A Season of Musical Opportunities

It is hard to believe that the school year is nearly over, especially with all of the concerts, contests, and classes yet to complete. I have heard many people say it seems as if the pace picks up and there is a rush of activities until the semester ends. In my first column, I noted that the perception that teachers and students simply have the summer off is not correct, especially for those of us who are dedicated to teaching, doing, and learning music. The cover of this KMR illustrates what is true for many music educators and their students. Summer offers opportunities for teachers and students to recharge and to fan the flame of musical inspiration. Students can attend music camps, take private lessons, play in local ensembles, and do other musical activities that allow them to continue to grow as musicians in ways that are more self-directed. They may focus on learning about music with which they have not had much experience. For example, taking guitar, learning to compose, or listening to jazz or other genres in which they have an interest. Kesley Scheuerman, NAfME Collegiate President, offers several suggestions in her column to collegiate music students regarding summer activities that can help them as future teachers. Teachers can take advantage of a variety of workshops provided by universities, colleges, and organizations. They can also teach private lessons to help students excel or catch up to their peers or take lessons themselves so they can continue to perform at a level that fulfills their performance needs. Everyone can benefit by taking a break from the schedule-driven demands of the academic environment evident at all levels of education, PreK through college and even beyond.

Being Proactive About Teacher Evaluation

At the KMEA In-Service Workshop there were many excellent presentations, workshops, and performances. Perhaps one of the most important aspects was hearing John Taylor discuss current initiatives regarding teacher evaluation and their potential impact on music teachers. Clearly, how music teaching is evaluated and the results of decisions made based on those appraisals, is directly related to what happens to music programs. Ultimately, students are affected, and the potential for a cycle of reduced musical awareness and appreciation for music in society can become more likely. So what do you do? Included in this KMR is information about the current status of teacher evaluation initiatives and suggestions for being proactive. The suggestions and recommendations are specific and helpful. The most important thing is to be informed and not be caught off guard. You know how to teach music and what is best for students. Do not be reluctant to share what you know in a way that shows you want to help the evaluation process and that you understand the pressures many administrators face from a variety of sources. Work with those who are responsible for enacting evaluation programs. In the end, the process will be more effective, valid, and focused on musical learning. Janet Barrett (2011), Chair of the Society for Music Teacher Education notes:

Just as we have seen the impact of the No Child Left Behind Act on the music curriculum, we need to determine how teacher evaluation influences music teacher satisfaction, recruitment, retention, professional learning, identity, mentoring and a host of other factors (p. 5).

Her comments seem to be related to the issues raised by the updated information about the impact of budget cutbacks on music programs in Kansas which is also included in this edition. Fred Burrack, KMEA Advocacy Chair, and Phillip Payne have provided additional data regarding music positions lost and other areas of impact to Kansas music programs resulting from funding cuts for the past four years. Because of such trends, issues regarding increased teacher workloads and the need for music teachers to teach in less familiar areas of music may become even more problematic when faced with teacher evaluation programs that emphasize test scores in math and reading/language arts. The result could be that as music teachers in Kansas are being asked to do more with less, the evaluation of their teaching may not be based on the musical learning of their students.

Fortunately, the KMEA leadership is in the forefront of advocating for music educators and their students. By visiting various politicians and other important policy makers at the state level, including Arts Day at the Capitol, they continue to provide information based on data that reflects current trends in the state. When asked specific questions, they present specific numbers and percentages. The KMEA leadership understands they must advocate in ways that can make an impact on those who may not share the same experiences in music as we who are devoted to music learning. In the article about David Weaver, NASA's Associate Administrator for the Office of Communication, he recommends just such an approach, "When advocating for the arts, consider to whom you are speaking."

This summer, your KMEA leaders will again visit the offices of Kansas senators and representatives in Washington, DC, to advocate for you and your students at the national level. Not everyone can make such a trip, but we can all think about what we do in our school districts, at our colleges and universities, and in our communities to continue to promote music and the arts.

Losing the Paper - Online Only KMR

At the Board meeting in February it was decided that beginning with the fall edition of the KMR it would be provided only online. We realize this may be not the preference of some of the KMEA membership; therefore, we have provided specific information in this issue about accessing the online version if you have not done so already this past year. Be assured the KMR staff and KMEA leadership is carefully considering the potential issues regarding this decision. We are making every effort to maintain the quality of this respected publication.

In addition to doing musical activities or professional development, take an art class, read a book, or take a bike ride in the country. Although music is a passion, it does exist within the context of our lives. How we think and feel overall contributes to our musical being. So enjoy life to its fullest, you and your students deserve it.

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