Music teachers are in precarious situations. Over the decades, music education professional organizations have formalized and worked to establish purposes, have argued both utilitarian and aesthetic philosophies of music education, and have collaborated with other arts agencies to inform our larger US society of the importance of music education (McCarthy and Goble, 2005). There still is a void in this community, and if we as teachers value instrumental music education, specifically, for our younger students, we must do so with the spirit of an entrepreneurial leader. We must implement both a creative spirit and logic to produce new ideas and initiatives, lest we keep the trumpets and violins locked in the closets. We can act on this dilemma to find alternative solutions for our students. Fullan (1997) touted that education leaders must realize that change begins with disagreements, and if we believe something is worth fighting for – in this case, elementary instrumental music education – then we must start with a change within ourselves. For me, it was stepping aside from my peers’ thoughts that the school district was responsible for the program, and tapping into my experiences as a recreation manager.
Looking and acting beyond the confines of school board decisions, or a traditional way of conducting our programs, for the benefit of our students and community, is the way to innovate change for immediate results. Ideas and actions I take toward starting a newly designed endeavor toward instrumental music education is aligned with the logic of entrepreneurial action and they lend toward the creation of a value from people and agencies coming together across and through different sectors (Hagel, Brown and Davison, 2010).
Fullan, M. (1997). What’s worth fighting for in the principalship? New York: Teachers College Press.
Hagel, J., Brown, J. and Davison, L. (2010). The power of pull. New York, NY: Basic Books, A Member of the Perseus Books Group.
McCarthy, M. and Goble, J. (2005). The praxial philosophy in historical perspective. In D. Elliott (ed.) Praxial music education, pp. 19-51. New York, NY: Oxford University Press.