Ren Merry
As a music educator having taught the subject in k-12 public and private schools as well as in higher academia for the last fifteen years or more, I feel deeply compelled to voice my convictions about how and why music works so powerfully in cultural transformation, and why there are certain forms of music that must be seriously examined and discouraged, and to challenge our leaders for rethinking and re-evaluation (Rock music, with all its pomp, lure and hype, tends to demolish and destroy foundations for sound judgment and moral sense. Let us be deeply discerning. Some will argue that music is a matter of personal taste and preference. Not so).
The current surge of interest in music in Nagaland is laudable and something to be excited about. The level of interest the government is taking and the support it is giving to aspiring Naga musicians is unheard of in the past. We are fortunate to have leaders who see the importance of music education and the vital role it plays in society. Music, when properly channeled, can be a powerful means of personal enrichment, as well as serve as a tool for cultural transformation. This is a prime opportunity for Nagas to major and expand on an area that could be one of our greatest strength and assets. In this article I would like to briefly discuss the importance of music education and how its study can be effectively implemented. No other country has debated and discussed the importance of education, including music education more that Americans have. I would like to briefly begin by walking through the role of music in the American educational system and provide practical insights.
The launching of Sputnik I in 1957 by the Russians served as a wakeup call for many Americans to strengthen the educational system. The call came from leaders to strengthen math and science programs in order to achieve technological advancement and to improve the standards of living. Educational critics like Vice Admiral Hyman Rickover cited the Russians as an example stating that ‘Russians have no substandard teachers…students are studious, polite, well-disciplined and earnest…” While some saw the arts (music) as a ‘frill,’ many, including scientists, educators and administrators, saw the need to include music as an important subject of study. In American music education, the name Lowell Mason comes to mind as the person who persuaded school administrators in 1838 to include the study of music in the school curriculum. Since then music has come to occupy an important place in the American school system, and today, almost all schools have concert band, strings and choral departments.
The Tanglewood Symposium, an important milestone in American music education history, met in 1967 to discuss matters relating to the role of music in education. Among its members were sociologists, scientists, educators, corporate executives and musicians. The purpose of the symposium was to discuss and define the role of music education in contemporary American society at a time when it was faced with rapid social, economic and cultural changes. It called for music to be placed in the core of the school curriculum. More recently, the Housewright Declaration: Vision 2020, a symposium sponsored by the Music Education Network Conference, stated that music is “worth studying because it represents a basic mode of thought and action, and because in itself, it is one of the primary ways human beings create and share meaning. It must be studied fully to access this richness.” Paul Lehman, the former President of the International Society of Music Education stated the importance of music education:
We are surrounded by music everyday. If we are content to wallow indiscriminately in the superficiality and banality of popular music, then there is no need to study music. But just beneath the surface layer of trivial music, to which we are involuntarily exposed on a daily basis, there is a wondrous and incredibly diverse realm of profound and engaging music where, once the barriers of unfamiliarity and bias have been stripped away, exquisite beauty and enjoyment are readily accessible to everyone (Why Study Music in School? ISME Nov. 2007).
The Goals 2000: Educate America Act established a goal stating that all students should leave grades 4, 8, and 12 having demonstrated competency over challenging subject matters including math, science, economics and the arts. One of the outcomes was the appointment of a committee called the Music Task Force to write standards for the arts. These standards are found in music programs all over the US. For example, the four standards of music set by the Colorado Department of Education include (1) The Expression of Music, (2) The creation of Music, (3) Study of Music Theory and, (4) The aesthetics of music.
IMPLICATION FOR NAGA LEADERS AND EDUCATORS
(1) A systematic and serious study of art music should be a part of the school curriculum. The benefits of a well-designed music curriculum are far- reaching. Research consistently tells us that there is a strong correlation between academic achievement and systematic study of music.
(2) Secondly, the establishment of a well-planned music conservatory for the training of aspiring musicians would be highly beneficial. This can include a state-of the-art performance hall.
(3) Thirdly, the idea of a music industry must be viewed with much caution and discernment. Commercialization tends to carry with it a sense of exploitation, sacrificing quality. It does not work with music, at least not for great music.
(4) Finally, encourage the participation of prominent leaders from various fields, including musicians, and school administrators in creating a ‘Think Tank.’ The music program at an institution like Patkai Christian College can serve as a model for excellence.
(5) Give strong support to promising Naga youth to go overseas for music training. A number of foreign students studying music in the US are financially supported by their government.
(6) Support and organize workshops and concerts.
MUSIC AS A CAREER: IMPLICATION FOR YOUNG MUSICIANS
Considering music as a career can be exciting, yet challenging and daunting. There are many areas that aspiring students can look into when considering further studies in music. The first is to look for an institution with a reputation for excellence. Secondly, consider the area of interest. Some of the most practical and useful areas include(1) Music History (teaching career), (2) Music Education (teaching career), (3) Music Theory/Composition (teaching career), (4) Ethnomusicology, (5) Jazz Studies, and (6) Performance (Example: piano, violin, flute, conducting).
Let us strongly encourage artistic pursuits, but let us be careful about what we encourage. Let us challenge our youth to pursue music that does not appeal to the base emotions only, but one that challenges the mind and that which builds character. May the years ahead bring times of great things happening in Nagaland, including developments in the area of the arts. Above all things, let us remember that, in the words of the great Baroque composer J.S Bach, “the sole purpose of music is to glorify God, and the recreation of the human spirit.”
About the author: Ren Merry teaches choral music/classical guitar and AP Music Theory at a public charter school in Greeley, Colorado. He can be contacted at renandtammie@yahoo.com.
