music setting, you can lead students through many ways of engaging with music: as singers and instrumentalists; improvisers, composers, and arrangers; audience mem- bers, critics, and informed consumers. For students who may not be inclined to continue as performers, be sure to let them know you value the other ways in which they can demonstrate their musicianship. Also, do not neglect popular music in your repertoire selection. Consider the cultural relevance of the music you choose to share with students. Music learning experiences will be more im- pactful if students are able to make connections to some- thing familiar that they might hear outside the classroom.
Te elementary music classroom is a place that is open to possibility, connection, and growth. By inviting others to see the musical processes of the classroom and by reaching out to share musicianship with the commu- nity around us, we can further our musical reach and influence. Advocacy doesn’t occur without effort, but it need not be a burden if others begin to advocate on your behalf. Be visible with the good work you do, garner sup- port from your music education community, and nurture the musical potential of your students. Tese steps, if taken in the elementary music classroom, will help you to build a strong foundation for a school music program advocacy plan.
References
National Association for Music Education (2018). Advo- cacy. Retrieved from
https://nafme.org/advocacy/
West, C., & Clauhs, M. (2015). Strengthening Music Programs While Avoiding Advocacy Pitfalls. Arts Education Policy Review, 116(2), 57-62. doi:10.1080/ 10632913.2015.1007831
Beth Gibbs is an Associate Professor of Music Education at Grand Valley State University where she teaches the intro- ductory seminar in music education and elementary music methods. She also supervises music education stu- dents during their teacher assisting and student teaching semesters.
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