Are we doing enough?

Whenever I attend a conference, a recital, competition, festival ... wherever groups of young people are performing the music they have so industriously, prepared over many months ... I am impressed with their diligent, dedicated effort towards the accomplishment of an admirable goal. They thrill me with their exciting performances and re-establish my hope for the success of their future. However, images of these earnest young people, from beginners to those at the collegiate level, often with parents close at hand, is remarkably different than what is prevalently broadcast via the media. Mostly, the media portrays youths involved in gang violence, suicides, murders, drug abuse and other dangerous and illegal behavior. Due to my recent involvement with a non-music related project, I have become increasingly aware of the seriousness of the plight of many young people. In my research and discussions with lave enforcement individuals in the community, I realized that one of the greatest problems facing society today is crime that is caused by the breakdown of parental supervision of young people. The dean of students at a high school located in a pleasant, respectable neighborhood 15 minutes away from my so called "safest in southern California" community, reported that the school is "under siege" and was described by one of the teachers as a "hell hole." Everyday there are fights, usually racially incited, gangs roaming the campus, drugs and alcohol, prostitution rings, foul language towards teachers and general disrespect for everyone and everything. If students are suspended and sent home, there is usually no one there to supervise them. What does all of this have to do with the music education profession?

Making a Difference

Music educators can help counter this terrible condition of the "wasting away" of our young people. Granted, many of the youths we teach may not be involved in these despicable activities, yet so many of them are at home alone while their parents are at work and the temptation to do wrong can be very real for them. We all know that as music educators we are doing far more for our students than teaching them music. The one-on-one or small group relationship we have with our students allows us to influence them constructively, be a positive role model, teach them how to accomplish large tasks successfully, and establish and achieve realistic goals, develop responsibility and time management, and challenge their critical, creative and intuitive thinking skills. Often we become a confidant, one who is entrusted with their deepest secrets and concerns--all of this is obvious, something that goes with the job. There is more, far more that we can do to help.

We have the opportunity and the obligation to do all that we can to support the musical and personal growth and development of our students. Just as importantly, we should assume the responsibility to do what we can to assist those youths who are "at risk." If those students had the opportunity to be engaged in fulfilling activities that would provide pride, companionship, identity and a sense of achievement, would they be as inclined toward negative behaviors? The answer is "No," according to the law enforcement agencies. That is, in fact, exactly what the experts recommend. They advocate productive activities, especially after school in cases where parents are not at home, and they emphasize that adults must be involved in those activities. They say children must be held accountable for their actions since they appreciate knowing what is acceptable behavior and, in spite of their attitudes, want and need a guiding hand.

What We as Music Educators Can Do for the Community

Let us take on the role as arts advocates to do what we can to re-introduce or strengthen music in the public schools and in the community. We can be a committee of one or band together as a group to meet with school officials, PTAs and other arts and youth involvement groups. Many schools' music programs are funded by private donations and, therefore, require extensive and continual fundraising. We should be part of the development plan and support team for policies and programs and the means of funding them. It is also our responsibility to lobby our state and national legislators on behalf of arts in the public schools. Legislators have said they respond to the requests of the many, not the few. Therefore we need to raise many voices--many emails, postcards and letters need to be sent. According to Karl Bruhn, who was the keynote speaker at the 2004 Summit for MTNA Leadership in Cincinnati, Ohio, there now are "bulletproof" arguments validating the benefits of music making and study. We have won the battle to prove the validity of the arts in education; now we need to disseminate the facts and fight for the re-establishment of arts programs in our own neighborhoods, as well as in disadvantaged areas.

What We as Music Educators Can Do for Own Students

We must do all we can for our own students as well. We know students are more inclined to persevere with something over a longer time period if they feel successful and if they receive positive feedback. Are we creating successful students? As teachers, do we do enough to provide our students opportunities to develop their skills, and provide positive feedback that affirms their success? In terms of our own professional development, are we strengthening our own skills, learning new ideas, expanding our knowledge, exposing ourselves to new literature and composers, gaining fresh insights into pedagogical subjects? CAPMT and MTNA have many great student programs and teacher enrichment opportunities. For students of every learning and ambition level, there are numerous beneficial programs, both competitive and noncompetitive.

Resources

Some of the great resources for teachers include master classes, lectures, workshops and recitals hosted by districts and chapters throughout the state. The MTNA website, www.mtna.org, lists many resources under "Programs and Projects" and now includes the "Online Community" which allows interaction with other teachers throughout the country. But the most concentrated valuable education sources are the state and national conferences.

Most professions require their members to engage in continuing education in the form of classes, conferences, seminars and so forth. The music profession should be no exception and for nationally certified teachers (NCTMs), it is not. Should it not be our duty, whether imposed or not, to continue growing, to challenge ourselves in new ways, to forever develop our teaching and communication skills, to keep abreast of new literature and new publications? If we are complacent, we can hardly hope for enthusiastic students. If we are not renewed and reinvigorated, it's difficult to continually inspire our students. If students are not enthused and inspired, it's unlikely they will make the effort over the long run, which leads to success. Regular attendance at the state and national conferences accomplishes so much: adds more spark to our teaching, adds sparkle to our students and sizzle to our profession.

We Are the Key to a Musical Future

With many demands and influences on people today, we need to be more alert and work harder to maintain the standards of the cultural life we cherish. The young people of today hold the future. Are we regularly re-filling our own reservoirs of knowledge and inspiration so that we are able to infuse these young people with the values, skills, ethics, attitudes and resources that will allow them to prosper? Are we looking beyond the boundaries of our own comfortable experience in trying to be an influence for positive change in "at risk" youth? Are we placing music, its rich heritage and future promise into hands prepared to nurture and promote its value and appreciation for years to come? Let us each accept the challenges and goals and be able to answer with a resounding and confident "YES!"

BONUS BYTE

Interested in making a musical difference in the lives of young people? Go to www.mtnafoundation.org/home.htm, for details about how contributing to the MTNA Foundation Fund can help create a more musical tomorrow.

Darlene Vlasek, NCTM, has maintained an active, independent piano studio for more than 30 years and has been employed as a regular church organist for more than 35 years. She is chair of MTNA's State Presidents Advisory Council.