There are several quotes that I read while reading the Woodford text, that bothered me. I believe that Woodford has made alot of assumptions about people, as well as about music education. I decided to reflect on some of the quotes that I have found while reading through chapter two.
It is accusations like the above quote that lead to no support for music education in our children's schools. People make assumptions that classical music is non-accessible for the average American citizen. It is my belief that music is accessible to everyone. Human beings have an innate need for music in their lives. Music is a large part of everyone's life. I have been really interested lately in speech patterns of children and adults. Why is it that all children have similar "sing-song" phrases that they use in their voices? I noticed while sitting in church that while saying prayers, everyone has the same inflection and phrasing with their voices. This was never taught, however it is a learned action by the church community. I don't believe that classically trained musicians speak a private language. I think that classical musicians are more in touch with their innate sense of musicality. I believe that all humans are musical. It is wrong for Woodford to express that classical musicians speak a private language. This statement makes classical musicians to sound as elitists. Of all the classical musicians that I know, most of them have been extremely down to earth, as well as humble individuals. Woodford said that classical musicians have a communication problem. Did Woodford think that maybe it wasn't the classical musicians, but the others in the community? Maybe the others in the community have difficulties communicating with the classical musicians? Music is so important in all aspects of life and it is important to advocate it in school. Statements like the one Paul Woodford made in his book, do not support music education in the public schools.
"Music and music education majors both in the United States and Canada suggest that students identified by their teachers and peers as less talented may be inhibited in their development" (Woodford 33)
I have seen teachers do it to other students, and teachers have done it to me. I fully agree with the above statement. If a teacher tells a student that they are not "good" enough to complete a certain task, it will be that much harder for the student to complete it. Students need to know that you believe in them. Student's can achieve so much more if they feel that they have your support. Students constantly look for approval, and it is important as educators that we give them approval and support. By providing approval and support, students will get more out of their education.
"The current lack of public support for orchestras and classical music, and for music education in public schools, may in significant part be a consequence of past elitist and exclusionary performance and teaching practices (or treating music education as 'just' entertainment) and our general failure as a profession to respectfully engage with the public through performance." (Woodford 35)
Woodford again makes another assumption that music educators are elitists. Most of the music educators that I know are extremely humble and down to earth, not elitists. Most of the music teachers that I know strive to connect music to the students other classes, in an interdisciplinary sort of way. Music educators should strive to communicate with other teachers to use the information that they are teaching. Performance is a big part of music education, but the process leading up to the performance is equally as important.
I believe that Woodford makes a lot of strong assumptions about music education and music educators. Many of the assumptions that Woodford writes, does not portray the music teacher in a good light. It is our job as music educators to defend music education in schools, we know the importance of music education and we need to defend it.
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