Author Archives: mundyviar

About mundyviar

Basil Mundy Viar, III, is a music teacher in the Mt. Diablo Unified School District of Concord, California, USA. In this role, he has discovered the need for a reevaluation of the roles, purposes, and directions of scholastic music in a changing community and in a changing economy. The direction of his doctoral work was largely influenced by this experience. He researches the attitudes, levels of satisfaction, and lifelong learning effects of music training both inside and outside of the traditional school experience, with an eye on the roles that community based organizations may play in this. Prior to his assignment as a public school music teacher, Dr. Viar served as a Program Director for the Blue Devils, an internationally revered youth organization dedicated to performance excellence, also based in Concord, California, USA. During his time with the Blue Devils, the "B" Corps was reinvigorated and performed with renewed excitement, proficiency, and levels of success. Under Dr. Viar's guidance, BDB performed in the 1997 Drum Corps International World Championships in Orlando, Florida, and the 1998 World Marching Band Festival in Kanagawa Prefecture Japan. Basil Mundy Viar, III, is a graduate of the Transformative Inquiry Department at the California Institute of Integral Studies (PhD) in San Francisco, California, USA. He earned a Master of Arts degree in Education from the University of California, Berkeley; Single Subject Teaching Credential from the Bay Area College of Chapman University in Orange, California; and a Bachelor of Science degree from the School of Community and Public Affairs at Virginia Commonwealth University of Richmond, Virginia, USA.

3 years later

Sometimes, you need to step away; and, I stepped away for nearly three years. Here is what I’m currently working on: Engagement For decades, it has been widely agreed that engagement in schools refers to students’ behaviors with which they intensely … Continue reading

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continuing the thought…

I am drawn toward a pluralist perspective on the purpose, importance, and placement of music in our public and private lives. Music education sits at an intersection of interpretive and critical epistemologies. I understand music to be an opportunity that … Continue reading

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incomplete justification

It is the school band, comprised of a plurality of students – amateurs – who are participating for many different reasons. Kaplan (1966) refers to Reimer and says that we weaken the position of music education when we provide unnecessary … Continue reading

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whew! yes to the dialogue

After my Jan. 6 posting, my concern about presenting to/with peers in a forum to confront v. being confrontational, I feel that I accomplished what I hoped I would – healthy, thoughtful engagement of individuals around a professional concern, dilemma, … Continue reading

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confront v. confrontation

Glaser (2005) reframes issues around confrontation to say, “Confronting the truth takes courage. Yet, it doesn’t have to be confrontational.” When considering collaborations, she outlines how confrontations can manifest, suggesting that the confrontations stem from “I-centric” thinking. For a few … Continue reading

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“The band”

Current practices in the pedagogical band world privilege and sustain one kind of musicality, or relationship with/to music, over alternative musical subjectivities. To the extent that this is the result of unquestioningly reproductive rather than mindful practice, music educators involved with pedagogical wind … Continue reading

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If we start wishing…

If we start wishing that things were different without accepting the way things are, then we start to lose touch with the ground, to lose our rootedness, and risk being blown away on the winds of idealism. Peter Merry in Evolutionary … Continue reading

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