Music on a Mission Statement

If humanity is an oyster, then music is its pearl. Are there any music educators out there who have encountered a secondary school whose mission statement includes the word “music?” I would say a school with the word “music” in its mission statement is a rare find, like a precious stone. I can envision a school where the music curriculum breaks out of the confines of being posited by administrators as a “special.” “Special” is often the dutiful designation of an essential educational component, general music class. So music class is a “special,” is as if it were graciously allowed into the party of academic life, only after peeking over the velvet rope with sad and pleading eyes. Oh sure, music is indeed … special, of course. Why isn’t math called a “special,” or language arts designated “special?” Tell me music teachers, what class schedule or budget is on the chopping block when adjustments need to be made? Ah yes, that special, right? That would be the music class more than likely. In my teaching experience, administrators often see music class as a spot where students get a break from academic rigor. Expectations for a scholarly pursuit of musical knowledge are inferred to be on the lower end. Some parents, students and administrators seem to regard an A in music as low hanging fruit. Many do not understand how math could be associated with general music. At some schools, music classes are parceled out to occur one or two times per week and are great sacrificial lambs when fire drills are scheduled, or entire class absences are desired for one activity or the other.

Music should never be called a “special.” It is a core subject that adds a vibrancy and fluidity in understanding core subjects on a cognitive and emotional level. For instance, I taught my 7th and 8th grade students the Great American standard “Brother Can You Spare a Dime.” They learned about the great depression era in more of a well-rounded way. Through various musical performances and explanations of the song, they received an infusion of the composer’s emotional content, channeling the frustrations of the unemployed in the 1930s. I integrated social studies into the “special,” music class. With the memorization of the lyrics and their critical analysis of the songwriter’s tonal choices, those kids are more likely to retain the relevance of that particular chapter in American history for a longer period than if they simply read a chapter on it. Hmmm, maybe some people do not want that to happen.

With dystopian visionaries in the executive branch showing outright contempt for arts funding, it is important for us to not be shocked by the deconstruction of the “administrative state.” Consider the draconian elimination of the NEA federal budget. After all, are there not many like-minded “visionaries” serving in school hierarchies no matter who is in the White House? The arts do play an important role in a lot of schools but perhaps more in terms of marketing, attracting families to the school with the promise of a “well-rounded” education. At the same time however, I have noticed with increasing regularity, the preference for part–time music teachers versus full-time music teachers. Athletics holds greater sway with parents and administrators in many instances in terms of scheduling and funding. Beyond education, in our pop culture, people seem to have gotten used to acquiring great works of sonic art, for free, with streaming services and the like. So unlike bananas in a market, a recorded song is virtually worthless in the minds of many people, no matter how good it sounds or how good the music makes them feel. Music is in fact a valuable commodity as are the musicians who create it for our enjoyment and enrichment. I wonder if a sculpture could be “streamed” as a digital file if it would then be rendered less valuable.  

Musicians think quantitatively and qualitatively as a matter of course. Through auditory and visual means, we professional musicians discern between symbols and sounds based on their vibrational rate and time value. This habit of mind is a manifestation of critical thinking, so awfully needed. Imagine years of learning to notice every little thing from top to bottom, left to right, forwards and backwards. That’s what musicians generally practice day in and day out. An educated public, well versed in the performing arts, makes for a stronger, more responsive citizenry. So if I were a new school, music would be in my mission statement.

By Lenny Rountree

Lenny's drawing of Eighty-eight, one of the characters from this storybook "The Notable Characters." Debbie Harry of Blondie wrote about the value of music in today's music business in terms of royalties and emerging musicians trying to earn a living. Here is the link to her blog: 

https://www.theguardian.com/music/musicblog/2016/apr/26/debbie-harry-youtube-royalties