early childhood education Continued from page 52
a musician as a prestigious occupation and encourage a child to pursue a musi- cal occupation.
• According to Nielsen Music’s 2016 Year-End Report only 1 percent of the total audio consumption is categorized as Classical. By comparison, Rock music was considered 21 percent of the total consumption; R&B and Hip Hop, 22 percent; Pop, 13 percent; and Country, 10 percent.
• There’s also unattractive data from the NEA (2015) that shows the percent- age of adults who attended a classical concert (even one per year) declined
from 13 percent in 1982 to 11.6 percent in 2002 and 8.8 percent in 2012. Only 10.8 percent of adults attended at least one jazz concert in 2002, and only 8.1 percent in 2012. Only 3.2 percent of adults attended opera in 2002, and 2.1 percent in 2012.
WisconsinPerforms.org
Presenting a brand new online resource for Wisconsin’s music educators. To learn more visit
wisconsinperforms.org or contact
megan.aley@
wpt.org
Young Performers Initiative
Music educators have a passion for clas- sical music and value the study of music and participation in music activities. But, how can we convince others to share this passion? How can we make our music education sustainable, to ensure music learning and participation that extends beyond the school years? There is no one simple answer to that question. Based on a review of the literature and personal experiences I would like to highlight one proposition:
We need to connect our curricula to the lives of the students, parents, administra- tors and community members that we are serving. “The digital revolution has changed how adolescents acquire, listen to, and, in many cases, make music,” says Carlos Abril, professor at the University of Miami (2008). “But, in most of America’s secondary schools, participation in big en- sembles – whether concert band or chorus – remains the principal way that school programs involve students in music.” According to Abril and Gault’s study (2008) band is offered in 93 percent of
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