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From the Editor


Greetings and best wishes for the New Year! It is a great pleasure to begin 2018 with this issue of the Michigan Music Educator (MME). While preparing the journal for its final review before publication, I checked to make sure the volume and issue numbers were correct. Ten I had one of those unexplainable moments where my thinking went down a little rabbit hole. My self-dialogue went something like this:


Abby Butler


“Why does every magazine or journal include these numbers? Well, the numbers refer to this specific journal, which in turn help to locate specific articles. Yes, but what do the numbers really mean? Well, the issue number indicates the order of publication for a given year, and the vol- ume number reflects the number of years the journal has been published…right?”


A brief visit to Google confirmed my answers. I pondered this information wondering if I could figure out the year of publication for the first MME. Ten it hit me, volume 55 means we have a track record of publications going back fiſty-five years. Te import of my little mental diversion struck home as I thought about the number of articles published over those fif- ty-five years and what that means: for over half a century the MME has supported music teach- ing and learning across the state through pub- lication of relevant and timely articles, many of which are authored by Michigan teachers. Tis attests to a long-term and ongoing commitment to professional development by the MMEA, a commitment that clearly values learning and professional growth for all music educators within our state.


Another rabbit hole…


“So what? Te journal’s been around for a long time. And yes, lots of articles and other information have been shared with members over the years. Big deal! How many members have actually read the journal cover to cover, or even just one article per issue?”


As before, it took a little while before the pin dropped. In the big scheme of things, it’s not about the number of articles or issues pub- lished, or even about who reads them. What does matter is that this humble little journal


serves our profession by disseminating infor- mation that promotes learning. And learning is at the heart of what we do and aspire to.


Michelangelo (1475-1564), the famous renais- sance painter, sculptor, architect, and poet, is quoted as saying in his eighty-seventh year, “I am still learning”. Tennyson restates this intent more poetically in his poem Ulysses:


And this grey spirit, yearning in desire To follow knowledge like a sinking star, Beyond the utmost bounds of human thought…


Tis desire to learn, to discover, to challenge, to explore, regardless of age, speaks to one of our better qualities as human beings. At the same time that desire is not always easy to sustain. Faced with the challenges of 21st century life --in sum, too much to do and not enough time or resources--we may become tired, discour- aged, even jaded. All the more reason to take advantage of resources at hand that offer new ideas, challenge our thinking, or inspire us to pursue a different path.


Te MME is such a resource. What will you find in this issue that might turn your thinking around, spark your imagination or simply re- invigorate your commitment to music teaching and learning? In Tennyson’s words, I invite you to explore the offerings proffered in this issue of the Michigan Music Educator.


…Come my friends ‘Tis not too late to seek a newer world…


______________________________________ Read on for a description of articles featured in this issue…


Two of our featured articles focus on the topic of diversity. Campbell and Abramo’s article, Marking Borders and Barriers: Research in Diversity in Music Education, challenges us to consider cultural disconnects between students and teachers and rethink how we might work towards creating a more diverse teaching force. Karen Salvador’s article, Important Concepts for Inclusion and Equity in Music Education, frames important concepts as FAQs that sensitively capture teachers’ queries and offers thought- ful explanations of how music teachers might


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