Preparing Rural Music Teachers: Reflecting on “Shared Visions”

Abstract

This article provides a view of rural music teacher preparation through the lens of critical social theory, drawing from literature about rural schools and social class, and the author’s experience as a rural student, teacher, and music teacher educator. It brings to light patterns of privilege and oppression within current ideals, standards, and practices, particularly as they might relate to “shared visions” in music education and/or music teacher education. The overall aim, nonetheless, is practical—identifying specific problems in preparing rural music teachers and suggesting a range of possible solutions.

“It Really Comes Down to the Community”: A Case Study of a Rural School Music Program

“…Not unlike other rural school music programs (Bates 2013, Spring 2013, the longstanding history and tradition of individuals and the music program in the community prompted community investment in the school music program, and inspired a strong sense of pride for residents of Ellensburg. This history and pride helped to sustain the music program throughout the persistent problem of music teacher transience that was present until Noah's arrival, a common concern for those in rural school settings (Bates 2011). Noah's leadership and commitment to building relationships also contributed to the program's success and value in the community.…”

“…Schools are often deeply cherished in rural communities (Bates 2013), and their music programs have an opportunity to help create identity for the greater community (Spring 2013). Rural music teachers can develop close personal relationships with students, parents, and community members that provide them with a sense of belonging, as well as validation and support from the community (Bates 2011). Rural school music teachers can develop a strong support system from parents and the community by making their programs visible in the community, and providing opportunities for student participation (Bates 2011;Hunt 2009;Spring 2013).…”

“…doi:10.22176/act15.4.56 58 teachers in rural school districts may face different challenges than their urban and suburban counterparts. Music teachers may be new to teaching, and find themselves isolated from urban areas and resources (Bates 2011;Spring 2013). Some music teachers treat their rural music teaching positions as entry-level jobs, thus preventing them from developing any long-term attachment or commitment to the school or community (Bates 2011).…”

“…Music teachers may be new to teaching, and find themselves isolated from urban areas and resources (Bates 2011;Spring 2013). Some music teachers treat their rural music teaching positions as entry-level jobs, thus preventing them from developing any long-term attachment or commitment to the school or community (Bates 2011). Such challenges can be considered in the larger dialogue about the value of music education, not only in rural settings, but also in public schools throughout the United States.…”

The Power of Metaphor in Rural Music Education Research

“…These practices were held outside of the regular school day. Bates (2011) remarks on the expectations of music educators to fulfill many different roles during the school day. He states, "Teachers in small rural communities, as they say, 'wear many hats'; they serve in multiple roles especially when teaching K-12 music (and sometimes additional subjects) or serving in leadership positions within the school or district" (92).…”