A meeting of the minds - relationship between the Music Teachers National Association and the Frances Clark Center - interview with Gary Ingle of the Frances Clark Center

American Music Teacher, Dec, 2002 by Bruce Berr

Relationships

Bruce Berr: Each of you represents the highest leadership of two different kinds of music teaching organizations. Gary, could you field this first question? How do you view the relationship between MTNA, which is commonly referred to as an "umbrella" organization, and the Frances Clark Center, one that has a particular focus?

Gary Ingle: One of the nice things about the relationship between our organizations is that we complement each other; we're not in competition. Some people from the outside might look at it and think: MTNA has its conference, the Frances Clark Center has its conference, and so they must be competing. But we aren't.

Louise Goss: We really aren't at all. And what has been so surprising and gratifying to us as a new organization is that an organization as old and distinguished as MTNA should give us such enormous encouragement and support. I think it's true to say that no single aspect of our start up has been as meaningful as the help we have had from Gary, his board and his staff.

GI: MTNA's mission is to advance the professionalism of all music teachers, regardless of whether they're teaching piano, strings, voice or any applied area. The Frances Clark Center is focused on one particular aspect of that--and that's the keyboard teacher. In a sense, MTNA is the breadth organization that tries to deal with issues impacting all music teachers, whereas the Clark Center is the depth organization that a music teacher would be involved in, both in piano and pedagogy. As teachers of any applied area become more aware of what the issues are out there, then, more than likely, they'll be coming to both of our conferences. Ours will not go into the same depth that the Clark Conference will in terms of certain pedagogical details. At the MTNA Conference, the same keyboard teachers can be exposed to other ideas from other perspectives.

It's absolutely vital that we have organizations like the Frances Clark Center that are looking at something in-depth and that have a point of view, enhancing everything they do. There are many of these point-of-view organizations throughout the country, and MTNA should be drawing all of them in, so that we all can look at the various perspectives. MTNA does not have a particular point of view, other than to advance the value of music teaching and music to society, and to promote the professional growth and development of music teachers. With that broad vision, we can incorporate all these different points of view into the organization and make sure they have a voice. In that way, a greater truth can be achieved through what we have done. If MTNA were to adopt a point of view, then I feel like our effectiveness as an organization would be diminished.

Relevance

BB: I would like to ask about the perceived relevance of our work. We're living in a highly materialistic society, and we teach music, which is mainly spiritual. We all grapple with perceived relevance. Louise, how is the Frances Clark Center dealing with this?

LG: The relevance of what we do as music teachers is our prime topic. We have the luxury of very in-depth focus, and that focus is how to make the best educational principles apply most practically and effectively to the teaching of music at the piano. This reveals itself in two closely related areas: the most effective music lesson at the keyboard for the individual student or group of students, and how to make that lesson more practical and meaningful for the teacher so that teaching skills can continue to improve. When I do my work in this setting, my goals for the teacher are specific and professional; my goals for the children are simply general and humane.

This is also the essential relevance of the National Conference on Keyboard Pedagogy (NCKP), in that it involves a lesson for a student and it reveals the skill of the teacher. Of course, MTNA works in those areas too, but not as specifically.

GI: The relevance for MTNA comes through its basic mission as an organization. Our mission is actually threefold:

One, we have a relevance to society as a whole because our mission is to advance the value of music and music teaching to society. We are a music teachers' organization, but we are not just focused on music teaching. We know that it's important for us to be on the vanguard of advancing the value of music education to everyone out there.

Two, we want to advance the professionalism of the music teaching profession; that's the profession as a whole, not just our members, because there are many things we do as an organization that are relevant to all music teachers and not just to those who have joined MTNA.

Three, to provide specific services and programs that we have developed just for our members.

Every day, we are looking for ways to make the mission happen, so relevancy is a constant thrust.

"Typical" Students

BB: In the 2001 NCKP and in MTNA Pedagogy Saturdays, the emphasis has been on music education for all students, not just the most gifted. I believe it's not a coincidence both organizations consider that important. Louise, I'm sure this is near to your heart.