The Transformative Power of Music IN-OVATIONS VICE PRESIDENT - Dr. Jennifer Mellizo
M
usic. I can’t think of another word in the English language that is so meaningful . . . so transformative . . . yet so very
difficult to define. Surely, “music” is much more than the written score itself (Regelski, 2018), or as the Merriam-Webster dictionary defines it: “the art of ordering tones in succession” (Music, n.d.). Most previous attempts to define this word have focused primarily on musical “sounds” and have neglected the human contributions required to bring music to life. Yet, it is very important to remember that music cannot happen without the people who make it. As Elliott and Silverman (2015) bluntly put it, “no people, no music” (p. 1). Christopher Small (1998) added an additional layer of complexity to this conversation when he suggested the term “music” might best be defined as a verb. According to Small, the word “musicking” means more than simply “making music” or “performing”. He argued,
“to music is to take part, in any capacity, in a musical performance, whether by performing, by listening, by rehearsing or practicing, by providing material for a performance (what is called composing), or by dancing” (p. 9).
Small continued, “We might at times even extend its meaning to what the person is doing who takes the tickets at the door or... the roadies who set up the instruments and carry out the sound checks or the cleaners who clean up after everyone else has gone. They, too, are all contributing to the nature of the event that is a musical performance” (p. 9). In short, musicking is an essential part of the human experience . . . it is something ALL humans do in some capacity.
As the preceding examples illustrate, the true meaning of the word “music” can be very difficult to decipher, much less articulate. Yet, as music educators, we understand that regardless of how we define this concept, “music” has somehow transformed our lives for the better . . . to the point that we can’t imagine our existence without it, and have dedicated the bulk of our professional lives to helping young people discover the many ways in which being involved in music will enhance their lives, now and in the future.
I can say with absolute certainty that singing in the Wisconsin All-State Choir during my senior year of high school was a major turning point in my life. Almost 25 years later, I can still recall
the names of the students who stood on either side of me, every word to every song we performed, and the feeling of belonging that I experienced as part of that ensemble. I remember beautiful musical moments at our final performance, joyful laughter during rehearsals, and late-night chats with new friends. After this transformative experience, I knew that “music/musicking” was no longer just a hobby . . . an enjoyable pastime – it had become an integral part of who I was and who I would become.
As we prepare to watch yet another talented group of Wyoming high school student musicians take the stage as part of our All- State Honor Groups in Gillette this January, let’s take a moment to contemplate the tremendous impact this experience will most certainly have on their lives. Let us admire the ways in which these young people will transform notes and symbols written on a page into technically accurate and aesthetically pleasing sounds at the Gala Concert, but let’s also notice the joy on their faces and their meaningful interactions with others throughout the process. To me, this wonderful opportunity (for some students, a once in a lifetime opportunity) “to music” with new friends from around the state is a perfect illustration of what it truly means to bring music to life. Although these students may not ultimately choose music as their future career path, this experience will transform them . . . into better musicians, but more importantly, better people (Jorgensen, 2003).
References
Elliott, D. J., & Silverman, M. (2015). Music matters: A philosophy of music education (2nd ed.). New York, NY: Oxford University Press.
Jorgensen, E. R. (2003). Transforming music education. Bloomington, IN: Indiana University Press.
Music. (n.d.). In Merriam-Webster’s dictionary. Retrieved from:
https://www.merriam-webster.com/dictionary/music
Regelski, T. A. (2018). Curriculum traditions, music education, and the praxial alternative. TOPICS for Music Education Praxis, 2018 (1), 1–45.
Small, C. (1998). Musicking: The meanings of performing and listening. Hanover, NH: University Press of New England.
Dr. Jennifer M. Mellizo has been teaching general music, band, and choir in Laramie for the past 18 years, currently at the University of Wyoming Laboratory School. She completed a PhD in Curriculum & Instruction, with an emphasis in multicultural music education and a minor in quantitative research methods in 2016. Jennifer was named an Arch Coal Teacher of the Year in 2014, the Southeast Wyoming Music Educator of the Year in 2015, the Albany County Teacher of the Year in 2016, and the UW College of Education Outstanding Graduate Student in 2016. Jennifer has published theoretical, practical, and research articles in journals such as General Music Today, TOPICS for Music Education Praxis, and Intercultural Education.
28 Wyoming Windsong
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