A World of Potential

I've been doing a lot of thinking lately about a lot of different things, and I wanted to share what's been brewing in my head for the past few months about some new perspectives I have on the world of music education.

Often music education majors come from the background of being a particular “ensemble kid.” Band, choir, or orchestra. I came into my program as a pianist who had experienced a music program completely fall apart, who played flute in a sort of “band," and who even did theater. And I didn’t fit in anywhere. Then I found myself amongst the ranks of incredibly advanced piano performance majors and grad students, but I didn’t really fit in there either.

I expected myself to conform to a particular group of musicians like everyone else, rather than being encouraged to create my own musical identify. No individual is at fault, rather, the preconceived notion that there is a “normal” way to teach music in our schools. But just because something is “normal” doesn’t mean it will work for everyone.

“Why is there such a distinct gap between the music heard in school and that chosen by the average child for enjoyment?” Marguerite V. Hood, former NAfME (formerly, MENC) president. Would it surprise you to hear that Marguerite asked that question in 1931?

Nine decades later and the question still rings true. Often phrases are thrown around in the music ed world—“music for all” or “providing a quality music education for every child.” These are great goals and all, but are we really achieving these things if at most 25% of students ever enroll in high school ensembles? The primary form of classes we offer to high school students?

The threat of program and budget cuts loom over our heads and we panic. Then we point our fingers at others, blaming their ignorance of our craft for our losses. And don’t get me wrong, it’s important to advocate for the importance of music education, but it’s also important to point our fingers back at ourselves and reflect on our own practices.

So, what does the world of music ed look like today?

I’d argue that it doesn’t tap into its full potential. That there’s a world of music filled with abundant creativity, expression, and relevance that students engage with daily, but we don’t bring that world to our classrooms very often. There is merit in the way music programs have traditionally been run, but we’ve been doing the same thing for a while, haven’t we? And in my interactions with various students lately, I’ve seen in them a burning to express themselves and feel heard. I recognize this spirit in them because the same spirit resides in me.

After breaking free from the notion that I could only ever engage in music through performing, my world has been transformed from black and white into a world of color and vibrancy. I've learned that amateurism and engaging with music outside of just performing has value, even though the world I live in celebrates professionalism and classical music traditions. I've learned that there’s value in being not just a consumer of music, but a producer of music as well. That the daunting word “composition” simply means taking a musical idea that exists in your mind and sharing it with the world.

And through these revelations, I see so much potential for music educators to engage with their students in music in ways they never have before. That this is how we are going to move towards engaging 100% of students in music. That this is a step towards transforming the prevalence of music and fine art programs in our schools. That we are going to foster a generation of students who will have the tools to express themselves, indulge in creativity, and feel heard both inside and outside of school, regardless of age, race, or social status.

And I say all this with the knowledge that I don’t really know what I’m doing. I haven’t been taught how to compose and express myself through my own music, it’s all things I’m learning “on the side” while engaging in a rigorous traditional music education degree with a performance-based, conservatory-like curriculum sprinkled in. But part of the excitement is the unknown—having larger-than-life dreams for the future of my career and profession as a whole. But I’m proud to profess that I’m a life-long learner! And that I’m far from perfect, probably going to make lots of mistakes along the way, and that I’m going to learn more than I ever dreamed.

So I’m going to do research. And keep writing my thoughts down. And have lots of discussions with my peers. And ask my professors lots of questions. And share my thoughts with anyone who will listen to them. And try new ways to explore music with the students I will have the privilege of teaching over the next two years. And one day I’ll have my very own classroom and I’ll get to explore music with them in exciting and creative ways. And through all these experiences, hopefully one day I’ll have something to offer to the world. A curriculum of sorts. Maybe I’ll write a book! But whatever happens, I know that I’ll keep sharing my heart for education and music with others—students, colleagues, friends, random people on the streets…

But for those of you reading this, thank you for giving me your time. It means more to me than you know. And I hope my words set off some fireworks in your head, or maybe they fueled the fireworks that were already there! Regardless, I’m glad you’re here. Feel free to share your insights with me, I’d love to hear from you! And remember,

Always create creatively,

- Maggie