Music Education In The Political Arena Andrew Lesser


Burlington City Public Schools


Rowan College at Burlington County andrew.lesser@yahoo.com


time, however, I feel the need to discuss something beyond my typi- cal submissions. Hours before I began writing this article, I received an e-mail from NJEA officials urging me to sign a petition against the confirmation of Betsy DeVos, who, at the time of this writing, is the nominee for Secretary of Education under the incoming Trump administration. To place this in a temporal context, I had composed this article


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in early January 2017, approximately two weeks before the Presi- dential Inauguration. Since I am aware that this will not become available until March, I can only predict that Donald Trump is now the President of the United States and the decision to confirm Ms. DeVos as Secretary of Education has already been determined. The petition that I and other members of NJEA had been re- quested to sign contained a pre-written letter that would be sent to New Jersey senators Cory Booker and Bob Menendez. The letter had spoken out against Ms. DeVos’s lack of experience in the edu- cational field, specifically her political record against public school education and inability to relate to working class families due to her wealthy upbringing. Prior to this, I had not been particularly active in political mat- ters, but as I have witnessed the polarization of the perspectives surrounding the events leading up to the establishment of our new President, I would like to take this opportunity to offer my views and thoughts regarding how we as local music educators should pro- ceed in our daily teaching practices. Please note that any political opinions are my own and do not reflect the views of this publication or the NJMEA.


The last eighteen months leading up to the Presidential election


have been difficult to withstand. The negative atmosphere, includ- ing accusations of corruption, intolerance, inappropriate behavior, and even illegal activity have left melancholy, even morbid feelings among Americans. Oftentimes during the campaign I had been asked by my students about my opinions regarding each candidate, to which I replied that they are my own and prefer to keep them private. Discussing politics in the music classroom is generally an inappropriate topic and is ordinarily discouraged by most admin- istrations. Still, as an educator I felt obligated to answer in some way to counteract the rhetoric that I personally felt to be repugnant and damaging. After all, if the behavior of our prospective leaders could be considered as not befitting proper role models for our youth, then


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sually, my articles revolve around pedagogical tech- niques or effective strategies aimed at furthering the literature regarding practices in music education. This


it would become even more imperative for teachers to fill that role in the classroom. Since speaking about the state of politics was not an option, I felt that the best way to counteract this corrosive envi- ronment was to enhance my practices to exemplify through music ,positive character traits such as tolerance, acceptance, and respect. Below are the overarching themes that I have focused on during my regular general music classes.


1. Incorporate diversity into each lesson Music and the arts, more than any other discipline, have the potential to teach about diversity in all its facets through creative output. Artists, performers, composers, and philosophers of every race, creed, ethnicity, sexual orientation, and gender identification have generated works of significance that transcend the boundaries of time or political affiliation. The story of music is the story of per- sonal identity, from the haunting jubilations of the African-Ameri- can spiritual to the anger and nostalgia of Corigliano’s Symphony No. 1, inspired by the NAMES Project AIDS Memorial Quilt. Teaching our students that music is created and enjoyed by all people may serve as a strategy to combat intolerance, racism, and hatred.


2. Teach teamwork through group assignments The ability to work with others is essential to achieve success in


any industry. Performing in an ensemble such as a choir, orchestra, band, or other group is an excellent opportunity to emphasize how each member is not only important in their own right, but also how they fit together as part of something greater. In non-performing en- semble classes, such as a music appreciation or general music course, having students work in pairs or groups on a common assignment may create the opportunity for teaching moments beyond music content knowledge. When conflicts arise, as they are sure to do dur- ing these situations, be sure to take the time to discuss with students how to peacefully resolve arguments with patience and compromise. While teaching musical concepts and skills are important, taking advantage of these occasions may assist in helping students learn the benefits of positive interactions.


3. Use music to teach students how to think independently It is extremely easy to become overwhelmed by the partisan


rhetoric sweeping through our nation, as members of contrasting political affiliations relentlessly attack each other’s views and guiding principles in the attempt to persuade and convert others to one side. The omnipresent multimedia surrounding these controversies can easily influence the behavior and thinking process of impression-


MARCH 2017


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