college & university
Creativity, Compassion and Connection: (Re)discovering the Joy of Music Teaching and Learning
David Potter, WMEA State Chair, College & University
It all began in my first year at the university. I had some wonderful students in my in- troduction to music education class, yet even though they enjoyed the course (and wrote positive
course reviews), about half of them decided to not continue in the major. As a first-year teacher, I began to doubt myself, and I won- dered what I could have done differently.
The results were not uncommon. Research- ers like Brown and Alley found that almost half of music education majors quit, and most did so in the first year or two of study. Some reasons may include confidence, feel- ings about teaching, personal life issues, stress, and access to mentors. Nevertheless, I was grappling to better understand why music educators enter the profession.
Beyond the literature, I struggled with find- ing joy, both personally and professionally. I found myself laboring over 60 hours a week, grading papers, writing emails, navigating tools on Canvas, and seeking to be as fast and optimal as possible in the completion of tasks. My machine-like behavior eventually brought me teetering
on the verge of burnout, and I started to ask myself (and others), “Why do we en- gage in music teaching and learning?” As I reflected on my own work and the work of others, I found that it came down to one idea: We are humans, not machines.
In a recent talk, Dr. Kai-Fu Lee, an expert on artificial intelligence, pointed out that while machines may excel at optimization and the achievement of objectives, ma- chines cannot create, show compassion, or engage in human connection. Incidentally, these three behaviors are why I love music teaching and learning, and after listening to Dr. Kai-Fu Lee’s words, I began to refocus my work in a way that prioritized compas- sion, connection, and creativity. In addition to experiencing improvement on a personal level, I also found that aspiring music edu- cators cared about these attributes as well.
Human connection is critical in music teaching and learning, and this is particu- larly true among aspiring music majors. As Grisé points out, “Selecting a degree program primarily because someone else encouraged it was also associated with approximately 100 times increased likeli- hood of persisting through a music educa- tion degree program.” (p. 174). For many of my students, the encouragement came from a teacher, a family member, and/or a
“Human connection is critical in music teaching and learning, and this is particularly true among aspiring music majors.”
friend. Yet, struggles with confidence are common among aspiring music educators, and it is important for each and every one of us to encourage one another and remind each other of belonging. It is also important that we provide spaces for one another dur- ing courses and professional development to engage with one another. For me, this meant dedicating less time to assignments and lectures, and more time to open class discussions and collaborations.
Compassion also plays a major factor in an aspiring music education major’s decision to become a music teacher. According to Grisé, “Choosing a degree primarily be- cause it would contribute to society resulted in music education majors being approxi- mately 100 times more likely to remain in the degree program” (pp. 173-174). It is notable that compassion is not often an at-
18
January 2023
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