When considering advocacy, it’s natural to focus on targeted initiatives such as meetings with legislators, school board members, and administrators. While these are certainly important, advocacy is, in fact, embedded in everything that educators say and do. This page was crafted in hopes that music educators will reflect upon language choices as well as their educational philosophy, as these shape the way that others (including decision makers) view music education.
Language Choices
It’s important to develop the habit of using purposeful and supportive language in all written and verbal communications, including with students, parents, colleagues, administrators, legislators, the media, and more. Although changing one’s language habits does take time and effort, it is something that can be started immediately – just by making the conscious decision to do so. Consider one or two changes on which to focus when starting this process. The long-term impact of strategic language choices can be profound.
Here are some options to consider for everyday communications:
| CONSIDER THE IMPLICATIONS OF: | IN COMPARISON TO: |
|---|---|
| Well-Rounded Education | Core/Specials |
| Academic/Curricular | Co-Curricular/Extra-Curricular |
| Teacher/Educator | Director/Conductor/Coach |
| THE _______ (e.g., ensemble/classroom) | MY _______ (e.g., ensemble/classroom) |
| Coursework | Activities |
| Curriculum | Songs/Pieces/Music |
| Performance Assessments | Contest, Concert, Contest, Ratings, and/or Grades |
| Ensemble as a Class | Ensemble as a Team |
| Small-Group Learning | Private Lessons |
| Study Music/Demonstrate Musical Understanding and Skills | Play/Sing |
| Curriculum | Program |
Educational Philosophy
The philosophical ideas that guide music educators in developing and implementing music curriculum also impact how others view music education. Be sure that decisions regarding teaching and learning are made with the best interests of students in mind. By using social media, public performances or events, and discussions with members of the school community, you can share how music education positively impacts students in rich and meaningful ways.
Review the ideas below, then reflect upon how philosophical considerations related to teaching and learning may impact how others view music education in your school and community.
| CONSIDER THE IMPLICATIONS OF: | IN COMPARISON TO: |
|---|---|
| Teaching Students (through music) | Teaching Music (to students) |
| Course Offerings that are Relevant to Diverse Student Populations | Course Offerings that are Relevant to a Narrow Student Population |
| Celebration of All Music Styles and/or Traditions | Focus on One Style or Tradition |
| Holistic Focus (e.g., creating, performing, responding, and connecting) | Narrow Focus (e.g., performance-centric) |
| Differentiated Instruction (museum model) | One-Size-Fits-All Approach (factory model) |
| Student-Centered | Teacher-Centered |
| Intrinsic Motivation (personal growth, sense of accomplishment, drive, self efficacy) | Extrinsic Motivation (grades, ratings, rewards, acknowledgement from others) |
| Emphasis on Improvement, Growth, or Continuum | Emphasis on Talent or Comparisons (between students, teachers, or ensembles) |
| Collaborative | Competitive |
The Importance of Balance
Balance is important in life – including the music classroom. As you reflect upon the following components of music study, consider ways to ensure that all students experience balance. Be sure to share your discoveries and success stories as a means of advocacy for the myriad ways that music education positively impacts students.
| FIND BALANCE BETWEEN: | AND: |
|---|---|
| Emphasis on the Journey | Emphasis on the Product |
| Emphasis on Creativity and Artistic Expression | Emphasis on External Direction and Expectations |
| Long-Term Goals with Delayed Gratification | Short-Term Goals with Instant Gratification |
