Seminar in Music Education

Presentation (American Music Education 1983-2008)

As I started preparing for this presentation, I became interested in learning about

aspects of the more-recent American music educational history. Although I grew up during part

of the time period that I was studying, I did not know any of the details behind the No Child Left

Behind Act and other important educational developments. I believe that it is important to be

informed and knowledgeable about significant current and past educational events. It is

impossible to have enlightened opinions about educational policies and history without learning

about the facts and the development of the various acts and reports that have been created

concerning education. The more that I read through the materials in preparation for my

presentation, the more I realized that I did not know about the history of education.

After learning about the unfortunate results of the No Child Left Behind Act and of

Race to the Top (not announced until 2009), I am surprised that I was able to grow up unaware

of the significance of these educational decisions. I remember taking standardized tests, and

that it seemed as though most people valued high test scores as a sign of intelligence, but I did

not realize the pressure that schools were put under in order to stay afloat. I was saddened to

learn that although the arts were listed as a core subject for many educational acts, because

there wasnt (and still isnt) a unified method of testing the arts and gathering data about

progress, many schools placed all of their attention on preparing for the state math and reading

tests. Instead of learning because of an inner desire to discover and answer questions

(pansophism, Renaissance Man), the emphasis on testing caused students to learn with the

goal of earning extrinsic rewards in the form of high test grades and formal recognition for test

scores (behaviorism: Skinner, Thorndike). Personally, I believe that this type of thinking is

detrimental to education because it puts greater emphasis on the product than on enjoying and

experiencing the process. According to Judith Jellison, education is intended to improve the
quality of life (p. 113). I completely agree with Jellison, and after learning about the eruption of

standardized testing and the emphasis on accountability, I believe that quality music education

is even more important to the growth and development of well-rounded individuals now than it

ever has been. As a music teacher, I have the responsibility to help my students understand the

importance of the process of learning and problem-solving (Dweck).

Preparing for this presentation has helped me reach the point where I feel much more

informed about the educational world. I understand some of the reasons that caused the rise in

federal involvement in education, and the significance of groups such as MENC/NAfMe who

strongly advocate for the inclusion of arts as a core subject in schools. I have learned the

importance of being informed about educational developments. I have also learned the

seriousness of the responsibility that comes with being informed- it is important to be actively

involved in advocating for arts education. Remaining updated on the current educational climate

can provide me with opportunities to stand up for music education in public schools (Luther -

stand up for beliefs). I will make a point to read educational updates and stay informed of news

so that I can continue to be aware of what is going on in the educational and political world.

Reference:

Jellison, J. (2000). How can all people continue to be involved in meaningful music

education? In C. Madsen (Ed.), Vision 2020 the Housewright symposium on the future of

music education (pp. 109-137). Reston, VA: MENC.