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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
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
Perhaps a palpable challenge will be in an ongoing understanding and acceptance of purposes, both of services and of curricula, and how we can join forces to achieve these. School music has been going between an aesthetic purpose – art … Continue reading
Last night, I led my first-ever elementary school music performances. I have led many successful middle and high school band and orchestra concerts, but this was my first elementary school “chorus” concert. It was only 5th graders. In this depressed … Continue reading
The inner worlds of individuals can be affected by, and can affect the exterior, and as such I view these as mutually affecting each other. Ollhoff & Walcheski (2002) tell us that (process adaptive) systems include principles of family therapy, … Continue reading
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 … Continue reading