Reinventing from Within: Thinking Spherically as a Policy Imperative in Music Education

Abstract

If policy is the most significant gatekeeping element for access to and development of community goods and services, and if music educators have historically lived at the margins of policy, then who procures access for the field? How are visions for musical and educational development articulated and what are the resulting implications? This article suggests sphericity as a metaphorical point of entry in discussing the need for the music education field to consider policy and policy studies differently. The article argues for connections between policy and teacher education, contending that the practice of contesting and creating representations of knowledge structures and learning based on deliberative skills is at the center of policy formation and development, as well as the center of teaching.

Research on the Policy of Music Education in China

“…However, in real life, the real needs of music education policy propositions are seldom clarified. In reality, music education policy is often passive, because it is less able to herald the opening of new models or change the status [13]. Therefore, for music education policy, there are two steps that must be justified: first, the objectives of music education policy must be clearly expressed; Secondly, educational activities related to these objectives must be identified.…”

Looking Backwards to Reach Forward: A Strategic Architecture for Professional Development in Music Education

“…While rational choice advocates view merit pay as an incentive for a labor force to produce at higher levels, a strategic architecture framework maintains that educational productivity is spurred by many incentives in a webbed system, including increased pay, improved work conditions, intellectual challenge, the capacity for self-direction and determination, a sense of community belonging, and insertion in feedback loops (Bowers 2001;Bullough 2008;Jones 2001;Schmidt 2009;Spring 1998;Weaver-Hightower 2008). It is not surprising then, that despite numerous school reform efforts-extending days, mainstreaming classroom emphasis to subjects such as English and math, and forcing intensification of teaching-educational outcomes have barely changed.…”

Perspective Consciousness and Cultural Relevancy: Partnership Considerations for the Re-Conceptualization of Music Teacher Preparation

“…Embedding innovative practices within teacher preparation requires curricular restructuring-a call issued by numerous scholars (Kratus 2007;Myers and Wing 2010;Paglialonga 2010;Schmidt 2009;Webster and Campbell 2010). For curricular reform to transpire, perspectives on the aims of P-12 music education and, therefore, music teacher preparation must change to embrace a culturally relevant orientation.…”