Introduction:
Welcome to an enlightening journey into the evolution of music education! Join me as we explore the groundbreaking strides made in elementary general music education and discuss the transformative path that secondary music education can take. Before we delve into the key principles that can shape a more inclusive and meaningful music curriculum, let me share my personal story—a journey through the changing landscape of music education over the past fifty years.
My Story:
Fifty years ago, as an elementary school student, my general music education was adequate, but nothing compared to the quality students receive today. However, when I began playing an instrument, the method book and song collection were almost identical to the ones we are using now. As a veteran music educator teaching in three school districts, including twenty-three years as a PreK-12 Department Chair, I have witnessed the growth and development of the elementary music curriculum that could ignite a rebirth in music education at the secondary level.
The Foundation of Elementary General Music Education:
Elementary general music education stands at the forefront of change, employing a clear and methodical curriculum with a diverse multicultural repertoire of songs. Whether it's through the Kodaly, Feierabend, Orff, or Gordon methodology, ALL students are singing songs while learning musical skills using solfege and rhythm syllables in a developmentally appropriate curriculum. This translates into musical literacy at a level higher than ever before. The emphasis on singing a diverse repertoire of songs and developing musical literacy with a song-based approach lays the groundwork for a thorough, inclusive, and accessible musical experience for ALL students.
Rethinking Outdated Practices:
Instead of discarding established practices outright, secondary music education has an opportunity to evolve. It's time to reassess traditional and conventional methods that work for some students but leave many students behind and failing. Since our elementary students already sing and play a diverse collection of folk songs using solfege and rhythm syllables, there is no need to start over with instrumental methods that use outdated practices of learning notation and narrow song collections. Embracing change doesn't mean abandoning the past; it means building on what is working now and adapting to meet the needs of a modern and diverse student body.
Building on Established Foundations:
The skills, knowledge, and inclusive repertoire of songs from the elementary general music curriculum serve as a solid foundation for growth. Instead of teaching compound meter as something new, the secondary school teacher can begin with the rhythmic syllables that elementary students have used in the past. Moreover, in addition to learning musical literature for a concert, secondary ensembles can also learn a collection of songs each year that are representative of the cultural heritage of their school population. By recognizing and building on the foundations of the elementary music classroom, secondary music educators can create a curriculum that seamlessly spirals through grade levels and fosters a deeper and more comprehensive musical education. Building on the elementary general music curriculum will revitalize secondary music education, ensuring ALL students become successful through an updated methodical curriculum and a more diverse musical repertoire that speaks to a broader world culture.
A Vision for the Future:
Can you imagine a future where music education becomes a transformative experience for ALL students – all demographics, all cultures – as the curriculum and methods build on what students already know utilizing a repertoire of songs that is diverse enough to include everyone? We can all imagine a future where music education is leading the way in DEIA (Diversity, Equity, Inclusion, and Accessibility) as students are singing and playing songs from every culture, and our musical literature expands to represent more styles of music from many cultures. As we build on what students know, every student will understand musical notation, rather than just the ones who identify with the visual aspects of notation or practice more at home. By embracing established yet adaptable practices, we can make music education more accessible, achievable, and meaningful for entire PreK-12 school populations.
Conclusion:
In conclusion, the evolution of music education requires a collective effort. Reflecting on my experiences over fifty years in the musical landscape, I envision a future where secondary music education builds on the foundation laid by elementary general music. By learning from successes and reevaluating outdated practices, we can shape a vibrant and inclusive future for students. Let's embark on this journey together, drawing inspiration from progress made and the stories of educators and students alike. A successful secondary music department can become the norm, enriching lives, fueled by collective wisdom. Share your thoughts on the future of music education in the comments below—let's make this space a collaborative hub for positive change.
Dr. Michael Francis Smith
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