process. This is intelligence in action. Dr. Frank Wilson, notable neurologist, reported at the 1993-94 Nobel Peace Conference in Minneapolis, “that when a musician plays his instrument, he uses approximately 90% of the brain.” Wilson states, “they could find no other activity that uses the brain to this extent.”
Music is a unique language based on its own signs and symbols of musical notation. Unfortunately our system of education places the highest priorities on math, science, English, foreign language and history with less attention to music and the arts. Such emphasis dictates a value structure, which is unbalanced regarding man’s basic need for expression and knowledge through imagination and creativity. A value structure that is influenced by monetary and political needs is often in direct opposition to the child's only form of success. Continued denial of this natural need for expression and communication is in direct opposition to a student’s only form of success.
Music programs are frequently considered to be activities and are separated from the rigors of academic study. Decision makers (administration and board members) tend to value music as an extra. The, “If there is time in the school day” adage is ever prevalent. The decline of music education has been going on for many years. It began in the early 1990’s. It was at this time when school day schedules (block, alternate day, etc.) were being tampered with and redesigned to emphasize math, science, reading, and
implement an action plan that fosters continuous growth from beginning to advance levels of performance. The most significant factor in determining our future will be dependent upon our ability to define and present our music program as a vital academic component to education.
Our universities must prepare our current music educators and future music educators to not only teach students, but to teach our decision makers and adults. The most glaring discrepancy being made in our profession today is not teaching our decision makers. What makes this so important? We never considered the fact that we failed to recognize that decision makers and adults that surround our programs are the “product of someone’s music program.”
Beauty, compassion, feeling, appreciation, sensitivity, love, tolerance, sympathy, warmth, empathy, self-esteem, cooperation, and respect... These are but a few “living or life priorities” that are hidden in music study. No other discipline addresses such “living or life priorities” in the manner which music does.
testing. Intervention programs have had serious impacts on scheduling music classes, ensemble rehearsals and lessons, and the students who can or cannot participate is now dependent upon proficiency levels on high stakes testing. How did our profession respond to such massive changes that would eventually impact all music programs throughout the nation? Unfortunately, we established a position of “reaction” rather than “pro-action.”
Music and the arts has long been a target for budget reductions. Our music programs continue to be curtailed with the loss of instructional time, staff, and budget deficits because we are perceived as "activities” or entertainment programs. Too many of our school music programs are based on entertainment. Entertainment creates immediate satisfaction. The music literature is selected to entertain without regard for the masterworks that created and established the greatness of our profession. A music program based on “comic-book literature” and not a well-balanced curriculum often has a short life span. Resulting in the teacher and or program being eliminated. If your district perceives you and your program as an activity, you have a massive job ahead to change such perceptions.
Changing our Image
The conditions continue to be an enormous challenge for current and future music educators. It is obvious, we, as a profession, cannot alter, stop, or resist the changes that are taking place. Will decision makers ever realize the importance of music as it compliments academic excellence? Not until we develop and
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Consider the varying degrees of value, respect, and appreciation that surround music programs in every school in the nation. It is different in every school district. If a decision maker or adult is the product of an extremely weak music program, he or she has little worth or respect for the importance of what music does for young students. For those school music programs that are enjoying considerable success, there is a superb music educator coupled with a well- educated administration and board that understands the importance of music education and how it compliments academic achievement. Such a program does not happen naturally, or because leadership and community members have always supported
a program of excellence. It is the result of hard work from the music staff that understands the depths of musical knowledge and how it compliments achievements and excellence.
Have you ever heard someone speak about the excellence of a music program in a particular school district? The usual response is, “Such and Such High School has always had a great music program.” Nothing is ever said about the superior teaching of the music teachers. Great programs are the result of great teachers and nothing less. Another situation that I observed throughout my career is that young music teachers seem to be looking for the “ideal school district” that has a superior music program. I have witnessed outstanding music programs deteriorate to less than mediocre levels when there is a change of directors after the “builder” of that superior program leaves. Remember, it takes a great teacher to change a poor program into a superior program.
We (and I) must accept the blame for the current conditions that exist with our music program identity. We have neglected for too many years the opportunity to substantiate why we teach music. Directors must establish their programs through new curriculum practices to assure deep learning that contributes to the total educational experience. Further, when we align the educational priorities of the school system to our program, stakeholders and decision makers in the educational community see our efforts as contributors to the needs and priorities of the system. Value works both ways. We must value the system and the system must learn (or be educated to understand) and value the music education program. Once this is in place, we must expand the size and scope of our
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