward building on our strengths and seeking growth where possible. The articles in this edition of the Michigan Music Educator challenge us to explore ways of continuing to develop our teaching toward reaching all students and fostering their growth as musicians in school settings. We are asked to think about making space for all learners and helping them develop musical understanding. Consider the possibilities as you read this issue, both in how you might continue to grow as a music educator and also how you might share your ideas by submitting an article to the MME. n


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From the Editor


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