college & university
tribute that is measured in college applica- tions, while GPA is commonly examined, even though students with higher GPAs in high school are more likely to leave the music education degree. Consequently, I began to interview every prospective stu- dent, and when they expressed interest in the music education major, I asked them why they wanted to be a music education major. Remarkably, every student who replied that they chose music education to help people has stayed in the major. Thus, when we take the time to listen to each other’s stories, we open the doors to empathy and support that may sustain one another for years to come.
Finally, it is important to remember that music teachers and learners love creativity, and it is one of the reasons for teaching music. Moreover, when we open the doors of inquiry to our students, we encourage creativity that is sustainable. As Estelle Jorgensen said, “We (my students and I) care about what we are doing and about each other. And these inspiring moments help sustain the joy of teaching through ordinary and even difficult times” (p. 51). Asking questions can open doors we never imagined were possible. At my school, one student’s question led to the department changing our admissions practices. Another student’s question led to a change in the course sequence for students. Still another
student’s question led to the development of a community music school. All were reminders that our mutual love for music and creativity drive us forward, and if we are not sure how to proceed, all we need to do is ask.
I bring up these stories, because I think that it is important to recognize three main ideas. First, inquiry is a catalyst for creativ- ity. The decision to change our interview practices and coursework came as a result of asking questions. Second, listening to stories is a catalyst for compassion. The sharing of stories is a human experience that allows us to better understand and encourage one another. Finally, engaging with others is a catalyst for connection. As we approach the future, it is critical for each of us to build and strengthen relationships with one another. We may miss an email or objective once in a while, but we will gain so much more.
References:
Brown, A., & Alley, J. M. (1983). “Multivariate Analysis of Degree Persistence of Undergraduate Music Education Majors.” Journal of Research in Music Education, 31(4), 271–281.
Fitzpatrick, K. R., Henninger, J. C., & Taylor, D. M. (2014). “Access and Retention of Marginalized Populations
Within Undergraduate Music Education Degree Programs.” Journal of Research in Music Education, 62(2), 105–127.
Gavin, R. B. (2016). “An Exploration of Factors Affecting Persistence to Degree Completion in an Undergraduate Music Education Program.” Journal of Music Teacher Education, 26(1), 43–55.
End Well. (2019, March 6). What I Learned Being a Workaholic | Dr. Kai-Fu Lee [Video]. YouTube.
https://youtu.be/ y4k6CIB_wIQ
Grisé, A. T. (2019). Making It Through: Persistence and Attrition Along Music, Education, and Music Education Pathways (Doctoral dissertation, University of Maryland, College Park).
Hellman, D. (2008). “Do Music Education Majors Intend to Teach Music?” An Exploratory Survey. Update: Applications of Research in Music Education, 27(1), 65–70.
Jorgensen, E. R. (2008). The Art of Teaching Music. Bloomington: Indiana University Press.
David Potter is the assistant professor/ coordinator of music education at UW-Superior.
Email:
dpotter1@uwsuper.edu
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