Volume 66, No. 1

Have you ever thought, “This gig would be perfect if I could simply [teach, sing, play, compose, write, debate, etc.]…”? For many in the music profession, the idea of a “perfect gig” reflects the very essence of our calling—passion, music-making, sharing, teaching, and learning. These are the forces that drew us into the field and sustained our commitment to it. For many of us, passion has become profession, and vocation has become life’s work.

This work is steeped in beauty and meaning, and it is not uncommon to wish that all people instinctively understood the importance of music in human life. If that were the case, advocacy would be unnecessary. Music education would exist unquestioned, supported universally, and woven seamlessly into educational and community life. Yet music education has never been a given. We operate instead in a less-than-perfect world, one in which advocacy is not optional, but central to professional responsibility.

Music educators know intuitively why music education must exist. We believe in its value deeply and personally. However, belief alone does not ensure understanding beyond our own circles. Many who influence educational priorities—policy makers, administrators, families, and even colleagues in other disciplines—do not automatically share this understanding. Advocacy, then, becomes the mechanism through which we articulate value, shape perception, and work toward ensuring that music teaching and learning contribute to the richness of human experience for all.

Effective advocacy begins with a compelling and clearly articulated WHY. A strong advocacy statement serves multiple audiences: it affirms those already committed to the cause while also inviting those who may not yet recognize music’s value to listen, consider, and engage. Such a statement must be more than aspirational; it must be operationalized. It must reflect professional identity, clarify purpose, and point toward action. Advocacy statements that merely proclaim belief, no matter how eloquent, are insufficient on their own.

Music education, particularly within schools and universities, has always existed in a contested space. As a result, advocacy must function as a catalyst. It must be energetic, intentional, and directed toward change. Philosophy must be paired with visible implementation. What we claim to value must be evident in how we allocate time, resources, and attention.

Why advocate at all? Advocacy seeks to illuminate value, shape public understanding, bring people together, and move communities toward action. In music education, this work is supported by a growing body of research that documents the benefits of systematic, ongoing music instruction. Research across disciplines substantiates music’s contributions to human development, creativity, collaboration, engagement in schooling, emotional well-being, communication, empathy, and community connection. These findings provide essential grounding for advocacy efforts, particularly when communicated clearly and accessibly.

Operationalizing advocacy requires attention to practical realities. Among the most pressing are time, financial support, and curricular standing. Music teaching and learning require meaningful instructional time with qualified educators (e.g., teachers, scholars, performers, conductors, composers) who serve as mentors and guides. They also require financial investment to support instruction, materials, instruments, and equitable access to learning experiences. Music education cannot be reserved for the fortunate few who have access to private lessons or specialized opportunities. It must serve all learners.

Equally critical is music’s place within curricular structures. When music is positioned as incidental rather than intentional, it becomes vulnerable to marginalization. Compromised curricular standing signals diminished value and often results in reduced time and resources. For both school-based programs and the music professoriate, music education must be treated as an essential component of a well-rounded education, not an enrichment offered only when circumstances allow.

Successful advocacy is strengthened through dialogue. Clear, unapologetic communication must be coupled with careful listening. Advocates cannot assume shared understanding; rather, we must engage others with patience, respect, and a willingness to educate. Effective advocacy also involves proposing specific goals and offering tangible, achievable strategies for meeting them. Bringing solutions to the table—rather than merely identifying problems—builds trust and momentum.

Music educators are fortunate to have numerous tools to support advocacy efforts. Research data, both current and longitudinal, help illustrate music’s impact over time. Media and social networks provide platforms to reach broad audiences. Partnerships amplify influence and effectiveness. Identifying stakeholders (e.g., educators across disciplines, administrators, policymakers, families, community members, and supporters beyond the academy) and inviting them into the conversation strengthens advocacy and expands its reach.

Ultimately, advocacy is both professional and personal. It is expressed not only through institutional statements, but also through individual action. If one observes our work, will they see our beliefs in practice? Will they recognize a commitment to music learning for all? Advocacy is not only what we say—it is what we do.

As music professionals consider advocacy in the short, near, and long term, one conclusion is clear: the future of music education depends on intentional, sustained action. By articulating a compelling WHY and animating it through practice, we affirm music education’s essential role in human and educational life—and take responsibility for ensuring its future.