young people (students) in your area in regard to music?
This program provides needed music instruction through varied and comprehensive experiences to interested high school students who may not have the opportunity to pur- sue instruction outside of their school setting. The musical needs of these students are to develop well-rounded musi- cians who will carry their musical knowledge and experi- ences into their lives after high school graduation. Music Plus also provides an exceptional teaching experience for pre-service music educators. The BGSU pre-service music teachers learn much about working with students from varied socio-economic backgrounds and varying musical ability.
The teaching force comprises predominantly undergradu- ate music education students who have been formally accepted into the BGSU music education program after the sophomore review process. During the last school year, interested and promising CMA freshmen undergraduates in music education options were identified early and received a scholarship from the Music Plus program to pursue their interests in teaching. In this way, the Music Plus program allows promising freshmen music education students the opportunity to see themselves as teachers and experience teaching in different settings. This past year, these students led the compositional facet of the curriculum. Sometimes, graduate students need field experience as well. They are often young and may go straight into a graduate program. Their Music Plus experience offers teaching opportunities that provide further professional development. Graduate students on assistantship also help in coordination of the program.
What are some of the obstacles and challenges that stand in the way of achieving these outcomes?
The challenges are varied. Financial support for the pro- gram is a continuing challenge. Another challenge is keep- ing high school students involved when challenges of time (especially during the spring semester) and lack of parental support interfere. We continue to search for donors, who graciously support our program. I am also continually investigating grants that may be available. To keep students involved, I work to develop exciting and varied experiences that draw the students and encourage participation.
What has been accomplished to this date?
We have expanded the program from working with one high school to working with three high schools this year. Having students actively compose music while on campus was another successful addition to the program. Young, developing, music educators can be so focused on their
instruments, on being performers, and on practicing their own skills that they sometimes forget to look ahead and see the larger picture of teaching in the future. In this program they learn to see themselves and the field of music edu- cation with a more expansive lens. In the end, so many performers do become music educators. So here, they take on the responsibility, the mantle of maturity. And that is, to help everyone develop as a musician. You help develop the next generation. That’s one of our goals.
This year I tried a fresh approach. I brought the four fresh- men that were selected as instructors for the Music Plus program into the comprehensive music lab. The focus was on to be on composition. Freshman brought their instru- ments to the composition class and provided demonstra- tions on their respective instruments. Then, the high school students composed a short melody for one instrument. Immediately afterward, the freshman played what had been composed, so the high school students were able to listen to their compositions and get that crucial feedback. Later, they would select several instruments and write a final com- position for those instruments. The freshmen instructors performed these pieces at the final concert. CMA faculty in attendance enjoyed the level of composition, and com- mented positively on the creativity demonstrated.
We find there are remarkable opportunities for teaching and learning in this program. It is not a traditional field experience program. It includes teaching opportunities in comprehensive musicianship, composition, piano, private studio instruction, and ensemble work. There are so many different experiences, and we’re very flexible.
What have you learned from this collaborative partner- ship? In what ways would you improve your collabora- tive partnership/relationship in the future?
Collaborative partnerships work best when there is measur- able benefit to all parties involved. In the Music Plus Pro- gram, the Toledo Public high school students learn much about music in a friendly, supportive, and encouraging environment. The BGSU music education students learn about teaching music in varied settings, and also about working with students from very diverse backgrounds. It is a very successful collaborative relationship. In my thinking, this is collaboration and service learning at its very best.
This year a new component was added. A new colleague, Dr. Cole Burger, realized his graduate students in piano pedagogy needed teaching experience. He was striving to make the course material relevant. One issue was that sev- eral students were in ESL programs. All were accomplished pianists, but uncomfortable with young students. In fact, he realized, they were intimidated by teaching these very
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