Urban Instrumental Music Education: Issues of Inclusivity and Equity Daniel J. Albert
Teaching instrumental music in an urban school has the potential to offer challenges and rewards that extend beyond what one might find in a rural or suburban school (Bernard, 2010; Fitzpatrick, 2011; Gordon, 1997). Challenges of teaching in this context include possible circumstances of insufficient funding for instruments (Abril, 2006; Mixon, 2005; Smith, 2006), lack of elementary and middle school instrumental feeder programs (Abril, 2006), and rehearsals scheduled outside of the school day (Smith, 2006). Students, however, can achieve impressive musical accomplish- ments that exceed communities’ expectations (Bernard, 2010).
With the majority of schools in the United States (57%) in large (more than 250,000 in an urbanized area) or midsize cities (more than 100,000 and less than 250,000) or their urban fringe areas (territory inside an urban census cluster that is less than or equal to 10 miles from an urbanized area), urban schools serve more than two-thirds of all public school stu- dents (Department of Education, 2004). There- fore, the profession should continue examining ways to ensure an instrumental music educa- tion for urban students. Building upon the work of previous authors (Hicks, Standifer, & Carter, 1983; Hinckley, 1995; McCarthy, 1980), this review of literature regarding teaching instru- mental music in urban school districts that was published within the last decade could further assist urban music educators with better navi- gation of their teaching contexts and provide music education researchers with suggestions for future research.
Review of Recent Literature in Urban Instrumental Music Education Fitzpatrick (2011) contended that little is known about the experiences of urban music teachers and the ways that they connect to and “navigate the urban landscape” (p. 231). She studied the ways that instrumental music
teachers navigate the urban landscape, citing potential difficulties in students from lower socioeconomic status backgrounds access- ing instrumental music education opportuni- ties, such as purchasing/renting an instrument (Albert, 2006), and the relationship between student socioeconomic status and participation and retention in an instrumental music program (Brandstrom & Wiklund, 1996; Corenblum & Marshall, 1998; Klinedinst, 1991; McCarthy, 1980).
Fitzpatrick found that teaching in the urban environment requires the use of special- ized skills, understandings, and dispositions that may require adaptation to the needs of a teacher’s school, as each school has its own culture. Teachers also need to create a “safe space”: a welcoming environment to serve as a haven from problems those students may encounter from living in an urban context. The study’s participants (four urban instrumental music educators), although faced with frustrat- ing daily challenges, found working with their students highly rewarding. Participants were student-centered in nature and maintained professional job satisfaction by facilitating students’ intrinsic motivations and personal/ professional successes.
Bernard (2010) convened a conversation between five music teachers from two large cities in the northeastern United States at a panel session of a state inservice conference for music educators. The members of this panel discussed the rewards of teaching music in urban settings. Three main themes emerged from the discussion: students in urban schools can do everything that their suburban and rural counterparts can do; educators should provide opportunities for students in urban schools; and educators should build effective relationships with students in urban schools.
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Band & Orchestra
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