enthusiasm and dedication of these budding professionals. I encourage you to welcome these soon-to-be new teachers into the field. Connecting with and supporting each other as colleagues is an important part of strengthening our profes- sion. I also believe it’s essential that as we strive to build more inclusive and diverse music programs we actively recruit PK-12 students to our profession. What better way to insure the future of music education than by encouraging young musicians to consider a career in music education? Yes, these are challenging times to be an educator, and not just in music. Yet the need for a knowledgeable, skilled, and diverse work force is perhaps stronger now than ever before.
In his article, A Positive, Student-Centric Process for Selec- tion of Student Leaders, music educator Erik Senkmajer shares his strategies for involving students in the audition process to select student leaders for marching band. Sen- kmajer’s approach teaches students how to collaborate, to work together to build and sustain a strong organization. As music educators we can also learn from and apply some of these ideas to strengthening our own state organization, the MMEA.
In parting, I hope you will take the time to read Cynthia Page-Bogen’s article, Mindfulness in the Elementary Music Classroom. While her ideas and suggestions are based on her own K-5 teaching experiences, the concept of mind- fulness readily translates to all music educators. Quoting
Jon Kabat-Zinn’s definition, “Mindfulness is awareness, cultivated by paying attention in a sustained and particular way: on purpose, in the present moment, and non-judg- mentally”2
, Page-Bogen describes how a mindful approach to teaching and learning has had a positive impact on her and her students. I suggest that mindfulness can help all of us as we strive to become better teachers, colleagues, and well-rounded human beings.
As mentioned earlier, we still have a lot of work to do. If we want to stay the course amidst challenging times, we need to be grounded in our principles, in what really mat- ters; we need to share our struggles, support one another, and make time to talk about what’s important to us and act together when necessary; finally, we need to listen to and take care of ourselves in order that we can sustain the posi- tive energy it takes to effect change.
Abby Butler Editor, Michigan Music Educator _____________________________
1
Lauren Heidingsfelder, “The Slogan of the Century: Music for Every Child; Every Child for Music,” Music Educators Journal 100, no. 4 (June 2014): 47-51.
2
Jon Kabat-Zinn. Mindfulness for Beginners (Louisville, CO: Sounds True, 2012, 1).
The editorial board urges readers to submit articles of interest to our profession, and encourages this impor- tant professional development activity for all members. Articles may be authored or co-authored, address other relevant topics/areas (see columns, at right), and may be considered at any time. Submitted articles will be peer-reviewed by the editor and editorial board mem- bers with editing and production in process for 5 to 6 months ahead of the publication date. See the published Guidelines for Contributors (on page 53 of this issue) for further information.
Articles may be submitted electronically to the Editor:
abby.butler@wayne.edu
Editorial Board
Phillip Hash Collegiate
Colleen Conway
Book & Media Reviews Marie McCarthy
Band
Erick Senkmajer Strings/Orchestra
Val Palmieri Choral
Charles Norris General Music
Heather Shouldice
Higher Education (SMTE) Ashley Allen
3
MMEA Editorial Board Positions Research
Technology Ken Smith
EarlyChildhood (SGM) (see General Music)
Adult Learners Shirley Lemon
Policy/Advocacy Lisa Furman
Social Justice/Diversity Vacant
Composition
Cynthia Page-Bogen Jazz
Keith Hall
Special Learners Angela Snell
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