"I believe education is genus and music is species. Music is a part of education and
it has been for centuries. I believe for one to have a "well-rounded education," it
must include music. I also believe that without education, there would be no music.
In order for one to make music, one must understand it and be educated in the
subject. "
Laura "straight to the point" Pardue,
larser@ku.edu
Feb 25 2004, Wednesday 3:43 CST
"As I read the comments as of 2:30 PM on Wednesday, it appears that
some of us may define the terms: music, education, therapy
differently--especially education. At the present moment, I view
education as both growth and the person(s) experiencing that growth.
With that idea in mind, I view EDUCATION as genus and MUSIC as
species.
To me, how people encounter one another and how people
encounter nature are the most important aspects of our human
experience. The first person everyone encounters is themself. How
one "exists in his own bones" directly connects to how one connects
or doesn't connect to other people. One's "use" including nonverbal
body language, quality of breath, and tone of voice all affect one's
ability to be a music educator. These human characteristics directly
influence the quality of music learning experiences. For example, in
conducting, what they see is what you get. A director's use is
constantly communicated to the ensemble, and the music the
ensemble creates is a clear reflection of conductor's nonverbal
gesture. This concept especially rings true in choral situations. YET,
the concepts and elements that fuel the art of music making are vital,
lest there is no MUSIC education occurring. As in all life things,
balance is important for good health.
Because I see the people involved in a musical learning experience
as the most important factor of music education, I view education as
the genus, and music as the species. "
Mary Cohen,
macohenks@everestkc.net
Feb 25 2004, Wednesday 2:47 CST
"This is an interesting question and one that I find myself arguing
internally about - because I think it could possibly go both ways. That
being said, the stronger arguement is that education, and in my case,
therapy, are the genus and music is the species. Using the analogy of an
open umbrella; therapy is the umbrella itself and music therapy is just
one of the metal brackets holding the umbrella in place. Education could
be viewed in the same manner (education as the umbrella, with music ed
being a bracket).Therapy exists as a concept and it is the wider
conceptual group for the different types of therapeutic
experiences/approaches (e.g. group therapy, talking therapy, creative arts
therapy, etc.). Without music therapy the idea of therapy would still
exist, but without the idea of therapy there would be no concept of music
therapy. But here is the flip side - music must also be the genus because
without "music" there could be no music therapy. So (as I argue with
myself and work through this) I think that there are 2 genus' in place
music and education/therapy and that the species are music education and
music therapy. Is that possible"
Deanna Hanson Abromeit,
dabromeit@sbcglobal.net
Feb 25 2004, Wednesday 2:25 CST
"The question of genus and species raises interesting questions. If we
feel that we are educators/therapists first, then does that mean that we
can switch subject matter and be effective educators/therapists? Does the
subject matter become less important than the person doing the educating?
If we feel that music is the core of our professional roles, does that
mean that the therapeutic or educational aspect of our roles is less
important than the music? If the music is still present, do my clients
need me to be the therapist? I have found that the answer to this
question is "Yes!" There is a difference between a novice therapist who
has knowledge of the theory behind music therapy and a clinical therapist
who has experience applying that theory. This is indicated to me by the
process of internship/student teaching. Clients recognize a difference in
the clinical styles and ease in which my interns run their sessions. The
music skills are present, but the therapeutic ease is not.
For me, the fundamental core of what I do is music. Music is the genus
and therapy and education are some of the species. I have spent several
years in the Teaching and Leadership Department on campus taking classes
about educational philosophy, curriculum, and instruction. These
experiences have just further reinforced the idea that, for me, the
emphasis has to be the framework of the medium that I use in sessions.
This framework is music. If I was not a MUSIC therapist, I would not be
as effective in my job. The relationship that I have with music
translates into the therapy interventions that I design for my students.
Without that link to music, I could be an appropriate therapist or
teacher, but the music is the reason for interaction"
Mary Jane Landaker,
emjae@ix.netcom.com
Feb 25 2004, Wednesday 5:37 CST
"I believe that music and education reach the nearest to perfection when
they alternate between genus and species. To determine a specific
classification for each I would need to know in what way the materials in
a course are being presented, or what the material is. For example, in a
music appreciation class, music would be the genus, gathering a multitude
of diverse musical influences and cultural effects, and using education as
a tool to communicate these ideas. In this case music becomes the vehicle
by which learning occurs and education assumes the role of the species.
If I were teaching a beginning music class and presenting materials such
as notes and cleffs, education would be the genus and music the species
with educating the main focus music being the topic. For music to function
properly as the genus, I would have to use as many different and alternate
teaching methods as possible to get across a rigid and well defined
subject material. It is never safe to assume that any two students are
alike and in this case it is necessary for music to apply the increased
diversity of the genus level so that each student may be reached and
understand.
In performance classes, I believe that music and education are constantly
alternating between genus and species due to the nature of the students in
the classroom, with their own goals and perceptions of the material in the
course. While some students are performing a piece and focusing on the
physical aspects of the music, and learning the piece as it stands alone,
they are using the music as a species. Other students in the same class
are likely taking the music they are playing and transfering the knowledge
gained from its performance to outside life experiences, other pieces of
music and to their understanding of music as a whole. As the conductor I
am hoping to expose my students to aesthetic, cultural and educational
experiences while in a performance environment.
As a teacher I will use all available tools to drive students interst both
to focus intently on pieces of music as well as to inspire them to focus
just as intently on how those pieces fit into the world around them.
"
Corby Steinbraker,
corbystein@aol.com
Feb 24 2004, Tuesday 9:54 CST
"As educators, we have chosen to put education as genus. If we were to consider music as genus,
in our profession, we would be demonstrating a fundamental flaw in the approach to our job.
Even the grammatical analysis of music education would show that music is the adjective that
modifies education.
I agree with Marvin that music education can occur in many settings, but when specifically
considering music in the context of the educational system, we have an obligation to teach our
students regardless of what subject matter is being discussed. Many of the activities in my
classroom show no direct musical product although all relate to a musical education.
I feel that music educators are reluctant to label education as genus for fear that they will be
considered sub-standard musicians. It goes back to the “Those who can…” quote that we’ve all
heard so often.
I just deleted a couple of paragraphs because it sounded a bit too preachy. Let’s just say that I,
personally, see my self as an educator of music students. I also consider myself a musician, and
I use those skills in my job and in other settings"
Jeff Morrison,
jmorrison@sunflower.com
Feb 24 2004, Tuesday 8:00 CST
"My education and preparation in undergraduate school was traditional in
its focus on the "schooling" component of music education. Some courses
discussed music as a social and cultural phenomenon but these discussions
were cursory and provided little in the way of philosophical background
that would allow me to understand the scope and impact of music on
society. Methods classes were designed to teach classroom management,
performance practices, repertoire selection and musial proficiency.
Clearly, this preparation focused on music education as species, a small
part of a greater whole. Early in my teaching career I was most concerned
with the educational task at hand and believed that music education had
strict limits. I was a product of my preparation.
In Graduate school I had the opportunity to discuss music in a less
pragmatic and more philosophical way. As my career progressed I had the
experience of observation of church choir, community choirs, community
singing in church and other functions and, perhaps most important, the
musical growth of my own children. I began to recognize, on a personal
level, the ubiquitious nature of music. My personal philosophy was
beginning to shift as it became clear that these seemingly disperate
musical experiences are inextricably connected by the common thread of
music. However, I had not yet recognized these musical experiences as
education.
As my teaching career draws to a close I have begun to believe that music
education is everywhere. Science tells us that music perception begins
before birth and continues throughout our life. The synthesis of this
perception clearly requires learning and where there is learning there is
education. I now believe organized education, schooling, to be a small
part of the music education that is a part of every human beings
existance. I believe that this education has evolved as a necessary
means of human communication and expression. "
marvin latimer,
mlatimer2@cox.net
Feb 19 2004, Thursday 9:31 CST
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