The Inspiration of ALL

• Anne Fennell
• Posted 6/2/21
• 0 comments

I believe in lifelong learning and music education for ALL students. 

I believe in casting the educational net wide so all humans can find themselves in and thru music. 

I believe and KNOW that music is a creative, rigorous academic subject. And with creativity and critical thinking, music improves the human condition through a personal expression that defines our humanity and culture. 

And I believe in All Voices All People All Music 

This is a call to action. 

To open music to ALL students and ALL music while embracing the hope of infinite possibilities and connecting to past and current and relevant culture. 

So that we model that everything we teach is open to all — and that WE are open.  Because what we teach and how we teach shows, everyone what we believe. 

This is a call to action to erase the word ‘other’ and ‘alternative, ‘non-traditional,’ ‘those’ or ‘them.’ To name what needs to be named, say what needs to be said. Not to throw out what we have taught or how we have taught, but to expand and be intentionally inclusive so that in every action, every word, every piece or song, every student can find and see themselves. 

The time is now for our collective work — because each of you are inspiring educators — the movers and shakers of music education that care deeply about students and the rich culture of music in our country. 

Today we are finding ourselves — in multiple intersections — with infinite intersectionalities of who we are — and how we address these will either throw us forward to thrive or pull us back to our eventual demise. 

Some intersections are a result of the pandemic and the shift in how we teach, and the expanded curriculum. 

And many of the intersections are a result of the horrific murder of George Floyd that is affecting real change. 

The pandemic gifted us with time — to panic, worry, and learn how to teach all over again. How fascinating that an invisible virus (while tragic) created the most radical and fastest shift in education of all time  — a teachers’ union would have never approved this timeline. 

The change curve was real — but music teachers jumped in — and a collective push began to expand the definition of music education in less than three months.  To include the AND in music — compose, create, make music in new ways, give students voice and choice, express emotions, and create personal reflective connections to the real world because the school walls were erased.  Bravo! 

And now the moment beyond the pandemic — the murder of George Floyd. I submit to you that we were submersed in all that we needed to see, feel, hear, and live with, in his death, because of the pandemic.  

It was a perfect moment in time where all life, as we knew it, stood still, and no other noise covered the need for justice and true freedom, and it allowed everyone to look at every connecting dot that led to his death because nothing stands in isolation. 

We need to look at all of the implications of this and its roots in education and how this plays out for each of us and our systems and programs. Some are small ways that might not be seen but only felt, and others that we can see and feel overtly.  The defining question to ask ourselves — the most crucial question — that can move us forward is.

Do we – do you – believe in teaching for All Voices, All People, All Music? 

IF we don’t believe this, is this out of change or fear? Or the implications of what we will have to do or learn? 

If we do believe that music education is for all students – then we have to ask ourselves a few questions: 

1. In all that I think — do I envision and model — all voices, all people, all music — so that every student can find themselves in music? 
2. In all that I say — do I encourage, speak, and model — all voices, all people, all music — for every student to find themselves in music? 
3. In all that I do — do I act, build, and model — for all voices, all people, all music? 
4. In all that we play and perform — are all voices, all music, all people represented? 

We have been advocating for music education to save what exists — the programs and teachers, to save music for the students—advocating – telling our story, our students’ stories.  But that’s just the inner circle’s story. What about those outside of the circle and not even in the door?  Those are the needed and most revealing stories that can change the trajectory of music education. 

The voices of students who have not been heard or yet seen in what should be THEIR program. Their program — because school is for students. These are the most telling voices.  Why aren’t all students with us?  What are the experiences that hold a person from entering the door or pushes a person out? 

How can we find the silent voices? Their stories are our stories to know and tell. 

Are we listening to what is happening around us — do we hear the world of music playing in everyone’s ear.  Are we listening to the quiet or silent voices? 

As musicians, we are skilled listeners — we have superhero listening skills — can we transfer our listening skills to hear the ensemble of ALL?  Our world is filled with overtones/undertones/fundamentals that create a larger sonic space than a single melody……larger than a single person. And the richness of the sound is prolific, just as the richness of humanity is. This represents the intersectionalities of who we are. 

And… Just like every note and person counts in a sonic soundscape — so does every single silence. Because it is the silence that frames the sound.

Are we listening — and watching — through a broader perspective than our past experiences? Manny Scott, one of the original Freedom Writers, said: “Everything you do is culturally central to you.”  We need to remember that our norm is not someone else’s.  

So how do we craft our students’ experiences to be larger than who we are? 

We talk to the students not in music programs and ask them why. Get to know what music and instruments/tools are wanted, and how they want to play it — and offer this.  We look at how we are teaching and focus on learner-centered classrooms guided by our support. We learn with them and show that we are lifelong learners. We expand what currently exists, and we integrate and teach to and for the whole musician. We connect sound to sentient humans. 

We recruit to expand our offerings because we want the greatness of our collective communities to be heard, not a repeat of history that has traditionally not reflected the ‘ALL.’    

When we make this shift at the elementary and secondary level, we will begin to see diverse music education programs — if the universities are willing to expand beyond a mold. Many are beginning.  Remember — EVERY human is bio-genetically predisposed to make, create, and find joy in music, not just a select group. 

We must step into it — like we do music — and make it happen — like improvisation.  But wait, you say —  ‘I wasn’t taught to improvise’  — ah, ha! That should change in music education as well! Self-expression is fundamental to music — so now is our chance — it’s safe —  you’re on mute! 

I commissioned a piece by one of my students, Maxwell Dotts, who is now studying composition at Berklee College of Music — just for this moment today. I asked him to compose a piece with his incredible throat singing skills — so we could be immersed in overtones yet improvise our own melody, harmony, and rhythm with it. So, we can create something over it that isn’t in the piece. 

In a moment, the piece will play — and as you listen — I invite you to create a complementary rhythm that doesn’t exist in the recording and clap it — and think of those students who aren’t in music right now but who could contribute a new layer. Add a new harmony or melody that isn’t in the recording that could create a richer texture — just like a new person entering music can add more to the class. Here is our one minute of music-making and improvisation with the piece “Along for the Ride.” (Click here to listen to the composition.) 

We have created a rich history of music education that has celebrated life and created a defining musical culture — and now we must look towards one another, inside each of ourselves, and make the space to listen and add more. 

The truth lies in our work — the words and actions to expand and include ALL. 

Believe and demonstrate that every student can find themselves in their programs (their programs — not ours) and Reach to Teach ALL. 

 All that we do now must be done in a sacred manner and in celebration. 
For we are the ones we have been waiting for.

Margaret Wheatley 

We  — each of you — are the ones we’ve been waiting for. 

I invite you —  To speak, act, and model that music education is for ALL. 

So, say ‘Yes, AND.’ Small steps, lean in, grow, layer a new melody, add a new rhythm, because we are waiting to hear world’s soundscapes from…… 

All Voices. All People. All Music