A recent article by Zachary Woolfe in the New York Times, Tested Out Upstate: Classical’s Future: Orchestras in Albany, Rochester and Buffalo Stay Nimble, is not about music education but perpetuates the myth that music education is on the decline or is “decimated.” This trope has a long tradition in a range of journalism even though it is rarely backed up by evidence or the voices of certified music educators. The article Apparently, We Disappeared by Lauren Kapalka Richerme traces similar discourse in media that continually asserts that music education is on the decline, is decimated, no longer exists, or similar themes.
[added 5/3/14 Perhaps detailed information on specific regional and local accounts of districts that cut or eliminate music and arts programs can be helpful for advocates to make a case for maintaining, supporting, or growing programs by certified and highly qualified arts educators. I am speaking here of the blanket assertions or passing statements that music education is on the decline or is decimated.]
Why is it that journalists who mention “music education” rarely include the voices or perspectives of certified music educators or experts in the field? While many music education programs are facing difficult times due to budget cuts and lack of support, music education thrives throughout the country. Why are rich descriptions of public school music education programs or music teacher education programs essentially non-existent in journalism at the national level?
For instance, over the course of today, Friday 5/2/14, I had the privilege of speaking with phenomenal graduate music education students during their portfolio defenses about their variegated innovative approaches to their school music programs. Their stories and the experiences of their students are rarely heard by the general public.
As an experiment, read through or listen to news stories that mention music education and identify the types of voices and perspectives that journalists include and exclude. How often are certified arts educators included in the story? How many quotes are attributed to certified music educators? How many public school music programs are described in detail? What statistics or evidence are included to support assertions? How often do you see the National Association for Music Education or Society for Music Teacher Education mentioned or hear from representatives of these organizations in the media?
What will it take before we see responsible and accurate reporting on music education in public schools?
In the meantime consider adding your voice to the national discourse on music education whenever you observe a related article, including kudos to the journalists who provide rich descriptions and analyses of thriving, innovative, and successful music programs across the United States.