Te Advocacy Potential of the Elementary Music Classroom
As an associate professor of music education who regularly supervises music education undergraduates in their teacher assisting and student teaching placements, I have been fortunate to observe several excellent music teachers in the West Michigan area. Many of the strongest school music programs I see have something in common: a well-devel- oped music curriculum and teachers who are savvy about promoting the work of their stu- dents to administration, parents, and guard- ians so that these stakeholders can appreciate the value music brings to the community. Music is something we value when we have the opportunity to experience it for ourselves (West & Clauhs, 2015). Te information I share with you in this column is the product of the successes I have witnessed among mu- sic teachers who are growing and maintain- ing thriving programs.
Within a school community, a music pro- gram may either flourish or decline. Music teachers who actively advocate for their pro- grams may have a stronger chance of building and sustaining a music program within their school district. When considering advocacy for music education, one may be tempted to concentrate efforts on secondary music programs and performing ensembles as key elements of student engagement in musical arts. I propose, however, that we take a closer look at the potential for advocacy within the elementary music program.
23
Te purpose of elementary music is to provide students with the musical skills and experiences that will establish a life-long habit of creating, performing, and respond- ing to music. For students who choose not to participate in secondary music ensembles, an elementary music classroom may be the only source of formal music instruction they will receive. It is, therefore, vital that we take
Beth Gibbs
advantage of the time and connections we have with students and their parents in the elementary setting to establish a strong foun- dation of musicianship and appreciation for the impact of music in all our lives.
In practical terms, I propose simple steps elementary music teachers can take to begin advocating for their music programs: (a) increase the visibility of the music classroom; (b) build connections to the wider music education community; and (c) nurture music positive attitudes among students. Each of these steps alone will contribute to a school music program’s advocacy plan. Combined, these steps will help strengthen the founda- tion of school district’s music program and pave the way for positive advocacy efforts at the secondary level.
Visibility within the school can be accom- plished by first taking a cooperative approach with colleagues. I recommend developing an alliance with administration with a positive attitude. Don’t hesitate to share good news from the classroom and ask their opinions about ideas you might have for your students. You may not always get a positive response to something you’ve asked about, but the fact that you are thinking of new strategies to impact your students demonstrates that you are invested in the students’ growth and are willing to think creatively. It is also import- ant to be visible to teachers in other content areas. Working on co-curricular initiatives will help to demonstrate that you are a team player. You may not have the time in your schedule to sit in on grade level planning meetings with other elementary teachers, but taking the initiative to learn about their curricula may open the door for opportuni- ties to enhance students’ learning by making connections across content when possible.
Policy & Advocacy
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40
