On my way to work today I ran into the baseball coach at my school. His son plays trombone in the bands where I teach, and he was in attendance at the spring concert last night.
“How come you never have a losing season?” he asked with a smile.
What does it mean to say a school is making “adequate yearly progress”? What is the value of a standardized test that produces an aggregate score for a group of students in one school and has it compared in the local newspaper against scores from another? How does student performance on a standardized exam relate to future vocational aspirations? Are teachers really able to teach skills necessary for success in future student endeavors or are they simply trying to teach concepts that will enable students to pass a standardized examination? Read more…
What an exhilirating feeling today at approximately 2:10 p.m! It was a wonderful moment that I can only compare to feelings I had as my own children were brought into this world. The students of the PMEA District 5 Band under the direction of Jack Anderson finished a run-through on “Moravian Dance” and I could only tell them “Play well, love music, and support each other”. Their performance – and they still have another day of rehearsal! – was precisely what I had hoped for in this song. Jack’s interpretation, the musicians care and attention to the subtle nuances of articulations and dynamic changes, the passion, energy, and emotion that permeated the lines - I am so proud of the kids, I am indebted to Jack and all my colleagues of PMEA District 5 for their support, and am eagerly looking forward to the concert on Friday evening. It is a rush to hear musicians breathe life into music like they did with conviction, courage, and clarity. To be short – I couldn’t have said it better myself. Bravo students and thank you Jack!
In considering what instrumental music education may look like in the future to the music education profession, there are a number of themes, ideas, and philosophies that must be carefully examined. Issues related to the relevancy of music education in today’s education system come to the forefront of the discussion in the light of teaching in age where “high-stakes” testing results influence curriculum decisions and dictate policy to local administrators. Instrumental music educators as a profession have a unique opportunity and responsibility to examine their role, their philosophy and teaching, the heritage of instrumental music, and the manner in which students are connected to music to better demonstrate the need for band, orchestra, and other ensembles to be a part of a 21st century education. With that in mind, I have set forth nine tenets for consideration from my personal philosophy of music education including issues related to diversity, balance of process and product, technology, teachers as musical role models, and the connection between music in education and society.
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