Keywords

Vision:2020, advocacy, No Child Left Behind, music education

Subject Area

Art/Music

Start Date

2014 12:00 AM

End Date

2014 12:00 AM

Description/Abstract

In 1997, American music educators of eminence gathered for the second major national symposium for music education to consider a rapidly changing demography, newly emerging data from the field of neuromusicology, an ever-evolving technological revolution, and societal attitudes toward music education. The Housewright Symposium on the Future of Music Education resulted in a publication intended to provide an opportunity for idealism and imagination as music education approached the new millennium: Vision:2020. Contributing authors could not have foreseen the impending negative impact of the U.S. No Child Left Behind Act, the economic collapse of 2008, nor the social and educational milieu that has resulted in what many consider present-day dystopia for the profession. This writing is an examination of the philosophical assertions of the Vision:2020 authors and of the imperfect reality in which music educators find themselves today. Herein, I ask the question: how far afield are we from Vision:2020?

Bio

Rebecca Johnston is Associate Department Chair at the University of North Georgia, where she teaches courses in music education and pedagogy. She acts as Coordinator of Music Education, and supervises teaching interns in the field. Additionally, she advises the UNG chapter of CNAfME (Collegiate National Association for Music Education). Dr. Johnston holds the Ph.D. in Music Education from the University of South Carolina, the M.M. in Music Education from the University of South Carolina, and the B.M. in Music Education from Georgia State University. She additionally holds early childhood music certification from GIML (The Gordon Institute of Music Learning). Her fields of academic research are affective response to music, vocal pedagogy, and music curriculum and assessment, and her work is published by the internationally preeminent journal Psychology of Music. Forthcoming publications include an investigation of the effects of broad music listening on preference for art music, and an investigation of the effects of mindfulness training on music preference. In addition to teaching, research, and service, Dr. Johnston continues to be an active clinician and has presented at state and national conferences across the United States. Finally, Dr. Johnston serves as Assistant Director of the C.T.L.L. (Center for Teaching, Learning and Leadership), and in that role oversees the management of leadership and teaching awards, conducts assessment of faculty programs, develops and presents programming on a wide range of pedagogy topics, and provides leadership in carrying out the CTLL strategic plan. CTLL is a unit of Academic Affairs under the Office of Research and Engagement.

Share

COinS
 
Jan 1st, 12:00 AM Jan 1st, 12:00 AM

Music Education in America: How Far Afield Are We from Vision 2020?

In 1997, American music educators of eminence gathered for the second major national symposium for music education to consider a rapidly changing demography, newly emerging data from the field of neuromusicology, an ever-evolving technological revolution, and societal attitudes toward music education. The Housewright Symposium on the Future of Music Education resulted in a publication intended to provide an opportunity for idealism and imagination as music education approached the new millennium: Vision:2020. Contributing authors could not have foreseen the impending negative impact of the U.S. No Child Left Behind Act, the economic collapse of 2008, nor the social and educational milieu that has resulted in what many consider present-day dystopia for the profession. This writing is an examination of the philosophical assertions of the Vision:2020 authors and of the imperfect reality in which music educators find themselves today. Herein, I ask the question: how far afield are we from Vision:2020?