proposed a revised teacher certification structure that could potentially change future teacher certificates. One of the many revisions is the “elimination of the ‘all subject’ loophole that allows teachers with K-5 and/or K-8 ‘all subjects’ certif- icates to teach music” (Michigan Music Association, 2017). Te MMEA responded proactively by gathering facts, sharing information with members and other stakeholders, and pro- moting advocacy efforts at the grass roots level. Additionally, MMEA leadership worked with members of the state legisla- ture to provide an accurate and informative policy statement that could be shared with members of the Education Com- mittee as they deliberated over passage of two bills affecting music education: HB 4349 and SB 0198. Because no action was taken on these two bills during the 2017 legislative, they will need to be reintroduced for the 2018 session. Regardless of the outcome, the fact that these bills are currently under review is due largely to the efforts of our state organizations and their members.


When music educators are connected to and active within their state organizations, such as the MMEA, they are more likely to make a difference to the profession. Members who make it a point to stay informed and contribute actively to the organization are better able to influence decisions result- ing in positive change.


Teachers can become involved in professional organizations in a variety of ways. Educators must first become a dues pay- ing member to the organization(s) that best fits their needs. Dues paying members are essential for professional organiza- tions because dues provide the financial foundation on which they function. In addition to paying dues, members can have a more in-depth experience by becoming unapologetically vocal about the value of school music and use resources with- in these organizations to inform elected officials about the importance of school music programs. Tis type of advocacy can strengthen your program (Lehman, 2005). I encourage those who can, to not only become dues paying members, but to also to deepen their engagement within their profes- sional organizations in order to strengthen the profession of music education. Members can also deepen the connection to their organization by volunteering for committee work, attending meetings, regularly checking the MMEA website. Members can collectively encourage elected officials to attend a concert or schedule a performance at the local city hall or at the Michigan State Capitol so that elected officials can witness how music education impacts students, families and communities.


Professional organizations with an active membership can more readily engage policy makers and elected officials in order to support music education throughout the state and country. Your involvement in professional organizations gives credibility and support to these organizations, which in turn can positively influence music education. Participation in MMEA, MSVMA, MSBOA, and MASTA are potential


platforms for activism that can have a substantial impact on music education policy. A unified voice for music education is a strong voice for music education. Get involved!


References


Lehman, P. (2005). Advocacy for music education: Ten tips to protect and strengthen your music program. Inter- national Journal of Music Education, 23(2), 175-178. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu. edu/login?url=http://search.proquest.com.proxy2.cl.m- su.edu/docview/678597?accountid=12598


Mark, M. L. (2005). Why does our profession need advocacy? International Journal of Music Education, 23(2), 95-98. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu. edu/login?url=http://search.proquest.com.proxy2.cl.m- su.edu/docview/676208?accountid=12598


Michigan Music Education Association. (May, 2017). Im- portant information on revised teacher certification structure. Retrieved from http://mmeamichigan.org/ important-information-on-revised-teacher-certifica- tion-structure/


Opfer, V. D., Young, T. V., & Fusarelli, L. D. (2008). Poli- tics of interest: Interest groups and advocacy coalitions in American education. Handbook of education politics and policy, 195-216.


Robinson, M. (2014). Te inchworm and the nightingale: On the (mis)use of data in music teacher evaluation. Arts Education Policy Review, 116(1), 9-21. Retrieved from http://dx.doi.org/10.1080/10632913.2014.944966


Shaw, R. D. (2015). Te vulnerability of urban elementary school arts programs: A case study (Order No. 3719668). Available from Dissertations & Teses @ CIC In- stitutions; ProQuest Dissertations & Teses Global. (1713682548). Retrieved from https://search-proquest- com.proxy2.cl.msu.edu/docview/1713682548?accoun- tid=12598


Wolcott, R. (2017, January 5). Lansing turns up the volume on music education. Lansing State Journal. Retrieved from http://www.lansingstatejournal.com/story/news/ local/2017/01/05/lansing-turns-up-volume-music-edu- cation/95427002/


Amy Lewis is a Ph.D. music education student at Michigan State University, where she teaches secondary general music methods and supervises student teachers. Previously, she taught K-8 general music, beginning band, middle school choir, and jazz band in Des Plaines, Illinois. Her research interests include activism and social justice within music education through an anti-racist lens.


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