American Music Education: A Struggle for Time and Curriculum

Phi Kappa Phi Forum, Fall 2006 by Conrad, David

OPPORTUNITIES

If American music education can thrive, we must find answers to the dilemmas of time and curriculum. Policy-makers must weigh the costs and benefits of adding minutes and days to the American school calendar, with an eye toward accommodating all subjects and disciplines to be taught. This additional time resource might help schools meet the goals of NCLB while also strengthening the music and fine arts programs. Time no longer can be an excuse for excluding the arts from a child's education.

Policy-makers and music educators also must decide whether to emphasize performance training, musical understanding, or both. By excluding a large segment of learners, we are limiting the reach and impact that music education can have.

Ultimately, why should music education programs exist? As Carolyn Crowder puts it, "Fine arts education - including music education - is fundamental for the social, intellectual, cognitive and emotional development of students."

References

Fowler, C. Strong Arts, Strong Schools: The Promising Potential and Shortsighted Disregard of the Arts in American Schooling. Oxford University Press: New York, 1996

National Commission on Excellence in Education. A Nation at Risk: The Imperative for Educational Reform. Government Printing Office: Washington, D.C., 1983.

National Endowment for the Arts. Toward Civilization: A Report on Arts Education. Government Printing Office: Washington, D.C., 1988.

Paige, R. Letter to Superintendents Regarding the Arts as a Core Academic Subject Under No Child Left Behind. http:// www.ed.gov/policy/elscc/guid/secletter/040701.html, July 2004.

David Conrad is principal of Manteno Middle School in Manteno, Illinois. A former music teacher, he has worked extensively in assessment, school marketing, and music advocacy. He serves as the Music Director for the River Valley Wind Ensemble. He can be reached by e-mail at dconrad@manteno5.org.