8/31

Grashel, John. "An Integrated Approach: Comprehensive Musicianship." Music Educators Journal 79.8 (1993): 38. Web. 

This article addresses aspects of music education that are commonly overlooked in our public school systems. The performance of music, while it may be the primary goal in our schools, is not the only thing to be gained from music classes.

Grashel discusses several different ways to diversify music education.

How practical are these categories?

Is it difficult to get the administration on board with this approach?

Should this style of teaching begin in elementary school or later?

Reimer, B. "Should There Be a Universal Philosophy of Music Education?" International Journal of Music Education 29.1 (1997): 4-21. Web. 

This article sums up four differing philosophies of music education; formalism, praxialism, referentialism, and contextualism. Reimer suggests that a combination of all four types is essential for a complete music education.

It seems like most music classes around the country take a praxial approach to teaching music because students perform more than anything else. Is this true? How is this different in other countries? Is there evidence of other countries being more effective in their approaches that may not be focused on praxial learning?

8/26

Norcross, Brian. "American Band Education." Music Educators Journal 78.5 (1992): 53. Academic Search Premier. Web. 25 Aug. 2015.

American Band Education - Brian Norcross

This article interviews Frank Battisti, Frederick Fennell, and Warren Benson, all of which are influential figures in the world of wind music. Much of the article discusses Battisti's high school band and how he changed it from a "band program" to a "music program." The band shared a special connection with Frederick Fennell and his ensemble at Eastman.

This article was uplifting and inspiring. Battisti's approach to teaching band at the high school level reflects what I perceive as an excellent music program. The students were given many opportunities while in school and they truly loved being there to play music with each other.

Williams, David A. "What Are Music Educators Doing and How Well Are They Doing It?" Music Educators Journal 94.1 (n.d.): n. pag. Web. 26 Aug. 2015. 

What are Music Educators Doing and How Well are They Doing it? - David Williams

Williams presents many arguments that contradict the popular opinion of many secondary music teachers in the world today. He challenges the model of large ensembles, national standards, cultural relevance, and more.

Williams opinions are fascinating to me and I truly appreciate and enjoy the difference in opinion between him and Battitste. Both perspectives are important to keep in mind when structuring a program.

Reimer, Bennett. Seeking the Significance of Music Education: Essays and Reflections. Lanham, MD: Rowman & Littlefield Education, 2009. 

The Way it Will Be - Bennett Reimer

This chapter from Reimer's book parallels two scenarios of art education in school systems. One system depicts a school in which arts education is considered extremely unimportant and the art teacher in the scenario is lost and unaware if her job is stable. The second scenario exists in a world where arts education is a huge priority in schools and recognition is no issue.

I did not gain as much from this reading as the other two. The scenarios were interesting to read about and consider, but I feel as if they didn't do a lot to further my teaching philosophy. Perhaps with more context from the rest of the book I would be able to draw more information out of this chapter.