Windsong Call for Submissions
Research Chair’s Message - continued from page 32
Fortunately, these students have music educators who have been through that process, who are close to them. Further, there is one university with a land-grant mission in our state (not several with different requirements), and my colleagues and I are always receptive to how to help auditioning students “bring the music to life” for others through a post-secondary education. Te first step is for the student to visit
http://info.uwyo.edu/music
to fill
out a simple form or to have a conversation with any UW faculty member.
Lastly, we as a profession can learn a lot from our colleagues in the string music education sub-discipline specifically. Historically in America, string music educators have always been a smaller (compared to band educators) but dedicated group, and their resilience is inspiring. One finding that stood out in our review was Brumbaugh’s (2003) survey of young string players in Texas (N = 1,683) in which family members and the promise of a self- rewarding career were significant influences on the decision to pursue music education. Te significance of this information for fellow Windsong readers interested in helping grow our profession may be to invest in families. Family participation in music making is a goal that could only benefit a music program. We have reached a time in which the parents of our students are members of the so- called “Baby Boomers,” “Generation X”, or “Millennials.” Members of all three of these generations are comfortable in their own ways with music making, especially “informal” or “vernacular” music making. Put simply, it seems many parents of our students have a guitar in the closet and enjoy playing music. Creating opportunities for community music making in any form can only help our cause, and it cannot start at too young an age. My passion lies in early childhood music classes (among other things), which I would be happy to discuss with any fellow Windsong reader.
In closing, I find the theme “bringing music to life” as a great description of what music educators do for a living and as a solid rationale for bringing more young people into our profession. In fact, all people regardless of profession can usually name a highly influential teacher from their past. Our profession is no different. By probability, the person reading this article has enormous influence on many young people, and hopefully some of the research points summarized in this article are helpful in helping our students pursue a career in bringing music to life.
References Brumbaugh, S. M. (2003). High school string orchestra teacher as a career choice: A survey of 11th- and 12th-grade high school string orchestra students in Texas (Doctoral dissertation). Available from ProQuest Dissertations and Teses database. (UMI No. 3118744)
Robison, T., Williams, B., Hoffman, E., & Eros, J. (2019). Music teacher recruitment of precollegiate and marginalized populations: A review of the literature. Update: Applications of Research in Music Education.
Advanced online publication. doi:10.1177/8755123319884989
Tiger Robison is Assistant Professor of Music Education at the University of Wyoming, where he teaches courses in elementary general music methods, aural skills, world music, and supervises student teachers. Dr. Robison holds level certifications in Orff, Kodaly, and First Steps in Music methodologies. Before his appointment at the University of Wyoming, Dr. Robison was Visiting Assistant Professor of Music Education at the University of Maryland where he taught foundations of music education, general music methods, classroom instruments, and supervised student teachers. Prior to his collegiate teaching career, Dr. Robison was a music teacher in the Connecticut public schools for ten years. He also directed a primary choir for whom he created original compositions and commissioned new works from young composers.
Share Your Thoughts! We know you have great ideas about music education and the music classroom. Share your knowledge with the readers of the Wyoming Windsong. Consider submitting an article for the Spring journal!
What it’s About: The spring journal theme: Music Makes a Difference Details:
Content articles should be 850-2000 words. Microsoft (.docx) files are preferred. Photos, charts or graphics should be attached as a high resolution .jpeg or .pdf file. Graphics are used at the editor’s discretion.
Opnion-based articles for the “Perspective” section should be 250-500 words.
Interested in being a part of the Teacher-to-Teacher or Person-to-Person features? Contact the editor.
The Windsong is not a peer-reviewed journal.
Submission deadline March 1, 2020
editor@wyomea.org
winter 2019 |
www.wyomea.org
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