…and Music for All! Abby Butler


Fall has always been one of my favorite sea- sons, one I associate with richly colored hill- sides, bright red apples, and crisp blue skies. Our forefathers, of course, looked to the fall for a bountiful harvest, an end to the growing season; however, for teachers and students, au- tumn signifies new beginnings, a new academic year, fresh with possibilities and the anticipa- tion of what might come.


This fall the MMEA begins the academic year with a new leader at the helm. It seems fitting then to welcome Karen Salvador to the execu- tive board as the state president of MMEA. At the same time hearty thanks are due Kelli Gra- ham for her leadership over the past two years. Kelli will continue to serve on the executive board but in her new role as past-president. I think it safe to say our organization is in good hands! This fall also marks the beginning of my third year as editor of the Michigan Music Educator. I’m honored to continue in this role even as I’m humbled by the responsibility of providing a timely and meaningful publica- tion, one that informs, inspires and impacts our readers.


In her president’s message Salvador references the well-known phrase, “music for all” as both recognition for what we have accomplished as an organization and a profession as well as a call to action. Variations on the theme “mu- sic for all” feature prominently as a rallying call for MIOSM. It’s roots can be found in the slogan “Music for Every Child; Every Child for Music” first coined in 1923 by music edu- cator Karl W. Gehrkens (1882–1975) former president of the Music Supervisors National Conference1


with the uncertainties of living in challenging times defined by a divisive political scene, an unstable economic background, while sur- rounded by the politics of racism, distrust and fear, and it is not surprising that many feel discouraged. The need to work together toward a common goal is palpable, perhaps now more than ever.


There are several articles in this issue that con- nect to these messages. As you read them, keep in mind the work we still need to do and the importance of working together to create the changes we believe in. In her article, Re-vision- ing Music Education Toward Social Justice, Juliet Hess tackles issues of social justice with practical suggestions for how music educators might teach for and model social justice in our general music classrooms. Hess reminds us that equity and equality speak to two very different social constructs while urging us to consider differences between systemic and individual issues as we try to understand and respond to social justice concerns.


Also in this issue, Marie McCarthy’s column features book reviews of two new publications, both of which target diversity and culturally relevant pedagogy: Culturally responsive teaching in music education: From understand- ing to application by Constance McKoy and Vicki Lind, and Urban music education: A practical guide for teachers by Kate Fitzpat- rick-Harnish. Both books have garnered posi- tive reviews in addition to those featured here.


. Over the intervening 83 years it’s significant that this slogan continues to ignite our efforts as advocates of music education for all. Clearly, as a profession, we still have work to do.


Also in her message Karen highlighted many of our organization’s accomplishments for this past year. Not only is this list impressive, perhaps more importantly it’s a testimony to what we can accomplish when we work together. Nonetheless, it is easy to feel isolated, swamped with our own problems amidst local skirmishes to keep music alive. Couple this


Rick Dammers and David Williams write about ways to attract new students to our music programs by incorporating music technology in our middle and high school curriculum. Their article, If We Build It They Will Come: Using Music Technology to Reach “The Other 80%” in Secondary School Programs, supports a more inclusive perspective of music education that meets the needs and interests of a larger student population. All of the articles men- tioned thus far have to do with creating a more inclusive and welcoming space for all students in our music classrooms.


The health of our profession depends upon nur- turing new leaders – and it’s exciting to see the plans that our collegiate NAfME leaders are developing. I’m continually impressed with the


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From the Editor


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