David E. Myers

Georgia State University



Preparation of music teachers for educational and artistic collaboration is a logical avenue for increasing the relevance of school music programs to musical life as it occurs individually, socially, and professionally in the larger community. To this end, including higher education in synchronous musical cultures that unite in-school instruction with real-world music requires radical reframing of curricular assumptions regarding music in higher education. Entrenched fragmentation that artificially separates the preparation of teachers, performers, and composers must be overcome in the interest of building networks of professionals who share commonly held commitments to a musically educated populace. Music education majors prepared as collaborative leaders can call upon such networks to ensure the primacy of authentic musical experiences and interactions with practicing musicians as core values for music learning in schools. They can shape the in-school work and roles of performers and composers representing diverse genres and styles to ensure support for sequential curricula. And, collaborating with their fellow musicians, they can enlist additional education professionals and community members in developing sustainable music-learning cultures. Such music-learning cultures can engage the entire school, enrich interdisciplinary learning, and advance the role of music teachers in whole-school decision making.