Staying in Tune With Music Education

Abstract

A nationwide sample of undergraduate music education majors (N = 260; 69% completion rate) completed an electronic survey to determine awareness of music and general education policy and advocacy efforts. Students reported concern with the impact of policy on school music programs and their future careers. They were informed about music education policy issues at the state level but less so at national and local levels. Although respondents indicated involvement with professional associations, they rarely or never participated in policy initiatives. Methods courses provided policy information; professional organizations effectively convey policy information to undergraduates. NAfME Collegiate chapters offer music and general education policy-based activities, though many respondents were uninformed of their chapters' efforts. Students were unfamiliar with key buzzwords, people, and acronyms of present-day education policy. Involving students in educational policy endeavors will equip them with a knowledge base from which to speak and act, securing the future of music education.

Preservice Teachers as Policy Actors: Developing Policy Consciousness in a Student-Led Arts Partnership Program

“…Preservice music educators have been identified as one group who may benefit from increased policy study (Aguilar & Dye, 2020; Burton et al, 2015; Schmidt, 2009, 2020). Schmidt (2009) noted that the study of policy could be one way to bring “students’ attention to the fact that education is political and, as such, is never simple” (p. 42).…”

“…Despite calls for policy to be implemented in preservice music programs, Burton and colleagues (2015) noted that there remains little opportunity to engage with policy in undergraduate music curricula, and undergraduate students recognize gaps in their policy-related skills, particularly in terms of how policy is enacted contextually. Although models and curricular structures for engaging preservice music educators in policy have been suggested (e.g., Aguilar & Dye, 2020; Colwell, 2011), many of these models still take place within the university setting.…”

Developing Music Education Policy Wonks: Preservice Music Education and Policy

“…In their review of literature on civics research, Carpini and Keeter (1996) suggested that “all things being equal, the more informed people are, the better able they are to perform as citizens” (p. 219). Burton, Knaster, and Knieste (2015) surveyed undergraduate music education majors about their political awareness, and found that respondents were mostly unaware of relevant policy issues and figures. For example, a large majority were unfamiliar with then U.S. Secretary of Education Arne Duncan, did not know if their home state had received a Race to the Top grant, and were not familiar with the Elementary and Secondary Education Act.…”

“…In terms of civic engagement and political participation, Burton et al’s (2015) preservice respondents were largely uninvolved in advocacy efforts, with nearly 90% reporting that they never or rarely participated. Dye and Richerme (2015) found that inservice teachers were overwhelmingly likely to be registered to vote and that they participated in both presidential elections and state/local elections at rates far higher than the general population.…”