...don't tell

place in the classroom. a live sharing session is optimal because it encourages interaction between the public and the students. discussions and demonstrations take place. Students interact with the audience as performers and experts. While an informance with younger children will need to be more teacher directed, older students speaking for themselves is a valuable advocacy tool. a child’s musicianship skills and confidence as a speaker and performer show the power of music education much better than a teacher telling the benefits of music education.

a live informance is not always possible, however. In this case, playing a video of group project presentations, classroom discussion or compositions during key times when parents are in the building are alternatives. Posting clips and students work to a school web site is also a possibility. create access to student work through technology so that even though families are in the same room, they are still part of a child’s music education. Play student compositions through the school’s intercom system. encourage students to find other avenues to share their work.

Informances provide opportunities for student musicians and music teachers to show the community what takes place dur- ing music class. In times of budget crises, showing creates a powerful impact. t he emotion and excitement generated by the informance has a longer lasting impression than just telling the public about the importance of music education. c ommunities support what they value; encourage them to support music by showing them the value of music education.

Resources

abril, carlos R. and Brent m. Gault. Perspectives on the music Program: opening doors to the School community. music educators Journal: (32-37), may 2007. Bess, david m. and Robert e. Fisher. arts advocacy in music education. music educators Journal: (17-22) July, 1993. davis, Virginia Wayman. d on’t Stop advocacy at the classroom d oor! Planting Seeds with today’s Students. General music today: (7-10) Spring 2007. e lpus, Kenneth. Improving m usic education advocacy. a rts education Policy Review: (13-18), January/February 2007. Kimberly.Holster@mansfieldschools.com

Burton, Suzanne L. educate o ur advocates! m usic educators Journal: (17-21), may, 2004.

[Reprinted with permission from the massachusetts music News, Winter 09-10]

“Why Art Makes Kids Smarter.” Nancy Kalish, Parenting Magazine, January 2010

“Hong Kong as well as Japan, canada, Finland, and five other countries that consistently outperform us in math and reading all require extensive education in the arts without narrowing their curriculum, according to a new report from c ommon c ore, a Washington, dc, educational research and advocacy organization.

For example, national guidelines in Hong Kong recommend that fourth-graders visit artists’ studios and study great works of sculpture and painting; in ontario, canada, learning musical composition and conducting are standard for eighth-graders.”

mike Klinger