Jeff Melsha Preident


79th Annual MMEA In-Service Workshop/Conference Coda


Thank you to the Executive Board, Board of Directors, Advisory Council, and MMEA Staff for their vision and effort to foster a successful conference in January. To the 1604 active members, 215 retired members, 462 NAfME Collegiate members, and 327 exhibitors who participated in this annual event, it is my hope that The Language of Music spoke to each of you in a way that championed the idea of professional development and collaboration, both personally and professionally.


The Conference is one of many MMEA events throughout the year designed to meet the needs of the organization and the members. By working together, we are individually and organizationally strengthened in our effort to promote music and music education. It was inspiring to see so many educators take advantage of this opportunity, and I look forward to working with our MMEA leadership as we begin planning the 80th MMEA In-Service Workshop/Conference next January 24-27, 2018!


As we continue our music advocacy efforts at the state and federal level, I encourage every educator to remain aware and informed of the status of educational policies. We fully expect to use the advisory position established over the


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last two years with our state and federal elected and appointed officials. More than ever, MMEA needs your voice of reason and support as we work to make music available for all students and offer music as part of a well- rounded education in every school.


“Education is the kindling of a flame, not the filling of a vessel.” – Socrates


Teaching toward independent and lifelong learning is an opportunity we face each day in our classrooms. Do we prepare our students to assess, create, evaluate, and design their own pathway to a lifetime of music making? Will our students be able to make critical decisions about music (or life) without the guiding hand of the teacher? These questions are key to successfully preparing students to be lifetime advocates of music and music education.


Creating a student-centered learning area with divergent thinking and problem-solving techniques is essential when fostering independent learners. A student who hungers for musical opportunities is a student who has developed the innate desire to create, perform, listen, and critique. This musical independence is only achieved if it is experienced in the rehearsal.


In many classrooms where the leader or director is the only voice, musicians may miss the opportunity to make their own artistic interpretations. Directors who dictate louder/softer, faster/ slower, higher/lower, and longer/ shorter instructions are removing the art of creativity and musical decision making from the student learning process. Creative and collaborative musicianship within the classroom environment promotes a sense of wellbeing and allows for active social contact. It stimulates creativity and the desire to make positive connections with others. This interaction with others leads to a sense of inclusion and shared ownership in the music making process.


The effective leader understands the importance of precise performance, but also seeks to empower students to make creative choices (as offered by leadership) to establish a stronger sense of intrinsic motivation. Leaders will curate talent and allow students the freedom to do their best work in an open and collaborative culture. By guiding students to make creative decisions in a collaborative community, we help our students to seek musical opportunities and we nurture the life-long learner.


MISSOURI SCHOOL MUSIC | Volume 71, Number 3


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