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    Myers

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    The document discusses promoting lifelong involvement in music beyond schooling. It summarizes an article by Myers (2007) that argues for freeing music education from being tied solely to schooling and making music education opportunities available to people of all ages in the community. The article uses a survey finding that 90% of parents see arts as important but emphasis declines after grade school. The case of a 48-year-old woman retaking piano lessons is provided as an example of the benefits and different approach needed for adult music education versus teaching children.

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    Myers

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    The document discusses promoting lifelong involvement in music beyond schooling. It summarizes an article by Myers (2007) that argues for freeing music education from being tied solely to schooling and making music education opportunities available to people of all ages in the community. The article uses a survey finding that 90% of parents see arts as important but emphasis declines after grade school. The case of a 48-year-old woman retaking piano lessons is provided as an example of the benefits and different approach needed for adult music education versus teaching children.

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    The document discusses promoting lifelong involvement in music beyond schooling. It summarizes an article by Myers (2007) that argues for freeing music education from being tied solely to schooling and making music education opportunities available to people of all ages in the community. The article uses a survey finding that 90% of parents see arts as important but emphasis declines after grade school. The case of a 48-year-old woman retaking piano lessons is provided as an example of the benefits and different approach needed for adult music education versus teaching children.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    31 views1 page

    Myers

    Uploaded by

    api-301442420
    The document discusses promoting lifelong involvement in music beyond schooling. It summarizes an article by Myers (2007) that argues for freeing music education from being tied solely to schooling and making music education opportunities available to people of all ages in the community. The article uses a survey finding that 90% of parents see arts as important but emphasis declines after grade school. The case of a 48-year-old woman retaking piano lessons is provided as an example of the benefits and different approach needed for adult music education versus teaching children.

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    Myers, D. (2007).

    Freeing music education from schooling: Towards a lifespan


    perspective on music teaching and learning. International Journal of Community Music
    1(1): 49-61
    Freeing Music Education from Schooling: Toward a Lifespan of Perspective on
    Music Learning and Teaching brings up the important issue of how does one promote
    lifelong involvement in music. Myers (2007) uses statistics from the Americans for the
    Arts survey with the result being that ninety percent of parents believed arts were
    essential to a well-rounded education. Though it seems we are very supportive of arts in
    the school system, even with budget cuts, it is the societal norm to put less emphasis on
    the importance of arts education after grade school. The notion of Freeing Music
    Education from Schooling means that Myers (2007) wants equal opportunities for
    Music Education to be available for everyone in the community.
    I really enjoyed reading this article since its my goal in life, and as an educator to
    promote involvement in the arts no matter the age. Last year, I have the pleasure of
    working with a woman named Anthea. She was 48 years old and had quit piano at 14
    years old after having a horrible experience with a piano teacher. She started lessons
    again at 45 years old with her two teenage daughters. I became her teacher in her third
    year of lessons and we automatically had a great relationship. It was a great learning
    experience for me; a twenty year old who just received her Diploma of Music teaching
    someone who could easily be her mother. I quickly learned that unlike teaching children,
    working with adults was more of collaboration than anything else. I was able to find out
    what I could push her further in and what I had to be more patient in because of her
    ability to voice her opinion. One of my advantages in music is that I have a very natural
    sense of rhythm, and difficult rhythms are not an issue for me. On the other hand,
    rhythm was Antheas weakest skill as a musician. We were able to develop that aspect
    of her musicianship while working together because she was able to tell me what
    exactly did not make sense to her. On the other hand, I was lenient with practicing
    because I could understand that this was just her hobby after being a mother and an
    accountant all day. It didnt matter than we went over the same polyrhythm for a couple
    weeks because she was just so excited to sit down and try again. I was truly proud of
    her for starting lessons again as she told me after a stressful day in the office, she was
    relieved that she could sit down at the piano and relief her stress by playing beautiful
    music. She is my inspirational for promoting a music education that does not stop after
    childhood.

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