comprehensive musicianship through performance 1. The Power of Community


Unlike most education movements, CMP was not the product of one thinker, but many. From the start, it was forged and tested in a community of teachers. And that tradition, started by the CMP founders, has continued throughout its forty years. A CMP summer workshop is still taught by a large group of volunteer teachers, each of whom brings a different approach to the model and their own unique teach- ing style, whether band, choir, orches- tra, general music or private studio.


This becomes a powerful witness to the strength of the model but it also means that the model is continually being refreshed and rethought by real practitioners who are using it every day.


2. The Temptation to Teach Skills Only


The CMP founders understood why the imbalanced emphasis on performance skills would always be a temptation, even for teachers who knew they could be teaching more. Putting on concerts can be addicting, and what is on display at the concert? Skills. Teachers tend to be very busy and also to overprogram concerts. It’s easy to find ourselves without enough time to teach much more than just getting what’s needed for a good performance. And skills are mostly what we ourselves were taught, and the easiest to measure in our students, so skills are our default mode.


The founders knew that the CMP model would act as a “referee” and “coach”— gently reminding teachers to balance skills with knowledge and affective learning


3. Teacher is the Engine


The founders also understood that of the many variables in the classroom, the one that had the most impact on student learning is the teacher (not the budget, fancy technology, supportive administrator, or number of students in


Wisconsin School Musician For more information


contact Beatriz Aguilar 608.663.3442


baguilar@edgewood.edu music.edgewood.edu 47


the feeder program.) Although many education initiatives (and conference sessions) focus on strategies for the classroom, the CMP model reminds teachers that it’s in the behind-the- scenes preparation where the teaching power lies.


Even in an era of “student choice, student voice,” and a long-needed


Music


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emphasis on student-centered learn- ing, the wise teacher knows that they are still the main driving force to help guide students to become more independent. It is the teacher’s care- ful planning that allows students the freedom and flexibility to learn to be creative artists.


Continued on page 48


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