#2: How We Can Improve Music Curriculums and Why We Shouldn't "Reposition the Elements"

Rose and Countryman (2013) highlights the problem with popular music education curriculums across North America — that is — their tendency to teach music in a rigid, impersonal way. This student-curriculum disconnect is fascinating to me; many children participate in experiences such as jam sessions, but today’s curriculum demotes the importance of these activities by teaching classical music as the ‘highest’ or ‘most important’ type of music. Even when a music teacher, Kailee, excites her students through a Lord of the Rings band arrangement, she is seen as unprofessional by her peers. Overall, one observes a disheartening process — music educators othering themselves from mainstream society by following the prescribed classical music curriculum too closely. This close-minded approach discourages students from enrolling in music classes, diminishing the importance of music teachers in schools.

In my opinion, teachers and the government must take steps to make music classes more enjoyable for students. For instance, music classes could teach electronic music production through apps such as Garageband. This use of electronic devices engages students, while still teaching them valuable lessons about composition. The article challenged my opinion on how to address this issue because it implies that educators must teach the elements of music (harmony, meter, timbre, dynamics) implicitly. This philosophy aims to encourage students to listen to music as a more personal experience, making the subject more relatable. However, only stating that a piece sounds beautiful is not conducive to any intellectual or meaningful discussion about music. As outlined above, teachers must introduce new methods to stay relevant while teaching the fundamentals (e.g., the elements of music) to build students into well-rounded musicians.

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References

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