From this point on...

By now, you have guided your students through a successful fall of concerts, musicals, info-performances, and a variety of musical learning experiences. Looking ahead to the end of the semester, you are probably assessing the progress of your students toward your musical goals for them. The overall question is: "Are they where they need to be at this point in the semester, and if not, what do you need to do?" If you are in the situation where the students are well on their way—great! Then the question is: "How do you help them exceed your goals?"

Included in this edition of the Kansas Music Review are articles that can help answer both of the above questions. They are intended to provide tips, checklists, and advice for you to consider and use. Although you probably already incorporate many of these strategies into your teaching, there may be some ideas you have not tried, or have not done in a while. Also included is an interesting article about advocacy for music education from the perspective of who is the "client?" Determining the "client" as we advocate for music programs is a timely subject to consider because KMEA is promoting two major advocacy initiatives that need your participation and are described below. With your help, KMEA can continue to provide information and assistance to all music educators in Kansas because when we speak as one, our message is stronger, clearer, and more effective.

We are one voice...

As the cover of this issue indicates, the six Districts that comprise KMEA serve to promote music education across the state as a unified voice. Their reports include the various workshops, mini-conventions, and other activities that enable teachers, administrators, students, their families, and communities to participate in music in multiple ways. Many direct, teach, perform, attend performances, and offer their support and time to enable the various music activities in the schools. Very often, they engage in multiple musical activities...AND give whatever support they can. The result is, music education and the arts are recognized as essential because they help us reach our full potential; thus enriching our lives, communities, and state.

Looking at the six Districts and the geographical characteristics of Kansas, specifically, where there are concentrations of population and where there are not, it would be easy to think there might be little in common from one area of the state to another. Why would someone in a rural school district be interested in what happens in a suburban music program? Are the concerns of an urban high school choral director the same as those of a director in a rural district minutes away from a city?

During a meeting with other KMEA board members we discussed this very issue regarding potential articles in the KMR. If articles focused on the characteristics of school districts that varied in such ways, would music teachers be interested only in the articles that mirrored their programs? May they possibly read those describing programs that seem, on the surface at least, very different from theirs? Everyone is busy teaching and promoting their own programs, who has time to invest in the concerns of other educators who may not have the same issues and priorities?

A few years ago, I explored the perspectives of music teachers, parents, and school administrators who lived in a variety of geographical locations (Hunt, 2009). It was interesting to compare and contrast how they viewed the role of the music programs in their communities, the role of the music teacher, and what they thought were negative and positive issues regarding support for music in the schools. Ron Chronister (2005) asked urban and rural music teachers, "Why do you stay?" Based on their responses, he developed several categories, including "professional" reasons that included community support and parental involvement. Looking at such information is helpful because it reminds us that although school music programs may vary because of the unique characteristics of their communities, the importance of support, specifically financial support, is common to all.

Kansas has taken the lead in looking at how budgetary decisions affect music programs. Based on the results of last year's survey, 2010: Impact of Budget Cuts on Music Education in Kansas' Schools (see: http://www.ksmea.org/advocacy/impact.php) it is clear the consequences of diminishing financial support on music programs are not good, no matter where a district is located. By acquiring such specific information, we move beyond what "we think" to what "we know" is happening to music education in Kansas. This approach is proactive, and enables music educators to help administrators, politicians, etc., understand what students are losing if school music is reduced or eliminated. It can be used to encourage those who have the power to intercede for music education to do so, because they know the facts, not just the wishes, of our profession.

It may be overwhelming to think about advocating not just for your own music program, but for those of your colleagues as well. Fortunately, there are two things every music educator in Kansas can and should do that can help all music programs in the state. First, fill out this year's survey regarding the impact of budget challenges on music education in Kansas at: https://surveys.ksu.edu/TS?offeringID=179727. Second, provide the names of at least two music advocates for the Kansas Music Advocacy Network when you are asked by your District President. More information about the survey and network is provided by Fred Burrack, the KMEA Advocacy Chair, in this publication.

Speaking of Fred, KMEA is once again leading the way! On September 20, Fred was invited by NAfME to present a national webinar regarding last year's budget survey and the development of our state-wide advocacy network. If you missed it, you can go to this link: http://advocacy.nafme.org/KMEA-Webinar, where it is archived.

Another national recognition goes to Elaine Bernstorf and John Paul Johnson for their article in the last edition of the KMR titled: Tattoos, Technology, and Timecards. NAfME has asked permission to summarize segments of it for the Higher Education/Administration/Research (HEAR) online page. It will be used as a basis for online readers. Once again, the dedicated members of KMEA are being recognized for their efforts to lead the way regarding issues and trends in music education. By the way, for those who teach in higher education, serve as administrators, or are interested in research, HEAR is a terrific resource.

Looking at the national recognitions KMEA members continually receive, it is important to remember that although our music programs may vary in size, location, etc., what we do is viewed as a whole. This serves as a reminder that what happens in one district has implications for everyone. If elementary band is cut out west, it does matter to the districts in the east. When a position is eliminated or reduced, the quality of music education takes a hit at the state level as well. We are connected by what we do, the students and communities we serve, and the passion we have for music. Families move, administrators change positions, and music teachers take different teaching jobs.

Such changes are inevitable, what cannot change is the quality of music programs throughout the state. Providing quality music education must be consistent to accommodate the increasing mobility of society.

We chose our profession because we believe music is for everyone and that it can connect us to each other in unique ways as no other subject can. Music defines who we are as Kansans and links us to those beyond our borders. We embrace this because as we begin each day, we know our priorities, our students, and communities. We have our eyes on our goals and know we can reach them. After all, we live in a state with the motto: Ad Astra per Aspera -"To the Stars Through Difficulty!"

Cited Works

Hunt, C. (2009). Perspectives on Rural and Urban Music Teaching: Developing Contextual Awareness in Music Education. Journal of Music Teacher Education (18) 2. 34-47.

Chronister, R. (2005). Why I stay: The benefits of teaching in urban and rural schools. Paper presented at the meeting of the MENC Southwestern Division Symposium: Teaching Music in Urban and Rural Schools, Dallas, TX.