map of all ASPAs ongoing reseach projects can be found at this address:
http://smte.us/wp-content/uploads/2015/10/2015_ SMTE_ASPA_Goals_Update_after_SMTE2015.pdf
The state of Michigan was well represented in the North Central Division meeting held on Saturday. This meeting encouraged an open dialogue with other surrounding states about common topics and issues in our profession. The topic of edTPA quickly emerged as the most pressing issues confronting our division. The group discussed the many challenges in which this policy has impacted future music educators. By the end of the meet- ing, the group came to the determination that a major first step in confronting this challenge would be to create an official posi- tion statement for NAfME to illustrate where we stand on this topic as a profession. It was decided that Dr. Colleen Conway (University of Michigan) and Dr. Mitchel Robinson (Michigan State University) would co-author the first draft of this position statement for review by the NAfME board and state representa- tion.
The symposium also featured a plenary session with a panel of four music teacher educators who all were able to share their unique and personal experiences on equity and inclusion in our profession. Dr. Martina Vasil from the University of Kentucky suggested that we look for ways to be inclusive of our student’s cultural heritage when deciding what musics to select for a cur- ricular unit. Dr. Jason Thompson from Arizona State Univer- sity asked the audience to consider “what is the relationship be- tween silence and ignorance?” He continued by discussing his personal experiences of feeling both invisible and hyper-visible as an African American at predominantly white campuses and also as a researcher who’s work may “not always fit in line with the statue quo” (J. Thompson, lecture, September 18, 2015).
Dr. Joyce McCall from Indiana University echoed Dr. Thomp- son’s research pressures recalling times in which she was told to wait until you get tenure to ask the difficult research questions that might offend others. She posed the question, how does one grapple with a “profession that people assume is so inclusive, [but] is yet so exclusive?” She recalls the distinct feeling that “the profession is not ready for my voice” as an African Ameri- can female feeling as though we have to “gift wrap” the truth so that the message is more palatable to the profession. Dr. McCall urged the profession to act now by asking, “when are we go- ing to start looking at ourselves and questioning what’s really beneath our goal of diversity and inclusion? And are we really ready to put in the work” (J. McCall, lecture, September 18, 2015)?
Joshua Palkki, doctoral student from Michigan State Univer- sity, shared his story about gender identity both as a student and as a teacher. As teacher educators, he suggest that “dialogue is our biggest tool” for working through these issues in our classes. Citing one of his mentors, Dr. Mitch Robinson from MSU, he asks the question “can we create a safe but uncom- fortable space in our classrooms” where you are willing to have or at least be open to having the uncomfortable conversations
in your classrooms in a safe environment? (J. Palkki, lecture, September 18, 2015).
The 2015 SMTE Symposium concluded with a keynote address by Dr. Carlos Abril, professor and director of undergraduate music education at the Frost School of Music at the University of Miami. Dr. Abril was able to come full-circle with the topic of equity and inclusion as he urged the audience to synchronize our social justice efforts as a profession. He highlighted several key moments throughout the symposium that brought about poignant discussion on this topic and challenged our way of thinking about creating a stronger and more inclusive commu- nity. Dr. Abril urged teacher educators to “create a safe space to have uncomfortable conversations” where we can remain open to seeing opportunities for teachable moments in our own classes with the hope of cultivating a more inclusive environ- ment and preparing our pre-service teachers to lead these same conversations in their future classrooms.
Finally, Dr. Abril
echoed the calls of many of other presenters in the symposium by stating that the time to act is now. Those who are in a spe- cial position of privilege (referring to music teacher educators) have the distinct responsibility to use that privilege to foster a more inclusive and socially just profession through our actions, not just our words (C. Abril, lecture, September 19, 2015).
The Society of Music Teacher Education will meet again at the NAfME Music Research and Teacher Education National Con- ference in March 2016 to continue the collaboration and prog- ress from this year’s STME symposium. For more details about the 2015 symposium and further information about STME, please visit
www.smte.us.
Christopher Marra is currently pursu- ing his Ph.D. in music education with an emphasis in wind band conducting at the University of Michigan. Before enter- ing this degree program, he taught high school band and orchestra in San Jose, California for the past 10 years. He holds a B.S. in music education from Duquesne University and an M.M. in music educa- tion with an emphasis in wind band con- ducting from Northwestern University.
Jessica Vaughan-Marra is currently pur- suing her Ph.D. in music education with an emphasis in string pedagogy at the University of Michigan. Before entering this degree program, she taught middle school band and orchestra in Cupertino, California for the past 9 years. She holds a B.S. in music education from Duquesne University and an M.M. in music educa- tion with an emphasis in string pedagogy from Northwestern University.
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