RUCKER, from pg. 30


He chose to stop and take in the aligned community resembled in the class. He then stated, “This is what it’s all about.” Simple gestures and symbolism aid in student connectivity to the repertoire being performed. When done with a clear, concise message it can have an even greater impact on our audience. Do you see what I see?


Sometimes as educators we miss the big picture in all of the details. We harp on students about key signatures, vowel production, slide position, and the works. Yes, these pieces are important to provide a quality music education. However, if we drown ourselves (or even worse, our students) in these details, then we miss an opportunity to share how music speaks. For Zane, music inspires. For Mackenzie, music causes us to reflect, connect and hope. And for Mr. Holden and Mr. Lutz music gives purpose and meaning.


As music educators, we must make it our charge to select repertoire that stirs conversation and gives students time to process and dive deeper into the context of literature, both historically and emotionally. If the repertoire we select isn’t stirring conversation, why was it chosen? If it is only considered “fluff,” why program it? If we desire to connect to a greater group of our students how can we pull the layers back on literature that is relevant and meaningful? We could all use more “goodness and light” in the world around us.


References Miller M.P. (2008). One Day. [Recorded by Matishyahu]. On album Light [MP3 file]. New York City, New York: Epic, JDub Records


Baker, Gloria Shayne (1962). Do You Hear What I Hear? [Recorded by Harry Simeone Chorale]


winter 2016 | www.mmea.net


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