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Abby Butler


Season’s Greetings! I hope you have all had an opportunity to relax with family and friends over the holiday break. Taking that personal time to reconnect and catch our breath is es- sential for not only our own well-being but that of our students as well. With December’s concerts and other seasonal events behind us we’re already looking forward to the next round of activities. Regardless of what those activities might be, I want to wish you all the very, very best in the coming year.


For many of us, the holiday break is also a time to reflect on what we’ve accomplished since the beginning of the school year and our expecta- tions for the upcoming months. Although brief, this opportunity to reflect and recharge, helps us maintain focus on what’s important and adjust plans as needed to stay the course. I believe it’s also important for us as a profession to use this time to take stock of where we’ve been, where we are, and where we’re going. This is neces- sary in order to re-evaluate our progress in light of recent events and adapt or redirect our ener- gies and plans to insure we are moving in the right direction. What follows is my take on our recent past, present and future.


Where We’ve Been Where We Are Now


Perhaps the most obvious recent event is the passage of the Every Student Succeeds Act (ESSA) signed into law by President Obama on December 15, 2015. Although this occurred over a year ago, the full impact of the ESSA on education has yet to be felt. There has been much speculation on how states will translate the law into practice. An informal content re- view of NAfME state journals published during 2016 indicate implementation of the ESSA to be a concern for music educators across the country as evidenced by the number of articles address- ing the law and it’s impact on music education.


In this issue of the Michigan Music Educator Kevin Tutt, MMEA’s representative for govern- ment relations, provides us with an informative article about the ESSA and how it may affect Michigan music educators. Tutt’s article, ESSA: Implications for Music Education presents an overview of the law, discusses changes to cur- rent practices, and describes potential opportuni- ties and challenges. He emphasizes the impor- tance of monitoring local and state policies and continued vigilance in advocating for our music education programs.


As I write this column the Michigan Music conference is a little over a week away. Coming on the heels of the holiday season and the start of a new semester I often find the conference sneaks up on me; yet I am always excited to at- tend and appreciate the opportunity to reconnect with colleagues and friends at both a personal and professional level. Attending the confer- ence also reminds me of the many exciting and innovative things that occur in music classes throughout the state. I find the depth and breadth of conference sessions to be inspiring, yet what I find truly impressive is the number of ses- sions featuring Michigan teachers. Clearly we have many talented music educators doing good things in the classroom, often in spite of a vari- ety of challenges! I’d like to encourage those of you who are presenting at this years conference to consider turning your session into an article and submitting it for publication. See page 33 in this issue for submitting an article or email me directly (abby.butler@wayne.edu).


In addition to the ESSA, issues surrounding di- versity and music education have been targeted as a critical area facing our profession. Evidence of this topic’s importance to music educators is prevalent in the number of articles appearing in other state journals, professional publications, and through social media. The second half of 2016 saw concerted efforts by NAfME’s leader- ship to address diversity and inclusion in music education. From funding research projects investigating diversity, equity, and inclusion to public reviews of NAfME position statements on the same, our national organization’s re- sponse to these challenges indicates recognition of challenges facing our profession with regard to diversity and social justice and a willingness to take action.


Readers will appreciate Karen Salvador’s article, Thoughts on Inclusion of Exceptional Learners, which addresses issues of inclusion and diversity. Salvador explains the basic tenets of universal design for learning then provides suggestions for music teachers to incorporate these principals into instructional practice. Her hands on strategies will help you adapt and accommodate instruction to meet the needs of exceptional learners in your classroom.


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From the Editor


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