Music Advocacy; We Can Make a Difference
Advocacy: the act or process of advocating or supporting a cause or proposal.
Music Advocacy: the act or process of supporting music learning for every child.
Over the last two decades there has been much attention given to the subject of music advocacy. Ongoing research continues to point to “the study of music” as a key factor in the positive growth and development of EVERY young person. Through the efforts of MENC (The National Association of Music Education), NAMM (The International Music Products Association) and other music-support associations, we have harvested a rich crop of compelling data supporting the idea that every child has the propensity to be a music-maker, along with the spin-off benefits of the awakening of the creative mind.
Unfortunately this priceless information has no value unless it reaches its target audience; parents, administrators, community leaders, and students. As music educators we must take an active role in the dissemination of this vitally important data, otherwise we are right back to square one in our efforts to inform and educate the decision-makers in our schools and communities.
Certainly there is no better form of MUSIC ADVOCACY than the establishment of a first class music program reflecting a worthy docket of classes/opportunities leading to artistic excellence. This, in itself, often seems to be ENOUGH to avoid any possible threat to present and future musical landscape. However the onset of various educational requirements has brought about extensive testing, new mandates for school accreditation, and an array of additional systemic dictates. They all require TIME, and where will that TIME be found in the school day? This heightens the crucial importance of our music advocacy efforts to insure the security and welfare of the offered music classes.
Complacency can lull us into a state of contentment/denial that is certain to unknowingly become our Achilles’ heel. Then, when the predictable cutbacks begin and the music program becomes a target for the sharpened budgetary/scheduling pencil, we (in desperation) turn to music advocacy as the save-all answer to the present predicament; by then, it is a case of too little, too late. At best, it is a quick fix, and (most certainly) one that will not last.
Music advocacy must be an ongoing process. Rather than thinking of it as a way to “justify music in our schools,” it must be seen as a pro-active avenue of ongoing communication with; present music-makers, potential music-makers, music supporters, fellow-faculty members, administrators, and ALL parents. We must inform every one of the benefits of music learning and music making as it relates to every aspect of life. For those who have strong music programs, it serves as an affirmative reminder of the strength music offers to the entire curriculum. And for those who are involved with a music program in the growth-mode, the advocacy information is certain to awaken an enthusiasm that can initiate a new consciousness about the importance of a quality music curriculum in every school.
This we know:
* The vast majority of parents point to their child’s EDUCATION as the number one priority in preparing young people for the challenges of the future, and they want their sons and daughters to be postured to embrace their personal and professional pathways.
* Secondly, every administrator is dedicated to creating a school-of-distinction that will serve ALL students by offering an outstanding curriculum. Administrators make choices based on “what they know.” We must make certain we bring the latest information to their attention so they have the necessary data to support their decision-making.
* Community leaders are keenly aware of the necessity of the importance of “schools of excellence” as a cornerstone in the foundation of a prosperous community. The schools with a stalwart arts program continue be the premier institutions of learning.
When we raise the awareness of people, they willingly listen, participate, and take action in support of music in our schools. When we “assume” they understand, we are risking the educational future of many students who are at-the-effect of the established class requisites.
We all have a responsibility to “share the good news.” Be encouraged to visit the web site: www.supportmusic.com. You will be availed to a library of rich data highlighting the importance of music for every child. If you have not been involved with music advocacy, NOW is the time; if you are actively incorporating music advocacy as part your program, continue to discover new ways to bring the good news to all. We are only limited by our imagination. We CAN make a difference.
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