you believe in the principles of working together as a team? Why or more importantly, why not? What will you take away from this article, given your beliefs?

For a final example let’s look at the Books and Media Review column, which features a review of music educator Peggy Bennett’s new book, Teaching with Vitality: Pathways to Health and Wellness for Teachers and Schools2

. Tis inspira-

tional book offers advice on an array of topics with some- thing of value for everyone. Column editor, Marie McCarthy, tasked three music teachers with reviewing the book and sharing their responses. Te beauty of this approach presents us with three distinct reactions to the topics and nuggets of wisdom that are the mainstay of Bennett’s work. In her por- tion of the review, teacher Kristi Bishop reminds us of how easy it is, given our demanding jobs, to go on autopilot. We race from class to class or from one rehearsal to another, at- tempting to fix problems on the fly or at least apply a tempo- rary band aid, all while encouraging, cajoling, or reprimand- ing students (and sometimes parents or fellow teachers). Our days may seem like a never-ending stream of activity where we confront problems or tasks Stephen Covey3

refers to as

“urgent” rather than “important”. We can all identify with this dilemma of urgent versus important. Unfortunately it’s usually easier to address the in-your-face problems rather than set aside time to focus on

Tus we return to the topic of philosophy, to the big question of WHY? Why do I believe the things I do? Why do they matter? I challenge you to ponder these questions – and others – as you explore this issue of the Michigan Music Ed- ucator. My hope is that in doing so you will come to a deeper understanding of what’s important rather than urgent and use that knowledge to guide your professional decisions and actions in ways that resonate with your beliefs as you strive to make a difference in the musical lives of the children and individuals you encounter.

Professional, 6th ed. (Boston: Pearson, 2017). 2

ness for Teachers and Schools (New York: Oxford University Press, 2018). 3

Lessons in Personal Change (New York: Free Press, 2004). Editorial Board

Te editorial board urges readers to submit articles of interest to our profession, and encourages this important professional de- velopment activity for all members. Articles may be authored or co-authored, address other relevant topics/areas (see columns, at right), and may be considered at any time. Submitted articles will be peer-reviewed by the editor and editorial board members with editing and production in process for five to six months ahead of the publication date. See the published Guidelines for Con- tributors (on page 45 of this issue) for fur- ther information.

Please submit articles electronically to the Editor:


MMEA Editorial Board Positions Adult Learners


Book & Media Reviews Marie McCarthy


Ashley Allen Composition

Charles Norris Collegiate


Cultural Diversity & Social Justice

Kate Philp Early Childhood &

General Music Holly Olszewski

Higher Education Lauri Hogle

Instrumental Jeremy Duby

Jazz Keith Hall

Policy / Advocacy Ryan Shaw


Shannan Hibbard Special Learners

Angela Snell

Technology Denise Lewis

1Don Kauchak and Paul Eggen, Introduction to Teaching: Becoming a Peggy D. Bennett, Teaching with Vitality: Pathways to Health and Well- Stephen R. Covey, Te Seven Habits of Highly Effective People: Powerful

what truly matters. However, it’s important to remember our beliefs reflect our values and inform the things that matter most to us, and ultimately shape our decisions. If we fail to acknowledge their role in defining who we are as musicians and teachers, we run the risk of allowing our actions to be guided by the beliefs of others, a slippery slope towards medi- ocrity or worse.

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