music in our schools month
cohesion. Furthermore, music education has been linked with academic achieve- ment, with research results indicating that students involved in music programs tend to have higher GPA levels, standardized test scores, and a higher sense of stability in academics. This correlation suggests that the discipline cultivated through music education transcends the realm of music itself – affecting students’ performance across various subjects.
The necessity of music education is ir- refutable. It has, and continues to serve as a catalyst for personal development, emotional wellness, and societal harmony. For music educators, the challenge lies in weaving these fundamental truths into our teaching practices, ensuring that students appreciate the multifaceted benefits of their music education. As renowned musician Yehudi Menuhin once said, “Music knows no barriers, and it connects us all.” It is this
profound connection that we champion, this cognitive development we nurture, these emotions we foster, these outlets we provide, these lives we change… through music education.
Ray Calderon is general music educator and choral director for the Potosi School District and adjunct music faculty at UW-Oshkosh.
Email:
calderonr@potosisd.k12.wi.us
Wisconsin School Musician September 2025
2025–26 Themes Building Vibrant Communities Through Music
As we kick off the school year, we consider the theme of the 2025 Wisconsin State Music Conference: “Building Vibrant Communities Through Music.” Music educators build community as students them- selves and later in their own classrooms, within their schools and local communities, and in the profession and industry. These human connections, whether they’re professional or deeply emotional, offer not only belonging and purpose but also trusting, symbiotic relationships that can be depended upon for support to the benefit of all.
January 2026 Taking Care of Our Students & Ourselves
Each student brings unique, complex needs to the classroom, challenging even the best-trained educators to tailor lessons and support with superhuman agility. These student needs run the gamut; from learning styles to neurodiversity, socio-economic disparities to social-emotional learning, cross-cultural opportuni- ties to language barriers, educators are confronted with and expected to consider it all. But exactly how do educators both teach curricular content and support the young human beings in their care – while also addressing their own unique, complex needs as adults? In this issue, we’ll explore the ways educators are doing (or not doing) just that, turning buzzy phrases like “you can’t pour from an empty cup” and “don’t forget the importance of self-care” into tangible, realistic expectations and actions.
April 2026
Celebrating Music In Our Schools Year-Round (The Other 11 Months) Now that March – NAfME’s Music In Our Schools Month® – is behind us, we’re left asking, “What about the other 11 months?” School music remains just as important year-round, so we’re curious how music educators plan to continue the celebration. In this issue, they’ll share proven strategies for keeping school music top of mind in classrooms and communities in the months ahead – which could include things like summer school offerings, public performances, fundraising events, forays beyond traditional concert groups – whatever keeps their celebrations going!
Wisconsin School Musician 33
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