While the above statement may seem simple, nothing could be farther from the truth. For example, what exactly do we mean by “education in music”? Tayloe Harding introduced a second version of that statement, namely “education through music.” How is that different from our original? And are both of these the same as “music education”?

 

Moreover, what is the definition of “music?” Given that countless writers have spilled gallons of ink on this topic, it is not the purview of this article to answer that question for once and for all. Yet, that does affect our reactions to the statement in question.

 

Finally, and not to be particularly obstreperous, what does the term “musician” mean? Is that synonymous with “performer?” Does it include “music educator,” “musicologist,” “theorist,” “song-writer,” and, yes, “American Idol”?

 

Before further discussion of these terms, how we might interpret them, and what this statement means for all of us as CMS members, let me offer some of my opinions of the current state of “music.” Some of these have already been proffered by my colleagues (and none of mine are offered with any kind of statistical data or references to support them). I direct your attention to Morris Berman’s wonderful book, The Twilight of American Culture, where you can read much more on this

same topic.

 

In educational institutions we are increasingly faced with a dichotomy between “school music” and “student music.” 

 

We are faced with an increasing number of students who are active in music, but not in school programs (do you live next to a garage band?). 

 

One can ask a class of first-grade students “who is a musician?” and see most hands raised; asking that of a twelfthgrade class will surely get quizzical looks, but probably only a modest response.

 

Music programs are likely the first cut during budget crises in K-12 schools.

 

We have an increasingly large number of students who have missed out on school music experiences (perhaps two generations, according to Robert Weirich).

 

 

Secondary school music classes almost always are synonymous with band, orchestra, and chorus. Students in 2005 cannot improvise; nor can they compose, unless, of course, that has been the focus of their educational experiences (unlikely). 

 

 

 

The demand to download music (whether legally or illegally) is skyrocketing. Do our youth NOT care about music? Hardly!

 

 

 

The popular “stars” in the music world are often barely past puberty and are more noted for body parts than musical talent (whatever that is).

 

The percentage of Americans who cannot read (again, see Robert Weirich's article) probably pales in comparison to the percentage of those who cannot read music.

 

The United States faces an unprecedented shortage of music teachers.

 

"No Child Left Behind" really doesn't apply to music or the other arts. In fact, the emphasis on testing has had a deleterious effect on the inclusion of the arts in the K-12 curriculum.

It strikes me that there is a major disconnect at work here. How did this happen? Although a potential future topic, we can probably conclude that turning the tide will take far longer than it took to get us where we are now. Albert Einstein said it much more eloquently than can I, "The significant problems we face cannot be solved at the same level of thinking we were at when we created them."

What is the solution? How do we elevate the level of musical culture in our society? That is the very issue at hand—"Education in music for all individuals is every musician's responsibility." Prior to further response, let us go back to the questions I posed at the beginning. For purposes of this essay "education in music" simply means providing high-quality experiences for all students so that music becomes a part of their everyday lives; "musician" refers to everyone in the academy who
is a faculty member in music; and "music" means organized sounds and silences.

I submit that part of our problem may be that we suffer from an over-emphasis on specialization. We have theorists, historians, educators, performers, composers, and on and on. How many of you, when asked the question, respond with "I teach music"? Instead, I suspect that the majority of us state that we teach the clarinet, or music theory, or singing. Even within our own venerable organization, we find it necessary to have board members for education, for musicology, for theory, for performance, etc. 

 

Changing the status quo is not simple and it will not happen quickly. I believe, for example, that it will require getting out of our respective comfort zones and teaching all students, regardless of major, and teaching all musics, not just the western canon. Similarly, I believe it will require greater emphasis on the creation of music and not just the re-creation of same. Certainly there are other suggestions. Elevating the musical culture in our country ought to be the goal of each of us, and CMS is uniquely positioned to get started through discussions of this topic. I do not have all the answers, but I am certain that CMS members can begin this change. If not us, who? If not now, when? I look forward with great anticipation to further discussion of this topic at our national conference.