positions throughout Arizona. Students and administra- tors had an increased interest in non-traditional ensembles and technology-based classes. Arizona State University was producing, in the words of one administrator, “micro- specialists.” Administrators wanted to see more potential in new inservice educators to teach classes that are relevant to today’s student.
Arizona State University’s faculty started the conversation to revamp its teacher education curriculum by not talking about traditional concepts, such as credit hours, approval from the College of Education, etc. Instead, the faculty started their conversation by discussing musicianship and the type of experiences that are needed to create a musician who is well versed as to how music functions in today’s society. After considerable discussion, the faculty came to a consensus that its mission was to create musicians that were well versed in many different types of music, innovative practitioners, inquisitive thinkers, and community leaders. Thus, the music education area agreed on an inquiry based learning approach that distributed music teaching practice across courses.
The proposed curriculum had a great deal of community building embedded within it, endeavoring to create cohort identity within a unified degree program that took a broad view of music and education and had individual focus op- tions to create flexibility within the degree program. In this curriculum, students would participate in conducting and leadership classes over six semesters, secondary instrument and voice skills classes over five semesters, courses in eth- ics and philosophy, College of Education courses, and build a digital portfolio that would become a cumulative record of accomplishments. Students would also be required to take music education labs, such as mariachi, musical the- atre, improvisation, composition, leadership, and conduct- ing. Students would also need to participate in 75 contact hours of field experiences.
(CONTINUED FROM PAGE 38) excellent professional development op- portunities, including our fall elementa- ry general music workshop, elementary choral festivals, regional professional development, and the Michigan Music Conference.
For more information on
these opportunities and many others, please visit
http://www.mmeamichi-
gan.org/
I’d like to take this opportunity to thank our volunteers. The campaign would not have succeeded without the tireless
ASPAs (Areas for Strategic Planning and Action) took center stage after lunch. Cross-ASPA talks allowed mem- bers from different ASPAs to come together and join one of two large groups to discuss either preservice educator preparation or inservice educator professional development. Afterwards, individual ASPA meetings took place with the objective of creating goals to accomplish for the im- mediate future. The Symposium concluded with one final plenary session for ASPA facilitators to share their goals with attendees. One may view these goals at: http://www.
mindmeister.com/114236752/2011-smte-aspa-goals-up One may visit the SMTE website at
www.smte.us for more information on the Society and its ASPAs.
The Symposium was an engaging and thought-provoking event that allowed attendees to share ideas and discuss the current state of music teacher education. These powerful conversations, coupled with ideas presented by outstanding speakers, will continue beyond the Symposium and have a positive effect on the future of music teacher education. ASPAs are already laying the groundwork to accomplish their goals in their efforts to advance ideas generated during the Symposium. As a result of this follow-up work that is already being planned, the 2015 Symposium will continue the important dialogue of how to improve music teacher education, best prepare preservice educators for entry into the profession, and provide valuable professional develop- ment to inservice educators.
Daniel J. Albert is a Ph.D. student in music education at Michigan State University. Previously, Daniel taught middle school general and instrumental music in Longmead- ow, Massachusetts. He received his Bachelor of Music degree from the University of Massachusetts Am- herst and his Master of Music degree from the University of Michigan.
efforts and creative thoughts of Holly Olzewski (Region B Representative), Linda Louisell (Membership Chair), Denise Lewis (Instructional Technolo- gy Chair, Region J Representative) and Cory Micheel-Mays (Executive Direc- tor). In addition, volunteers in each re- gion contacted individual teachers to encourage them to join.
Looking forward, I hope this new group of members joins existing mem- bers in actively taking advantage of all the advocacy and lesson planning ma-
terials, professional development and other support that we strive to offer. If you know of something else we can do to advance quality music instruction in Michigan, please contact us—we’d love to hear from you.
Karen Salvador is Assistant Professor of Music and Teacher Certification Program Coordinator at the University of Michigan- Flint. She taught elementary general mu- sic in Eaton Rapids, MI and has directed choirs for singers of all ages in a variety of settings. Dr. Salvador currently serves as MMEA President-Elect.
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