Advocacy


Did You Know? Music Advocacy Presentation


Music Training Sharpens Brain Pathways, Studies Say

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Feb. 2, 2015

Gov. John Kasich released his proposed FY16-17 budget this afternoon. Calling his budget a "Blueprint for A New Ohio", Gov. Kasich proposes to increase the Ohio Arts Council's total appropriations by 5.5% in FY 2016 to $12 million and by an additional 4.2%, to $12.5 million in FY 2017. State program subsidies (grant awards) would be increased by 5.2% to $10.2 million in FY16 and by 4.9% to $10.7 million in FY17. The Ohio Arts Council section of the budget is attached here.
 
The Governor's proposed budget is a good start toward our goal of restoring funding for the Ohio Arts Council to $30 million for the biennium, close to the FY 2000-01 level. We will soon be sending you talking points on the importance of additional funding for arts and culture through the Ohio Arts Council's budget.



The Opportunity of Inequity
Scott Lang

In a world that places a premium on individuality, education stands out as a place where conformity and continuity are the accepted norm. Whatever their dreams and desires, students are placed in educational tracts where very little room is afforded for individual skills and interests. 

Despite varying abilities, students in a given class are given the same texts, administered the same tests, and complete the same homework assignments. While we often hear about the individual child, our school systems are structured in a way that confines and constrains learning because of this "one size fits all" approach.
 
Except in music… 

In music, personal ownership and educational individuality is a common  as varied as the instruments, and the people who play them. In most music classes, the traditional barriers of age and curricula tracts give way to place each child where they will experience success and then challenge them to reach for more. Students can rise or fall as high or as low as their talent, work ethic, and desire will take them. Students who work harder in music are afforded greater musical challenges and performing opportunities. Conversely, students who struggle are given challenges equivalent to their skills. 

Whether due to part assignment, ensemble placement, or outside opportunity, the result is the same; each student is in charge of his or her own educational experience, both inside your class and outside as well. Those who seek leadership are given greater responsibilities. Honor ensembles are in the offering for those willing to commit to extra practicing. Private lessons are readily available to children of all skill levels. Small ensemble festivals can place even rudimentary players in skill appropriate ensembles. 

In most curricular ares, the outcomes and objectives are clearly prescribed.  The scope, sequence, and schedule are set in stone and are not easily adjusted for any class much less any individual child. But with the curse of discrimination (last week’s newsletter) comes the blessing of opportunity. 

In short, a student's musical education and experience is largely what they choose to make of it. And isn’t empowering student learning what education is all about?