This year, there is an AI initiative at the school where I teach. This got me thinking about what AI would come up with if I asked it what the issues were in higher education in Alabama for Music Education. As we know, AI uses datasets and algorithms to identify patterns, learn from those patterns, and make decisions or predictions based upon this process. According to the AI search on Google, the key issues in Music Education in Alabama higher education include underfunding, the need for updated curricula to meet new technology and industry demands, lack of access at the K-12 level which impacts the pipeline for the college programs, and the administrative hurdles of teacher certification and student learning.
Listed below are the specific explanations for the results directly from my Google search:
Curriculum and Programmatic Challenges
Limited Four-Year Pathways:
Some community colleges lack direct four-year degree options, creating a barrier for students to continue their music education beyond an associate’s degree, according to a proposal for Athens State University.
Outdated Curricula:
There is a need to develop more current and adaptive music education curricula that incorporate modern music industry practices and technological integration to prepare students for the evolving field.
Funding and Access Issues
Underfunding and Lack of Support::
Principals in Alabama cite limited funding, scheduling inflexibility, and an overemphasis on core subjects like math and reading as obstacles to arts education, leading to underfunded and undersupported arts programs.
Impact on the Pipeline:
The lack of K-12 access to arts education due to underfunding and lack of teachers creates a weaker foundation for music programs at the higher education level.
Teacher Certification and Standards
Standardized Testing Dependence:
Music education majors face significant obstacles in completing degree requirements due to the reliance on passing standardized tests like the Praxis® Music Content Knowledge Exam.
Delayed Graduation:
Failure to achieve a passing score on these exams can delay student teaching and graduation, creating administrative burdens.
Advocacy and State-Level Support
Advocating for Funding:
Music educators and organizations like the Alabama Music Educators Association (AMEA) are actively advocating for continued federal and state support for arts education through initiatives like Title I, II, and IV funds and the Arts Education for All Act.
Illustrating Financial Impact:
Advocates highlight the significant financial impact of the music industry on the state to demonstrate the value and potential return on investment in music education programs.”
We can see the need to get involved in advocacy with K-12 schools to encourage those in charge to support the music programs in their schools. Without strong K-12 music programs, higher education institutions have no pipeline into their programs. It also limits the number of jobs available for our graduates of music education. The success of our profession depends on the success of music at all levels, from elementary general music through beginning ensembles and finally through their high school ensembles. I encourage you to participate in the advocacy programs offered through AMEA and NAfME. I also encourage you to be very active in your local area and to develop advocacy programs where they are needed.
There is also a great deal of technological advancements that have been developed over the last few years that have made some of our curriculum outdated. We can work around some of these through our in-class teaching and assignments, but we also need the technology in our department for the students to use and master before they go into the classroom and need to be able to use them. A couple of examples that come to mind are how to use drill writing software for band directors, or how to use music writing software. Even simply the use of a computer word processing and database software. To many of us this sounds like simple task, but as deeply engrained the current generation is with electronics, many have never used much productivity software and especially specialty software for music.
Underfunding is not a new issue for music classes and music education. It is great when you have funding agents in your area that understand the cost and reward associated with a music program. It is sometimes hard to explain why the cost of a music education program is a great payout when your finance administrators only see cost and not the abundant rewards that come through music education. This is an area of advocacy that is probably not actively pursued as thoroughly as needed. Many times we advocate only when we are on the defensive when it is an important issue that should be advocated for proactively.
Passing the Praxis Music Content Knowledge Exam was listed as another issue facing Higher Education Music Education programs. The issue comes if the student isn’t ready for the exam and they don’t score high enough to pass. This can delay when they graduate or when they get licensed by the state. If they are to graduate in the spring and want to get a job in the fall and don’t pass the praxis in time, it could take them out of the running for a fall job and they would not be eligible to be licensed until after all the jobs are filled.
I hope this month’s article has given you food for thought about the health of our higher education music education programs. We have great music programs around the state of Alabama. I encourage us all to always move forward.
“The future of our nation depends on providing our children with a complete education that includes music.” – Gerald Ford