Michael Ippolito
Intro to Music Ed
Dr. Veblen
Oct. 2, 2016
Music Education Reading: Veblen
Veblen, K.K. (2012). Community music making: Challenging the stereotypes of traditional music education. In C.A. Beynon & K.K. Veblen (Eds.). Critical perspectives in Canadian music education. Pp. 123-133. Waterloo, ON: Wilfrid Laurier University Press.
*Music education as we know it right now could be at risk. It needs to be understood that music education should be about making music in a variety of contexts and making more accommodations for all different cultures and styles of music. If music education does not become more progressive in this respect, it may not continue.
*Sources of funding for CM programs is very limited. They tend to self – funded and only make minimal amounts of money through government grants and other awards. It is almost entirely up to the volunteers involved in these CM programs to make sure that they are financed sufficiently. There is potential for this to change but as of now, it is up to the volunteers to keep them running,
*Educators must remember that while CM is very supportive of music education, it should not replace music education. CM is nothing more than another variation or another take on music education, not a replacement. It cannot save music education; it can only help keep it up.
One thing I would have liked to have seen in the article is the question of how we as musicians and educators can keep music education alive. This article discussed the factors affecting music education and that it need to be more progressive. It discussed community music and everything that is involved with it. I just wish it was more descriptive on what can be done to prevent the fall of music education and how as educators, we can use music to bring people together.
Intro to Music Ed
Dr. Veblen
Oct. 2, 2016
Music Education Reading: Veblen
Veblen, K.K. (2012). Community music making: Challenging the stereotypes of traditional music education. In C.A. Beynon & K.K. Veblen (Eds.). Critical perspectives in Canadian music education. Pp. 123-133. Waterloo, ON: Wilfrid Laurier University Press.
*Music education as we know it right now could be at risk. It needs to be understood that music education should be about making music in a variety of contexts and making more accommodations for all different cultures and styles of music. If music education does not become more progressive in this respect, it may not continue.
*Sources of funding for CM programs is very limited. They tend to self – funded and only make minimal amounts of money through government grants and other awards. It is almost entirely up to the volunteers involved in these CM programs to make sure that they are financed sufficiently. There is potential for this to change but as of now, it is up to the volunteers to keep them running,
*Educators must remember that while CM is very supportive of music education, it should not replace music education. CM is nothing more than another variation or another take on music education, not a replacement. It cannot save music education; it can only help keep it up.
One thing I would have liked to have seen in the article is the question of how we as musicians and educators can keep music education alive. This article discussed the factors affecting music education and that it need to be more progressive. It discussed community music and everything that is involved with it. I just wish it was more descriptive on what can be done to prevent the fall of music education and how as educators, we can use music to bring people together.