Do we want equality?

I've observed a trend in the music world, more specifically the music education world, where we as musicians and music educators, attempt to downplay the integrity of our profession as something for everyone. Please, do not mistake me, music is for everyone, and everyone enjoys music; at least most people enjoy it. However, calling everyone who makes music a musician is something I have a hard time stomaching. I think a statement such as this parallels a rocket scientist saying everyone who enjoys physics and calculus can put a shuttle on the moon, which we know just is not the case.

So I ask, why do we do this? Why do we feel the need to make people feel as though they must belong amongst the greats, and be given the same title as Bernstein, Flummerfelt, Poverotti, or any other world class musician.

I think we must obtain our position as accomplished professionals in a very unique field, as opposed to making everyone feel as though they can establish themselves just by trying their hardest.

A true purpose

I know it has been a while since I last posted, this is due to being in Colorado for my brother's wedding. With this trip came wonderful time to reflect on the plane, and what better to reflect on then CPIII? Yes there are many things, however, because of the music listened to, and the enjoyment everyone had as a result of this music, I was fascinated.

Why is it in music education we can not have an entire school singing? Why can we not destroy the barrier between "music geek" and "jock?" Why do we hear booming basses(the car type) in the parking lot in "souped-up"/ "tricked-out" cars, yet there's a strong feeling of anxiety toward a chorus room?

I can not figure out where the barrier lies. If it were possible to attract those musically talented students on the outside, who enjoy music and perform what they listen to in their cars quite well, I can only presume that a choir with these voices would be spectacular. But how do we attract them to the music room...?

Critical Pedagogy

Critical Pedagogy

As I see it we have a number of issues being discussed and I would like us to pay close attention to our language, what we say, what are the assumptions behind what we say and how it can be viewed and understaood.
So...
-- When Dan talks about a "true musician" what does that really mean? True musician acoording to who's parameters and standards? Are the all the same? Should they be? How do we define an artist? Should we be thinking in the parameters of ART? What are the cultural, economic, political implications? What are our motives?

-- How do we deal with the notion of Hierarchy? Is it just a matter of being aware? Is the fact that we are not going to be at the same level justification for creating "tracks" and inequality? Does hierarchy undermine our visions of Democracy and democratic practices? The issue of Hierarchy also reminds me of the issue of "common sense" and "inevitable" nature of things. Should we accept these concepts in a setting (education that is) which is suppose to be the "great equalizer"????

-- Are ensembles a mere representation to a vision of education that is hard for us to imagine? The utopianism, communist, or simple more individual visions that all of the blogs mention at some point? Teaching life is a very interesting concept (as Travis proposes) and could be porblematize from the needs of different students (as Erica proposes).

From the Readings:

-- Can/Should we question "perfection" and the search for "our better selves?" Is it always what it seems?

-- How do we balance (or not) the historical notion of culture as "works" and its ideological power to create culture as a "screen" that hides people's experiences and lives?

-- I go back to the phrase, is not just "what" we do or say, but "how" and "why" we engage in them.

-- Ideology, Learning and Entertainment, identity and self-expression, Control and Teaching.

-- Is thinking critically revolutionary???? What would it mean?????

-- Sociology in Music: Gender, Ethnicity, Class.

-- Practices as Production, Distribution, Consumption. What it means to Produce music today???

-- Is there a "there" for music education?? Why do we agree and disagree??? What leads to some music to mean something and make sense? And why does it differ from individual to individual? What makes it similar?

-- Are we music? Is Music music? Where do we see inherent and delineate aspects in teaching music? Do they merge? SHould they? How? Why?

-- What would music as conflict mean???

Critical Pedagogy

Critical Pedagogy
Here are some of my thoughts about the postings so far....

Being a musician at all times

I find the thought of any musician being truly free from a performance impossible. At all times, throughout any piece of music, no matter the level of understanding, a musician is truly engaged. The thoughts will definitely be different from performance to performance, depending on the maturation of the piece. But, no true musician will detach themselves completely from any music, it would be uncharacteristic of any artist.

Great Questions!!!!

Great questions in the past few blogs, a lot to think about. Here are some highlights as I see them...
- Thinking and Acting as a Musician and Music Educator
- Music and Teaching - Two or One or More...
- Is there a difference between Music Teacher and Music Educator? Technicist or Intellectual?
- Language and Communications in Education - Alienation or Understanding?
- Habitualization or Routinazation? Where does music practice (teaching) fit in?
- Music Education as profession?? Challenges, Similarities, Problems??
- De-centering Self... From Which Vantage Point???
- Critical Pedagogy and Critical Theory - Philosophy and Sociology

I find Gina's post very interesting. In response, I feel it is crucial for a good educator to be a phenomenal musician. Let's take the video we saw of Ms. Jenkins in CPII. Without being an extraordinary musician, there is no way the lesson she taught could have been so smooth figuring half of what she was using was brought in during the class.
That said, I also have to disagree with the lack of credit we're giving for a doctor or a lawyer in terms of the passion they have for their field. I truly believe that a surgeon who works insanely difficult hours, or a prosecutor who puts in long days isn't passionate about their work; I don't think they would be able to survive if they didn't. Granted, it is a different passion, a much more internal passion, but none the less, a strong, driving, passion.

Thinking in Context

Some really great ideas and questions here. I reallly appreciate the concern with dualities that we have to deal in music education, and for that matter with education in general, and sometimes the question is that we not attempt to "solve" the problem but that we allow ourselve to think about the problem in different ways. A vision of music education as a process and therefore transitory, and thus with solutions that deals with the context in which I teach, in a particular moment, with particular students, in a particular school might be important.
Maybe our frustration with what it was and what it ought to be comes from the fact that we want solutions that are clear cut, and will serve any and all situations. I think of that when thinking about Jones article, maybe we need different ensembles, but maybe not, or not always and everywhere. Maybe we need to think about beyond the music, maybe not. I think that it is importnat however that we are willing and able to see these situations from a point of view that is critical and open. Maybe music should not serve the economy, but maybe already does and that is a part of a reality (sometimes an positive one as I remeber the Grammy's last night).

What do you think it would mean to see music and music education through a "de-centered self"?????

First Class

I immensely enjoyed the discussion format of this class. Along with this set up came an incredible respect for one another and everyone's opinion. I enjoyed the intellectual insight everyone brought to the discussion, and how in depth we were able to discuss.

I encourage everyone to keep challenging and openly stating their opinions, it makes the discussions so interesting.

Welcome to Our First Conversation...

Hi Folks,

The blog has the purpose of developing a related, but parallel conversation to what is going in class. Your first assignment, you are to blog on what was said and what you learned or found interesting (or problematic) from the class this Tuesday.
From then on the idea is that you have three blogs (minimum) per week and hopefully that this will become a forum for us to discuss issues related to what you are reading and writting, issues, questions and doubts you might have about the arguments being developed, or simply a place to talk about things that were/'are not addressed in class and bring your own ideas forward.