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Greetings NMEA Brainstormers!

Since our meeting at the conference last month, thoughts have been percolating. Before we start to wrangle with ideas, here's a quick review of what we covered then.

There are two macro areas in our state music education system that need immediate attention:

1. Recruiting and retention of both students and teachers Related challenges on the student front include a broad spectrum of teacher involvement and enthusiasm/passion, assessment issues (perception problems: rigor v. fun), a general loss of prestige (music is losing ground to athletics and academics for student interest, parental approval, and administrative resources), evolving perceptions of college/university admissions criteria (emphasis on AP and weighted classes).

Related challenges for teachers include: a sharp increase in hybrid teaching loads (band + choir, e.g.), varying depths of talent in the available pool, a broad spectrum of teacher involvement and enthusiasm/passion, assessment issues (how to, perception problems, and scheduling conflicts due to remediation linked to required testing ).

Overarching issues: changing paradigm of what a band or choir is and does, and the lack of adjustment in associated organizations such as NSAA (in Nebraska), changing parent/teacher/student dynamics, lack of understanding and implementation of teaching strategies and curricular models related to contemporary research into multiple intelligences, and students with alternative gifts/learning styles.

2. Fragmentation Lack of a common standard or curriculum framework in each district, let alone state-wide. Lack of continuity from pre-K, to elementary, to middle, to high school, to college/university. At the grass roots level: lack of perspective (little or no knowledge of what is happening outside our boarders).

Powerful factionalization: Band v. Orchestra v. Choir v. Jazz v. General Music Marching v. Concert Ensembles (similar to Jazz v. "legit") Elementary v. Middle v. High School Class divisions (AA v. A v. B v. C v. D) Rural v. Suburban v. Urban NMEA v. NSBA v. ADCA v. ASTA

Some needs and preliminary goals were suggested, including:

1. The creation of a single lobbying organization with a united purpose and unified "voice" to provide leverage at the state level. We are our own worst enemies, in that we have divided ourselves many times over and are easily ignored, if not conquered.

2. Reassertion of the core mission of music education: focus on artistry. We're all musicians helping students to become musicians. What are we teaching the students we have? Success and passion inspires participation. Whining and worry obscures the goal and drives people away. To a musician, it shouldn't matter if a student chooses to play violin, or sing, or join the marching band. Music is music.

Additional food for thought:

This presentation on tribal stages is an apt investigation into the attitudes prevalent in our profession and among our students: TED/Logan: Tribal Leadership

This article by Malcolm Gladwell presents an interesting take on the challenges of identifying talent that might be applied to recruiting potential teachers: [|Gladwell: Most Likely to Succeed]

This presentation by acting coach Patsy Rodenburg helps describe why we have a failure to communicate, and how we block ourselves from progress (we're stuck in 1st or 3rd circle): [|Rodenburg: Second Circle]

One more came from Tony a few weeks ago that ties to assessment: [|The Chronicle: Grade Hatred]

Commentary on teacher training from the Chronicle of Higher Education: http://chronicle.com/article/Lets-Radically-Improve/126428

Remember: you have a magic wand. What should we do with it? Let the games begin! (continue actually...)