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This article was downloaded by: [University of Glasgow] On: 04 October 2014, At: 08:57 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Design For Arts in Education Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/vzae20 Teaching the Teachers of K-12 Teachers III. Symposium on Advanced Graduate Study in Music Education Robert J. Werner a a University of Cincinnati's College-Conservatory of Music , USA Published online: 03 Aug 2010. To cite this article: Robert J. Werner (1991) Teaching the Teachers of K-12 Teachers III. Symposium on Advanced Graduate Study in Music Education, Design For Arts in Education, 92:5, 9-10, DOI: 10.1080/07320973.1991.9934853 To link to this article: http://dx.doi.org/10.1080/07320973.1991.9934853 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http:// www.tandfonline.com/page/terms-and-conditions

Teaching the Teachers of K-12 Teachers III. Symposium on Advanced Graduate Study in Music Education

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Page 1: Teaching the Teachers of K-12 Teachers III. Symposium on Advanced Graduate Study in Music Education

This article was downloaded by: [University of Glasgow]On: 04 October 2014, At: 08:57Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House,37-41 Mortimer Street, London W1T 3JH, UK

Design For Arts in EducationPublication details, including instructions for authors and subscription information:http://www.tandfonline.com/loi/vzae20

Teaching the Teachers of K-12 Teachers III. Symposiumon Advanced Graduate Study in Music EducationRobert J. Werner aa University of Cincinnati's College-Conservatory of Music , USAPublished online: 03 Aug 2010.

To cite this article: Robert J. Werner (1991) Teaching the Teachers of K-12 Teachers III. Symposium on Advanced GraduateStudy in Music Education, Design For Arts in Education, 92:5, 9-10, DOI: 10.1080/07320973.1991.9934853

To link to this article: http://dx.doi.org/10.1080/07320973.1991.9934853

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) containedin the publications on our platform. However, Taylor & Francis, our agents, and our licensors make norepresentations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of theContent. Any opinions and views expressed in this publication are the opinions and views of the authors, andare not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon andshould be independently verified with primary sources of information. Taylor and Francis shall not be liable forany losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoeveror howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use ofthe Content.

This article may be used for research, teaching, and private study purposes. Any substantial or systematicreproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in anyform to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions

Page 2: Teaching the Teachers of K-12 Teachers III. Symposium on Advanced Graduate Study in Music Education

TEACHING THE TEACHERS OF K-12 TEACHERS 111. SYMPOSIUM ON ADVANCED GRADUATE

STUDY IN MUSIC EDUCATION

T he rather convoluted title of this symposium is meant simply to de- scribe our intent to consider vari- ous aspects of graduate education in the preparation of the next cadre

of college music education professors and how this preparation may determine the fo- cus that these professors will bring to their training of the next generation of K-12 mu- sic teachers. Even the casual reader of our professional literature is aware that there is no lack of “experts” nor paucity of opinions on the subject of educating teachers.

We have chosen to center our concerns on three aspects of preparing the music educa- tion professoriate-into whose hands fall the responsibility of developing curriculum, re- search, and anticipating the future needs of the profession-as the basis for developing an approach that will appropriately prepare the music teachers of the future. At the doc- toral level of preparation for college teach- ing, we have inherited a system that contin- ues to become more and more focused, so that we have a continuum of specialists training specialists. This approach to gradu- ate education too often becomes a model for our undergraduate studies. Thus, we have selected as the focus for this symposium spe- cific challenges that should be considered in the preparation of K-12 teachers.

Music education professors have numer- ous responsibilities. In many institutions, they are expected to teach undergraduates; to inspire and develop graduate students; to engage in research activities; and to be active in their service function to the university, community, region, and nation. As success- ful as many are in balancing these various re-

sponsibilities, it is apparent that it is time to consider seriously the efficacy of our present training of music educators. In this symposi- um, we take the position that the most effec- tive and long-range means to affect the edu- cation of undergraduate music educators is by examining the way we prepare their teach- ers, the college professors of music education.

The role of professors as professional models and guides is sometimes not given the attention it deserves, particularly in times when their graduates will be called upon to exhibit imagination, dedication, and a depth of understanding of their art. Such demands require that graduates have both comprehen- sive experiences and a thorough understand- ing of the discipline, as well as creative ap- proaches to a teaching method that can be adapted to a multitude of settings in which they will be called upon to teach.

It is indeed appropriate to focus on the graduate education of future college teachers in order to approach the problems of K-12 education and the undergraduate prepara- tion of teachers for that level. Discussions of these areas almost completely ignore the atti- tudes and perspectives of the teachers of these teachers. Relatively little attention is given to understanding students at the young-adult level, their perspective of “mu- sic,” and the ways in which the background of experiences they bring to their training can be developed to deal with the sophisti- cated and demanding needs that the K-12 music teacher faces in today’s school. Re- form in teacher education must obviously be considered as a curricular challenge. Thus, an in-depth review of curriculum and the needs placed upon it in light of the chal-

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Page 3: Teaching the Teachers of K-12 Teachers III. Symposium on Advanced Graduate Study in Music Education

U E S I l ; \ F O R

ARTS IN ED~ICATION

lenges faced by our music educators is the most important means of breaking the circle of blame often seen when reviewing the status of music education in our schools to- day. It centers the responsibility for reform on a review of curriculum for a more appro- priate system of music education.

A change in the curriculum for training music educators is not a “quick-fix.” It is multifocused and based upon the inheritance of decades of precedent from teacher-train- ing institutions to the performance-oriented conservatory, which Lizabeth Wing so ap- propriately describes.

For many, the raison d’&tre of graduate teaching is research. Research in music educ- ation has received considerable attention and has developed dramatically over the past few decades. David Boyle helps us to focus on the place of this important area of both graduate education and professorial respon- sibility in the matrix of preparing future col- lege professors. K-12 teachers should be helped to understand research procedures and to interpret research findings. The aver- age precollege music educator is not expect- ed to engage in sophisticated research but should be able to draw upon such research both in teaching and for a better understand- ing of the discipline.

As we enter this last decade of the century, we are becoming painfully aware that the United States is not a melting pot, but, rather, a coalition of many backgrounds. We are all becoming more aware of the im- portance of this multiethnic, multicultural milieu in which we live and teach. Barbara Lundquist presents a perspective that must be considered in developing appropriate train- ing for the next generation of music educa- tion professors. Her in-depth discussion of this area provides us with a focus of how one might approach this challenging need to bring a multiethnic and multicultural perspective to the teaching, research, and societal obliga- tions of the college music education profes-

sional. This perspective calls upon today’s professors to provide the leadership that will be essential to the future of music education in this country, and even internationally. Few monocultural school settings are left in North America, Europe, or other industrial- ized countries throughout the world. The teacher at both college and K-12 levels is a cultural mediator and, consequently, we must develop graduate programs that survey a constellation of issues, including the op- tion for study in this important area of doc- toral inquiry. Development of these pro- grams will call upon expertise not only from the music unit but from specialties through- out the university.

Each of these three areas is discussed sep- arately, with the understanding that the reader will consider them in a coordinated and comprehensive balance in the education of future college professors. Certainly, some institutions choose to emphasize one area more than another, based upon faculty ex- pertise and the unit’s philosophical position, but some reasonable experience in each of these areas must be acknowledged.

Any significant change in the graduate ed- ucation of music education professors must be centered on music. Since the alumni of our graduate programs will be responsible for providing the education of the future generations of music educators, they hold within their power the opportunity to affect most aspects of the profession. It is with this perspective that we present this symposium.

Robert J. Werner, coordinator

Robert J. Werner is dean of the University of Cin- cinnati’s College-Conservatory of Music. He is president of the National Association of Schools of Music and past-president of the College Music Society and the International Society for Music Education.

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