Navigating the Climate: Perspectives of a Rural Music Educator

2020 ◽  
pp. 77-88
Author(s):  
Crystal Sieger
Keyword(s):  
Music Educator ◽  
Rural Music

Becoming an Anti-Racist Music Educator: Resisting Whiteness in Music Education

2021 ◽  
Vol 107 (4) ◽  
pp. 14-20
Author(s):  
Juliet Hess
Keyword(s):  
Music Education ◽  
Music Educators ◽  
Music Educator ◽  
The Way

In this article, I propose some ways that music educators might become anti-racist. I explore the ways that Whiteness manifests in music education and subsequently examine actions we might take to resist this Whiteness. Ultimately, I suggest anti-racism as a way forward for music education. I delineate some of the ways that Whiteness operates in music education, not to discourage educators but rather to encourage us to notice the way Whiteness pervades our field.

Seeking the Roots of The Music Man

2021 ◽  
pp. 5-36
Author(s):  
Dominic McHugh
Keyword(s):  
New York ◽  
Music Educator ◽  
New York Philharmonic ◽  
Successful Career ◽  
Musical Taste ◽  
The Impact

While Meredith Willson is best remembered for his first musical The Music Man, he was fifty-five years old when it opened on Broadway in 1957. It is not generally known that he had already enjoyed a highly successful career before then, nor is the impact of his previous career on The Music Man fully understood. This chapter explores his activities as a performer in the John Sousa band and New York Philharmonic, as a radio conductor and host, as a Hollywood arranger and composer, as a pop song writer, as a novelist, music educator, and writer of memoirs, to show how the eclecticism of his musical taste and expertise led to his greatest work.

Conclusion

2020 ◽  
pp. 207-208
Author(s):  
Amy M. Burns
Keyword(s):  
Technology Integration ◽  
Music Educator ◽  
Traditional Methods ◽  
Music Classroom ◽  
Music Making

Technology integration can look different depending on the specific music classroom. Think of technology as a way to reach students who are not being reached with current methods. In addition, think of technology as a tool that can help a student in achieving success in music-making where traditional methods could not. It will never be the end-all-be-all or replace the music educator. However, it can be used to assist all students with active music-making.

The Music Educator as a Policy Analyst

2019 ◽  
pp. 127-150
Author(s):  
Patrick Schmidt
Keyword(s):  
Music Educators ◽  
Entry Point ◽  
Policy Analyst ◽  
Music Educator ◽  
Policy Language ◽  
Policy Engagement

This chapter is the most practical and instructive of the book’s chapters. It aims to delineate very concrete ways of looking at accepted tools, spaces, and practices in policy. The chapter presents music educators with an entry point to this policy vocabulary. The chapter admonishes the reader that these are only tools, however, and as such their yield is dependent on our capacity to discern, contextualize, and frame. While the chapter describes policy language, instruments, and tools, it avoids the misperception that technical acuity is a necessary first step, one that allows one to enter the realm of policy. Such a view inevitably delays policy participation and discourages policy thinking. Knowing the context is the only prerequisite for policy engagement.

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