Face the Music Research

Why do we have the aphorsim in our culture of "face the music"? Why should facing music lead to a sense that one must admit guilt or failure? Why should facing the music be so strongly associated with the unavoidable reality of inadequacy? Beginning in 1997 we collected stories people shared with us about significant experiences with music learning. We were struck by the number of negative, emotional and physically abusive incidents we encountered. From this context we began to formulate a model of the conditions of learning in music. A second stage of research examined teachers' lack of confidence to teach music and the source of this - often in early negative experiences. This self-efficacy research seemed to be part of the generational problem of "fear" related to music making and learning. As a third stage we examine system issues that lead to the negative experiences, often justified in the pursuit of excellence. The result has been an issue of Orbit magazine entitle "Lessons from Music," the book, "Questioning the Music Education Paradigm, many conference publications, and several theses by our graduate students.

Questioning the paradigm

Edited by Lee Bartel

Twenty leading music educators question how we teach, what and for what we teach, what is expected of teachers and how we teach them, whom we should be teaching, and our assumptions and structures.

Includes the chapters:
"From Dilemmas to Expereince: Shaping the Conditions of Learniung" by Lee Bartel & Linda Cameron

"What Kind of Social Climate do we Create in our Music Classrooms" by Linda Cameron & Katie Carlisle