An unexpected invitation... By Mai Yamane, CNAfME State Secretary for Alabama
An unexpected invitation leads to an adventure in music education advocacy and a new view about the role of NAfME in the training of young music teachers. I was spending just another day working on my homework when I received an email from AMEA president, Dr. Carl Hancock, with an offer to represent the Alabama Music Educators Association at the NAfME Collegiate Advocacy Summit in Washington DC; I said yes without thinking twice. Two weeks later I was sitting in the offices of Senator Shelby, Senator Sessions, and Congresswoman Sewell (District 7) and discussing the importance of music education to the future of our country and the state of Alabama. What I experienced at the first Collegiate Advocacy Summit is something I will never forget…music education is not only worth fighting for, but requires non-stop advocacy. The college students I met had similar interests and concerns about our profession, and we were ready to let everyone know how music transforms the lives of students to the benefit of all.
NAfME Collegiates advocate for music education on capitol hill
Today, standardized tests are being used to measure students’ progress and learning in a handful of academic subjects and President Obama has articulated the importance of Science, Technology, Engineering, and Math (STEM) courses to the our national interests. However, there is a limit to what those classes and tests can provide. Leaders in the National Association for Music Education
ala breve
believe the measure of a student lies beyond the bubbles found on standardized test forms––there are inherent benefits to participating in the Arts that today’s students and the our future prosperity as a nation need to be successful. Studies have shown that participation in music promotes higher achievement in academics, improves reading skills (Update: Applications of Research in Music Education, 2008), focuses student attention (Scientific American, 2010) and improves school graduation rates (Harris Interactive, 2006). Beyond academics, studies have shown that through music participation students learn to express their feelings more readily (Emotional Awareness), become more dedicated workers (Grit), and learn to communicate better with others (Collaboration and Communication). Despite the fact that many positives come out of music participation, these aspects of music are not tested on bubble tests, they are “Beyond the Bubbles.” When I arrived in DC, I was not aware of the Broader Minded campaign, “Think beyond the bubbles,” yet I was quickly inspired by it and fell in love with the fact that it does not forcefully place the importance of the arts above STEM, but instead seeks to promote broader thinking by incorporating the arts (STEAM). I highly enjoyed the training sessions and learned much about advocating for music education from Christopher Woodside and the staff of
NAfME.
Another thing I learned was the importance of doing in-depth research prior to speaking with members of Congress. For example, a study by Harris Interactive in 2006 revealed that students’ attendance was higher at schools with music programs than schools without music programs. Helping legislators
NAfME Collegiates
John Norman, Tennessee and Mai Yamane, Alabama
understand these extra-musical benefits is important to keeping music in schools. I also learned about the power of using a personal story involving music. In my experience as a person whose primary language is not English, I hated going to school and often cried because I struggled with communicating and relating to others. However, when I joined the band everything changed. I made many friends and found a place where I could succeed and belong. By the end of my high school years, I had served as an assistant band captain and drum major and had many friends I could count on. Music participation can have powerful personal benefits for students. I am a person who experienced this transformation and I know others who had experiences similar to mine.
Another thing I learned was to help legislators feel the argument personally. For example, Congresswoman Terri Sewell is known for being a strong advocate for education and a fan of musicals and operas. As such it was easy to establish a relationship with her legislative assistant through data and personal stories about music making and the importance of the arts. Making a connection was as important as
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