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P R E FA C E

A COMMITMENT TO MUSIC IN EDUCATION

WE MUST MOVE BEYOND ART FOR ART’S SA T H E I M P O R TA N C E O F A R T F O R E D U C A T I

  • DR. CHARLES FOWLER, ST

With the Journal for Learning Through Music, the New England Conservatory, through its Music Education department and Research Center for Learning Through Music, supports the belief that this is a crit- ical time for music and the arts in schools. This new journal is intended to promote a national discourse focused on the extraor- dinary range of learning associated with music by providing a forum for the discus- sion of new perspectives on the essential role music can play in public school educa- tion. By providing a vehicle for joining evidence of the impact of 1) musical training on learning, 2) successful arts in education programs, and 3) positive change in schools due to music, the thinking and practices can be strengthened everywhere.

The Journal is intended to speak to a broad audience: artists, teachers, educators, researchers, policy makers, and leaders of both cultural and arts-in-education orga- nizations. It is hoped that members of that varied audience will find in this publica-

tion a tions

place to describe efforts, share ques- and findings, and engage in the

debates that are necessary music in classrooms is to articulated and realized.

if be

the role of more fully

change: The impact of the arts on learning

(Edward Fiske, primary point of discourse about

1999). It serves as a departure for the ongoing the role of music in the

context

of

the

arts

education

and

school

change

efforts

represented

in

this

journal.

The Journal also features interleaved “conversational interludes,”“photo essays,” and “provocative examples from the field,” meant to stimulate interconnections among the multiple perspectives from article to article. These “connectives” are intended to stimulate commentary that supports discourse between the authors and reports from the field. Accordingly, examples, imagery, and commentary emanating from ongoing action research at school sites are intended both to intro- duce each paper and to further the conver- sations implicit across articles.

The first two issues of the Journal for Learning Through Music are intended to provide a focal point for the debate concerning the most appropriate and effective role of music as a resource and tool for arts efforts in public schools.

THE FIRST ISSUE: AUGUST 2000

KE, TO CONVEY ON’S SAKE.

RONG ARTS, STRONG SCHOOLS, 1996

  • Commentary from philosophical and historical perspectives on music in the context of arts in education

  • Interviews, essays, and action research reports that reveal the practical experi- ence of developing New England Conservatory’s new Learning Through Music Partnership Schools

  • Research underway at the New England Conservatory that considers music and learning from qualitative and quantita- tive perspectives.

THE SECOND ISSUE: WINTER, 2001

A

second

issue, “Making

Music Work

for

Public Education: Innovative Development and Research

Program from a

National Perspective,” is to be published in the winter of 2001. It will present findings from New England Conservatory’s national conference held on September 7- 9, 2000. This issue will feature a broader range of topics, including keynote presen- tations, panel discussions, and roundtable responses which focus on the implications

of music in education national perspective.

programs

from

a

In order to present some of the many perspectives on Learning Through Music, the Journal includes articles that, taken together, focus on the philosophy, research, and innovative program practices that address issues concerning the essential role of music in education reform. We want here to recognize the report, Champions of

This first issue is devoted largely to topics presented at the conference, “Why Integrate Music Throughout the Elementary School Curriculum?” hosted a year ago in Ipswich Massachusetts by the New England Conservatory. It explores various perspec- tives on this topic by including:

We anticipate that the Journal for Learning Through Music will soon be available in electronic form. This format will allow authors to make better use of photo- graphic evidence and documentation. It will also allow the presentation of video documentation of lessons, programs, interviews, and performances. ¶

REFERENCES

Fiske, Edward B. (Ed.). (1999). Champions of change: The impact of the arts on learning. Arts Education Partnership and the President’s Committee on the Arts and the Humanities.

Fowler, Charles. (1996). Strong arts, Strong Schools: The Promising Potential and Shortsighted Disregard of the Arts in American Schooling. New York: Oxford University Press.

Preface

Journal for Learning Through Music/Summer 2000

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