Greetings from the Music for All Summer Symposium! After a successful Leadership Weekend Experience, all 1,200 students and directors are now on campus to begin the weeklong summer music camp at Ball State University. Like we have covered in this blog previously, demonstrating examples of music's impact on children through "advocacy in action" is a great way to support your music program and ensure that music education remains a core component of scholastic education. We'll be sharing inspiring stories all week on the MFA Blog and MFA social media pages, so stay connected! And now back to this week's news in music education and advocacy:
National Association for Music Education advocates for music education, STEAM on Capitol Hill this week
NAfME members will be in Washington, D.C. later this week advocating for federal support of music education and STEAM. On June 26, NAfME, in cooperation with the Congressional STEAM Caucus, will host "Music Education Powers STEAM." The STEAM Caucus was created by Rep. Susan Bonamici (D-OR) and Rep. Aaron Schock (R-IL) last year to promote the arts as an integral part of scholastic education, alongside science, technology, engineering and math.
At the John K. Lazares Alternative School near Lebanon, Ohio, had the unique opportunity to fuse music and science instruction by learning how to build an electric guitar. Local college, Sinclair Community College, participated in a National Science Foundation-funded project that encourages science study through music. “Students relate to guitars, and they see the relevance of their STEM education classes as they get real, hands-on experience," said Thomas Singer, head of the STEM Guitar Project. By providing the project in a school with at-risk students, the program not only provided excitement for music and science, but also exposed students to new careers involving science and the arts.
As a former participant in both a competitive and a non-competitive marching band, I found myself at the middle of many arguments on competitive philosophies. This article takes an interesting look in the transition from competitive marching band to non-competitive. Either way, marching bands are often the most visible group in the music program, sometimes even the school. They represent the school in parades, at games, and at band events. It will be fascinating to watch these schools and see how the non-competitive environment affects performance, student success and student interest.
The best way to advocate for music education is the lead by example. At the Leadership Weekend Experience this weekend, close to 500 student leaders learned how to better serve their own music programs and inspire their fellow musicians to work harder through that same servant leadership model. In each session that I attended, I was blown away by the intensity, passion and leadership potential that so many of the students embodied. I'm much more confident in the success of our world with these kids at the helm. Read this blog post from fellow MFA staffer Mackenzie Ziegler about her very first Leadership Weekend Experience!