Teaching

“Education is life itself.”

– John Dewey

How does one enact the core values of access, diversity, equity, and inclusion in the choral and music education setting? Beyond using trendy buzzwords and musical tokenism (i.e., programming that go-to concert closer, the upbeat Gospel number), educators must dig deep within themselves if they want to effect systemic change. A willingness to re-examine one’s own core beliefs and values is necessary if we are to facilitate our students’ exploration into what it means to foster more equitable music making.

Ask yourself this: What is your own, personal musical canon? From where did it come? What you believe about whose voices deserve to be amplified? Which narratives deserve to be heard? Why?

Challenge that canon with new programming, uplifting minoritized voices by collaborating with and honoring the culture bearers of non-Western musics, commissioning pieces from emerging composers, and crafting a holistic educational experience for students.

Music education is not limited to learning notes on a page or even the craft of scaffolding an excellent lesson plan, but rather the intentional dissection of the carefully constructed conservatory mindset to lay bare one’s biases, prejudices, and core values. It is only then, in the vast, open, and vulnerable space of oneself, if you are courageous and humble enough to listen, that you may hear new perspectives.