The economic challenges facing public schools and music education are immense. In this context, music teachers and supporters will need to engage in persuasive advocacy to protect resource allocations to music programs. It is worthwhile to consider the model of music education advocacy that allowed music to be adopted into the Boston Public Schools in the early 1800s. This article uses Aristotle's structure of ethos, pathos, and logos to provide insight into how the early music education advocates built the tools for persuasion to support music education advocacy. The challenges of using rhetorical language and evidence are addressed, and questions are asked about the future directions for music education advocacy.
When music education is formalized within schools and non-governmental organizations, it often becomes aligned with justice-oriented aims of providing universal access to music education. This qualitative case study examines the formation of a marching band within a Haitian school in northeastern Haiti. Data sources collected and analyzed included participant-observation experience, participant interviews, non-governmental organization Facebook posts, and newsletters. Findings indicate the marching band became a form of justice, solidarity, organizational legitimacy, and community leadership. The marching band was related to justice because it made the honorable humanity of participants visible and satisfied a moral calling for talent development. A case study of the cholera epidemic in Haiti reveals how the marching band afforded the school a forum for legitimate community leadership. Students, teachers, parents, and administrators had differing views about the purpose of formalized music education. Students saw music education as important because it cultivated the beautiful.
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