Lisa Furman, Editor
In the past few years, articles highlighting the need to address the needs of students in relation to their race, religion, harassment, bullying, and sexual identity, etc., have been included in music educa- tion journals with more frequency. The entire June 2012 edition of the Music Educators Journal was devoted to topics related to equity and justice in music education. Arti¬cles in that issue focused on various topics with the related theme of jus- tice. Topics included socioeconomic inequities in music education, finan¬cial and cultural barriers to instrumental music, social injustices in music class¬rooms, cultural differences that result in inequities. Few would argue that these are impor- tant topics within music education. The challenge lies in knowing how to meet the varied needs of music students, and also recognizing the ways in which we may be inadvertently offering unequal opportunities for students in the music classroom. This issue of the Michigan Music Educator we invited contributors to offer submissions in relation to the topic Addressing issues of social justice and inequity in music education. The articles included in this addition encourage us to consider the commonly identified inequity factors and to also consider how our actions and approaches to music education may be unintentionally limiting student’s musical experiences. It is our hope that this issue will provide you with information and strategies for making it possible to create, fun, safe and inclu- sive music education classroom experiences for all music students.
Our feature article this month “Talent” Beliefs in Music Education: A Self-fulfilling Prophecy,? Is written by Heather Shouldice, Assistant Professor of Music Education at Eastern Michigan University . In addition to consideration of the commonly ex- amined factor related to inequity (culture, gender, race, ethinicity, sexual orientation, socioeconomic status and community), Shouldice challenges music educators to consider a subtler form of inequity that be present in the music classroom. An examination of how beliefs in relation to innate musical ability may present an obstacle to equity in music educa- tion classrooms.
Jared Rawlings (current Ph.D. student at the Uni- versity of Michigan) provides important and practi- cal information in the article “Recognizing Bully- ing Behavior.” Rawlings offers an examination of the various forms of bullying and suggestions for
how to recognize and address bullying behaviors in order to create a safe supportive music classroom.
In the General Music column this month, music ed- ucator Maritsa Madias-Kalasz offers tools and tips for working with students with special needs. The article includes an overview of classifications of special needs students, and strategies and activities for providing positive music education experiences in self-contained special needs music classrooms. The Instrumental Corner column is written by Daniel Albert (Ph.D. student in music education at Michigan State University). Albert offers a compre- hensive review of recent literature in urban instru- mental music education and provides recommenda- tions for future research.
Composer, contrabassist, and education special- ist Jon Deak shares information about the exciting “Very Young Composers” project, which involves professional musicians and composers working with students in classrooms and in concert settings. The article includes activities for actively engaging students in music improvisation and composition and the potential social and academic benefits to students.
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From the Editor
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