{"id":94181,"date":"2021-06-08T16:17:00","date_gmt":"2021-06-08T20:17:00","guid":{"rendered":"http:\/\/id-andrea.cms-devl.bu.edu\/cfa\/?post_type=bu-article&#038;p=94181"},"modified":"2023-02-01T14:50:44","modified_gmt":"2023-02-01T19:50:44","slug":"play-on","status":"publish","type":"bu-article","link":"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/magazine\/articles\/2021\/play-on\/","title":{"rendered":"Play On"},"content":{"rendered":"\t<div class=\"wp-block-editorial-leadin magazine-block-editorial-leadin is-style-side-by-side has-media has-box has-media-focus-center-middle has-secondary-theme\">\n\t\t<div class=\"container-lockup\">\n\n\t\t\t<div class=\"wp-block-leadin-media\">\n\t\t\t\t\n\t\t\t\t<img width=\"2118\" height=\"2560\" src=\"\/cfa\/files\/2022\/10\/NYC_Samba_banner-scaled.jpg\" class=\"\" alt=\"\" loading=\"lazy\" srcset=\"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2022\/10\/NYC_Samba_banner-scaled.jpg 2118w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2022\/10\/NYC_Samba_banner-526x636.jpg 526w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2022\/10\/NYC_Samba_banner-847x1024.jpg 847w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2022\/10\/NYC_Samba_banner-768x928.jpg 768w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2022\/10\/NYC_Samba_banner-1271x1536.jpg 1271w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2022\/10\/NYC_Samba_banner-1695x2048.jpg 1695w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2022\/10\/NYC_Samba_banner-828x1000.jpg 828w\" sizes=\"(max-width: 2118px) 100vw, 2118px\" \/>\n\t\t\t\t\t\t\t<\/div>\n\n\t\t\t\t\t\t\t<p class=\"wp-block-editorial-leadin-caption wp-prepress-component-caption\">Illustration by Celyn Brazier<\/p>\n\t\t\t\n\n\t\t\t\n\t\t\t\t<div class=\"container-words-outer\">\n\n\t\t\t\t\t\n\t\t\t\t\t<div class=\"container-words-inner\">\n\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"wp-prepress-tag\">Music<\/span>\n\t\t\t\t\t\t\t\t<h1 class=\"head\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tPlay On\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h1>\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t<h4 class=\"deck\">Confined to Zoom, muffled by masks, and facing perilous budgets, US music education is in a fragile space, but it could emerge from COVID-19 more diverse, inclusive, and relevant than ever<\/h4>\n\t\t\t\t\t\t\n\t\t\t\t\t<\/div>\n\n\t\t\t\t<\/div>\n\n\t\t\t\n\t\t<\/div>\n\n\t\t\n\t<\/div>\n\n\t\n<div class=\"wp-prepress-component-metabar magazine-prepress-layout-metabar\">\n\t<div class=\"wp-prepress-component-metabar-wrapper\">\n\t\t\t\t\t<div class=\"wp-prepress-component-metabar-date\">June 8, 2021<\/div>\n\t\t\n\t\t\t\t<div class=\"wp-prepress-component-metabar-credits\">\n\t\t\t\t\t\t\t\t<ul data-credit-type=\"By\">\n\t\t\t\t\t\t<li><a href=\"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/magazine\/authors\/andrew-thurston\/\">Andrew Thurston<\/a><\/li>\n\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t\t<\/div>\n\t\t<div class=\"wp-prepress-component-metabar-share js-bu-prepress-share-tools\">\n\t\t\t<span class=\"icon-twitter\"><span>Twitter<\/span><\/span>\n\t\t\t<span class=\"icon-facebook\"><span>Facebook<\/span><\/span>\n\t\t\t<span class=\"icon-action\"><\/span>\n\t\t<\/div>\n\t<\/div>\n<\/div>\n\n\t\n\n\n<p class=\"has-drop-cap\"><strong>If school bands have marched<\/strong>&nbsp;during the past year, it\u2019s been at a distance\u2014and with special shields covering trombone and trumpet bells. The coronavirus pandemic has upended music education in other ways, too, cutting some students off from their school-based instruments, denting orchestra recruitment, and forcing teachers to grapple with virtual rehearsals. Music educators, normally concerned about funding new instruments, are now worried about airborne particles and students without laptops.<\/p>\n\n\n\n<p>\u201cIt\u2019s been awful,\u201d says&nbsp;<a href=\"http:\/\/www.danamonteiro.com\/\">Dana Monteiro<\/a>, a music teacher at Harlem\u2019s Frederick Douglass Academy. \u201cI\u2019ve been teaching in New York City for 20 years, and it\u2019s like all of those other 19 years have nothing to do with this year.\u201d<\/p>\n\n\n\n<p>Some of Monteiro\u2019s kids don\u2019t have the technology\u2014or the internet access\u2014they need to join remote classes. Others have struggled by on cell phones. And it\u2019s not like New York City, even in its toniest enclaves, is known for sprawling apartments. You can\u2019t ask a student to start blasting tunes when their parents are working at the same kitchen table.<\/p>\n\n\n\n<p>Rather than trying to re-create the classroom experience online, Monteiro (\u201916) has put his energy into sharing recordings of his playing\u2014and encouraging his students to make their own.<\/p>\n\n\n\n<p>\u201cThen we can talk about the recordings back and forth, meeting one-on-one or in small groups.\u201d<\/p>\n\n\n\n<p>Monteiro can\u2019t wait to get back into the classroom\u2014he even misses walking the halls and redirecting the kids cutting class, \u201cthe things that used to drive me crazy.\u201d In his district, there aren\u2019t too many positives to glean from remote learning. \u201cWe\u2019re missing a key part of what\u2019s really important in studying ensemble-based music in schools and that is the social component, the working with others.\u201d And he worries about what comes next.<\/p>\n\n\n\n<p>When state dollars start disappearing amid crunching postpandemic budgets, Monteiro fears arts programs might become soft targets for cuts. \u201cMusic programs in schools could find themselves at great risk,\u201d he says.<\/p>\n\n\n\n<p>But Monteiro isn\u2019t completely pessimistic, in part because music education in the United States has come a long way in the past couple of decades.<\/p>\n\n\n\n<div class=\"wp-block-editorial-photoessay magazine-block-editorial-photoessay alignwide wp-block-photoessay js-block-editorial-photoessay\"><div class=\"photo-row-full-f\">\n<div class=\"photo-f\"><div class=\"wp-block-photoessay-media\"><figure><img loading=\"lazy\" width=\"1024\" height=\"683\" src=\"\/cfa\/files\/2022\/08\/Dana-Monteiro-GettyImages-811026732-sm-1024x683-1.jpeg\" alt=\"\" class=\"wp-image-90244\" srcset=\"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2022\/08\/Dana-Monteiro-GettyImages-811026732-sm-1024x683-1.jpeg 1024w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2022\/08\/Dana-Monteiro-GettyImages-811026732-sm-1024x683-1-636x424.jpeg 636w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2022\/08\/Dana-Monteiro-GettyImages-811026732-sm-1024x683-1-768x512.jpeg 768w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2022\/08\/Dana-Monteiro-GettyImages-811026732-sm-1024x683-1-900x600.jpeg 900w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2022\/08\/Dana-Monteiro-GettyImages-811026732-sm-1024x683-1-450x300.jpeg 450w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2022\/08\/Dana-Monteiro-GettyImages-811026732-sm-1024x683-1-600x400.jpeg 600w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><figcaption><p class=\"wp-block-photoessay-media-caption wp-prepress-component-caption\">Before COVID-19, Dana Monteiro (\u201916) and Harlem Samba performed at the 2017 Louis Armstrong\u2019s Wonderful World Festival in New York City. He says he can\u2019t wait to return to live, in-person music. Taylor Hill\/Getty Images for Kupferberg Center for the Arts at Queens College<\/p><\/figcaption><\/figure><\/div><\/div>\n<\/div><\/div>\n\n\n\n<p>\u201cThere are more schools across the country offering music today than there were 20 years ago,\u201d according to a December 2019&nbsp;<em>Hechinger Report<\/em>&nbsp;article, \u201cand more of those schools employ full-time music teachers.\u201d<\/p>\n\n\n\n<p>And the pandemic, along with a renewed national focus on racism, has the potential to accelerate some of the changes that were pushing music education to a more inclusive, dynamic future. In recent years, teachers like Monteiro have been tackling some of the systemic problems facing the field, including a lack of access and limited playlists, opening it up to more students and different types of music.<\/p>\n\n\n\n<p>\u201cThe way the country has been in the last four years or so, particularly the past year, represents a term of turbulence that is unprecedented,\u201d says&nbsp;<a href=\"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/about\/contact-directions\/directory\/andre-de-quadros\/\">Andr\u00e9 de Quadros<\/a>, a CFA professor of music. \u201cIt\u2019s triggered a reckoning in all fields, and music education is starting to do much more self-examination.\u201d<\/p>\n\n\n\n<h2>\u201cScary and Exciting\u201d<\/h2>\n\n\n\n<p>For close to a century, learning music in school has felt a lot like being drilled for the army: a director stands at the front, shouts out the orders, and the students try to keep up. That\u2019s because after World War II, demobilized military band leaders frequently found jobs teaching music in public schools, says&nbsp;<a href=\"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/about\/contact-directions\/directory\/karin-s-hendricks\/\">Karin S. Hendricks<\/a>, chair of CFA\u2019s music education department. Their example set the standard for generations.<\/p>\n\n\n\n<p>\u201cWe\u2019ve been stuck in this director-centered model. We\u2019re still recovering from that,\u201d says Hendricks. School by Zoom\u2014when it works\u2014has presented a fresh way of instructing on a more personal level.<\/p>\n\n\n\n<p>\u201cWhen you rehearse a band of 50 kids all in one room, trying to hear them one at a time is a nightmare,\u201d says Heather Katz-Cote, K\u201312 director of performing arts in Westwood, Mass. As a remote teacher, she can selectively use the mute button to focus on one student or the whole class. \u201cNow, I\u2019m actually assessing them. I love that they\u2019re gaining confidence and taking that risk and letting me hear them.\u201d<\/p>\n\n\n\n<p>Katz-Cote (\u201916) is trying to figure out how she\u2019ll capture that in the physical classroom. She\u2019d already been pushing hard to move away from the sergeant major model\u2014\u201cI don\u2019t want students to be sitting there with my throwing information at them\u201d\u2014but she\u2019s still reassessing everything about her teaching. The songs her students learn, the instruments she teaches, lesson plans, and concert cycles are all up for examination.<\/p>\n\n\n\n<div class=\"wp-block-bu-pullquote magazine-block-bu-pullquote is-style-pop has-secondary-theme has-secondary-theme-text\"><div class=\"wp-block-bu-pullquote-inner\"><blockquote><div class=\"container-lockup\"><div class=\"container-icon-outer\"><div class=\"container-icon-inner\"><\/div><\/div><div class=\"container-text\"><hr\/><div class=\"quote-sizing\">We&#8217;re stepping back a little bit and looking at what we&#8217;re doing, how we&#8217;re doing it, and what it means to be a music educator. We&#8217;re in a place of change right now and that&#8217;s scary and exciting at the same time.<\/div><footer class=\"caption\"><br\/>HEATHER KATZ-COTE (\u201916)<\/footer><hr\/><\/div><\/div><\/blockquote><\/div><\/div>\n\n\n\n<p>\u201cWe\u2019re stepping back a little bit and looking at what we\u2019re doing, how we\u2019re doing it, and what it means to be a music educator,\u201d says Katz-Cote. \u201cWe\u2019re in a place of change right now and that\u2019s scary and exciting at the same time.\u201d<\/p>\n\n\n\n<p>Hendricks says that kind of self-assessment is necessary nationwide. More kids might be getting music education than 20 years ago, but school day options still tend to tail off as they hit adolescence, frequently becoming limited to those in the school band, choir, or orchestra. In districts that require music education, large class sizes can see children thrown into a survey class: lots of talking about music, but very little playing. Even affluent districts are constantly fundraising to plug budget shortfalls or buy new instruments.<\/p>\n\n\n\n<p>And the music kids learn isn\u2019t particularly diverse or inclusive. Hendricks says many of the traditional folk songs heard in American classrooms, particularly in elementary schools, have racist origins, the offensive lyrics that made them a hit when they debuted in minstrel shows whitewashed out over generations. \u201cShortnin\u2019 Bread\u201d has its roots on plantations, \u201cJimmy Crack Corn\u201d was a popular blackface number.<\/p>\n\n\n\n<p>\u201cOften those songs aren\u2019t challenged or the historical context is not considered,\u201d says Hendricks. \u201cWe have a way still to go as far as being inclusive of music from other countries beyond Europe and America, too, as well as music that our students enjoy and listen to. It seems a no-brainer to start with students where they are and say, \u2018What music do you like? Let\u2019s talk about that. Let\u2019s unpack that. And now let me share with you what music I like and let\u2019s unpack that too.\u2019\u201d<\/p>\n\n\n\n<h2>Rocking Out<\/h2>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"alignleft size-large is-resized\"><img loading=\"lazy\" src=\"\/cfa\/files\/2021\/06\/Heather-Katz-Cote-1024x698.png\" alt=\"\" class=\"wp-image-94185\" width=\"307\" height=\"209\" srcset=\"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2021\/06\/Heather-Katz-Cote-1024x698.png 1024w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2021\/06\/Heather-Katz-Cote-636x434.png 636w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2021\/06\/Heather-Katz-Cote-768x523.png 768w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2021\/06\/Heather-Katz-Cote-1536x1047.png 1536w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2021\/06\/Heather-Katz-Cote-1467x1000.png 1467w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2021\/06\/Heather-Katz-Cote.png 1740w\" sizes=\"(max-width: 307px) 100vw, 307px\" \/><figcaption>Heather Katz-Cote (\u201916) is bringing the work of more diverse composers into her teaching. Courtesy Katz-Cote<\/figcaption><\/figure><\/div>\n\n\n\n<p>An instrumentalist who specializes in woodwind, Katz-Cote spent her childhood moving through the standards of classical music, playing the notes of long-dead European, male composers.<\/p>\n\n\n\n<p>\u201cThis was my entire musical experience growing up,\u201d she says. \u201cTo look outside of that takes some effort, some work, some thoughtfulness. Only in the last few years have we really started to address that in music education and become more culturally relevant.\u201d<\/p>\n\n\n\n<p>Katz-Cote is calling on the work of more diverse composers in her own teaching\u2014she\u2019s even started a rock band.<\/p>\n\n\n\n<p>Every summer, she runs a one-week intensive modern band course for her high schoolers, picking two pop songs to play with a group of 20 or so kids with little or no musical experience. By the end of the week, they drum and strum at an informal concert on the school\u2019s lawn. A guitar novice, Katz-Cote learns songs by bands like Black Eyed Peas right along with them.<\/p>\n\n\n\n<p>\u201cIt\u2019s probably one of the most fun things that I have done in the last 10 years of my teaching career\u2014it was so out of my comfort zone,\u201d she says. \u201cThe collaborative nature of the ensemble was so different than when I\u2019m on the podium with a baton. It really was eye-opening and life changing for me in just finding different ways to access kids through music.\u201d<\/p>\n\n\n\n<h2>Drums over Flutes<\/h2>\n\n\n\n<p>Like Katz-Cote, Monteiro was schooled in the classics, playing trumpet in his high school marching band. When he landed his first teaching gig in one of the rare New York City schools with a parking lot\u2014\u201can outdoor space we could march around\u201d\u2014he dreamed of re-creating his suburban Rhode Island childhood experiences for his new inner-city charges.<\/p>\n\n\n\n<p>\u201cI was trying to make Providence in Harlem\u2014and that\u2019s not possible,\u201d he says. \u201cThe kids were really musical, but I had all the challenges of teaching in the city: really large class sizes, the time with students was really small, and also kids come and go a lot\u2014a kid may come for seventh grade and then they\u2019re gone.\u201d<\/p>\n\n\n\n<p>He stumbled on a better alternative in Brazil. During a vacation tour of the country in the early 2000s, he visited a Samba school and watched as 250 drummers beat out an infectious, percussive rhythm. \u201cMost of my students had gotten interested in drums,\u201d he says, \u201cand I\u2019m still trying to give them flutes. You\u2019ve got to meet them where they\u2019re at.\u201d And with Samba, bigger bands were positively encouraged.<\/p>\n\n\n\n<p>When he returned to the United States, Monteiro convinced his principal to pay for a few drums and shakers for an experimental Samba program. After that, he says, \u201cit just kept growing and growing.\u201d Eventually, he acquired enough instruments for every child in his 50-person classes.<\/p>\n\n\n\n<p>Instead of sitting through music survey classes, all of Monteiro\u2019s students get to taste the magic of Brazilian Carnival. If a child is new to the school, they can just pick up an instrument and play, while advanced players next to them can carry on perfecting more complicated parts. Monteiro also runs an after-school ensemble, Harlem Samba, and a community group for adults that includes many former pupils.<\/p>\n\n\n\n<div class=\"wp-block-bu-pullquote magazine-block-bu-pullquote has-image-focus-center-middle has-secondary-theme\"><div class=\"wp-block-bu-pullquote-inner\"><figure><\/figure><blockquote><div class=\"container-lockup\"><div class=\"container-icon-outer\"><div class=\"container-icon-inner\"><\/div><\/div><div class=\"container-text\"><hr\/><div class=\"quote-sizing\">Every single student in the school will learn to play an instrument. That&#8217;s not a normal thing anywhere, but not a normal thing in New York City for sure.<\/div><footer class=\"caption\"><br\/>Dana Monteiro<\/footer><hr\/><\/div><\/div><\/blockquote><\/div><\/div>\n\n\n\n<p>\u201cEvery single student in the school will learn to play an instrument,\u201d he says. \u201cThat\u2019s not a normal thing anywhere, but not a normal thing in New York City for sure.\u201d<\/p>\n\n\n\n<p>According to the Grammy Music Education Coalition, 3.8 million American schoolchildren have no access to music education. Unsurprisingly, those heading for a tuneless future\u2014or getting a less robust music education\u2014are more likely to go to a public school in a low-income neighborhood. In New York City, the country\u2019s largest school district, more than half of high schools have no certified music teachers, according to a 2020 Education Through Music report.<\/p>\n\n\n\n<p>\u201cI\u2019m trying to teach to the masses\u2014it\u2019s an inclusive program that everyone has access to,\u201d says Monteiro. \u201cThe traditional program is more exclusive, where the students who had lessons, who may own an instrument or have the means to rent one, get that particular class.\u201d<\/p>\n\n\n\n<h2>Cultural and Situational Relevancy<\/h2>\n\n\n\n<p>In 2017, Monteiro launched a nonprofit to take his program into other schools. A Life with Drums, which helps fund instruments and professional development for teachers, has worked with 11 other schools in New York and Los Angeles.<\/p>\n\n\n\n<p>But Monteiro cautions that just as he couldn\u2019t build a suburban marching band in Harlem, Samba might not take root everywhere. Although he pushes for more diversity and cultural relevance in music\u2014and studied the benefits of multicultural, participatory music in diverse classrooms for his CFA doctoral dissertation\u2014Monteiro advocates for programs to be situationally relevant too. It\u2019s a message he\u2019s passed on to future music educators when he\u2019s given Samba workshops at CFA.<\/p>\n\n\n\n<p>\u201cI wasn\u2019t trying to match cultural relevancy, because I don\u2019t have a single Brazilian student; I\u2019m not Brazilian either, but it was relevant to our situation,\u201d says Monteiro, who\u2019s also written a book on his approach,&nbsp;<em>The Samba School: A Comprehensive Method for Learning, Playing, and Teaching Samba Percussion<\/em>. \u201cIf you\u2019re in a school where you have a successful music program, you shouldn\u2019t break it down to make a Samba program. But I do tell them that you do need to be flexible, you do need to understand that the way you make music is not the only way.\u201d<\/p>\n\n\n\n<p>De Quadros also warns that diversity isn\u2019t a \u201ccorporate badge that people should wear.\u201d<\/p>\n\n\n\n<div class=\"wp-block-editorial-photoessay magazine-block-editorial-photoessay alignwide wp-block-photoessay js-block-editorial-photoessay\"><div class=\"photo-row-full-f\">\n<div class=\"photo-f\"><div class=\"wp-block-photoessay-media\"><figure><img loading=\"lazy\" width=\"1024\" height=\"684\" src=\"\/cfa\/files\/2020\/08\/Resize-20-1341-QUADROS-043-1498x1000-1-1024x684.jpg\" alt=\"Andr\u00e9 de Quadros\" class=\"wp-image-74135\" srcset=\"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2020\/08\/Resize-20-1341-QUADROS-043-1498x1000-1-1024x684.jpg 1024w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2020\/08\/Resize-20-1341-QUADROS-043-1498x1000-1-636x425.jpg 636w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2020\/08\/Resize-20-1341-QUADROS-043-1498x1000-1-768x512.jpg 768w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2020\/08\/Resize-20-1341-QUADROS-043-1498x1000-1-900x600.jpg 900w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2020\/08\/Resize-20-1341-QUADROS-043-1498x1000-1-450x300.jpg 450w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2020\/08\/Resize-20-1341-QUADROS-043-1498x1000-1-600x400.jpg 600w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2020\/08\/Resize-20-1341-QUADROS-043-1498x1000-1.jpg 1498w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><figcaption><p class=\"wp-block-photoessay-media-caption wp-prepress-component-caption\">Andr\u00e9 de Quadros, a CFA professor of music, strives to use music to promote equity and justice, including through BU\u2019s Prison Education Program. Photo by Cydney Scott<\/p><\/figcaption><\/figure><\/div><\/div>\n<\/div><\/div>\n\n\n\n<p>A conductor, ethnomusicologist, and human rights activist, de Quadros is the coauthor of two forthcoming books on social justice and the arts,&nbsp;<em>Poking the Wasp Nest: Young People Challenge and Educate Race through Applied Theatre<\/em>&nbsp;and&nbsp;<em>Empowering Song: A Sustaining and Revitalizing Pedagogy<\/em>. For the past decade, he\u2019s also taught music classes to incarcerated people in BU\u2019s Prison Education Program, bringing in his CFA students as coteachers.<\/p>\n\n\n\n<p>\u201cIt\u2019s not simply changing the color of representation, it\u2019s much more than that. It\u2019s understanding culture in its deepest sense and what people bring, as human beings, into this space, with trauma, with disabilities, with racial histories,\u201d he says. \u201cMusic and the arts have infinite possibilities, we just don\u2019t always use them in the cause of justice and equity, but we need to. It\u2019s our mission, certainly at CFA, to exercise art in this bigger way.\u201d<\/p>\n\n\n\n<p>At CFA, which has undergraduate and graduate music education programs, students can take classes\u2014like Arts Engagement as Active Hope and Empowering Song\u2014that are tailored to this more inclusive future. Hendricks says the music education faculty aims to help current and future teachers \u201cbe vulnerable, to take risks, so that they can connect authentically with students.\u201d<\/p>\n\n\n\n<p>As the incoming president of the Massachusetts Music Educators Association, Katz-Cote will soon be advocating for that kind of risk-taking at the state and national levels. It\u2019s a case she may have to make while also fighting budget cuts. She plans to persuade legislators and school committees that music classes\u2014frequently shown to boost kids\u2019 academic performance\u2014benefit \u201cthe whole person.\u201d Hendricks, Monteiro, and de Quadros all make the same argument, particularly after such a trying year.<\/p>\n\n\n\n<p class=\"is-style-end-of-article\">\u201cPeople have been making music for 70,000 years\u2014we\u2019re hardwired to make music, just as we are to count, cook, and tell stories; it\u2019s part of who we are as humans,\u201d says de Quadros. \u201cMusic provides a space for inspiration, for consolation, for community cohesion, for mobilization, for personal meaning.\u201d<\/p>\n\n\n\t<aside class=\"wp-block-editorial-relatedstories is-style-card has-three magazine-block-editorial-relatedstories\">\n\t\t<h3 class=\"wp-block-editorial-relatedstories-title\">Related<\/h3>\n\t\t<ul class=\"wp-block-editorial-relatedstories-list\">\n\t\t\t\t\t\t\t<li 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class=\"wp-block-editorial-relatedstories-article-title\"><a href=\"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/news\/articles\/2021\/andre-de-quadros-recognized-for-career-dedicated-to-justice-and-the-arts\/\" class=\"wp-block-editorial-relatedstories-article-title-link\">Andr\u00e9 de Quadros Recognized for Career Dedicated to Justice and the Arts<\/a><\/h4>\n\t\t\t\t\t\t\t<p class=\"wp-block-editorial-relatedstories-article-date\">November 30, 2021<\/p>\n\t\t\t\t\t\t<div class=\"wp-prepress-component-article-share wp-prepress-component-article-share-sharedby-news\"><span class=\"wp-prepress-component-article-share-label\">Shared from<\/span> <span class=\"wp-prepress-component-article-share-source\"><div class=\"editorial-branding editorial-branding-news bu-prepress-branding-type-text\"><div class=\"editorial-branding-wrap\">News<\/div><\/div><\/span><\/div>\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t<\/article>\n\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li 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class=\"wp-block-editorial-relatedstories-article-content\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<p class=\"wp-block-editorial-relatedstories-article-category\"><span>CFA Faculty<\/span><\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<h4 class=\"wp-block-editorial-relatedstories-article-title\"><a href=\"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/magazine\/articles\/2020\/michael-reynolds-revitalizing-music-education-in-schools\/\" class=\"wp-block-editorial-relatedstories-article-title-link\">Revitalizing Music Education in Schools<\/a><\/h4>\n\t\t\t\t\t\t\t<p class=\"wp-block-editorial-relatedstories-article-date\">November 4, 2020<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t<\/article>\n\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li class=\"wp-block-editorial-relatedstories-list-item\">\n\t\t\t\t\t<article class=\"wp-block-editorial-relatedstories-article\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<figure class=\"wp-block-editorial-relatedstories-article-image\">\n\t\t\t\t\t\t\t\t\t<img width=\"2441\" height=\"1957\" src=\"\/cfa\/files\/2022\/11\/Paula-Grissom-Broughton-thumbnail.jpg\" class=\"attachment-post-thumbnail size-post-thumbnail wp-post-image\" alt=\"\" loading=\"lazy\" srcset=\"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2022\/11\/Paula-Grissom-Broughton-thumbnail.jpg 2441w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2022\/11\/Paula-Grissom-Broughton-thumbnail-636x510.jpg 636w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2022\/11\/Paula-Grissom-Broughton-thumbnail-1024x821.jpg 1024w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2022\/11\/Paula-Grissom-Broughton-thumbnail-768x616.jpg 768w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2022\/11\/Paula-Grissom-Broughton-thumbnail-1536x1231.jpg 1536w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2022\/11\/Paula-Grissom-Broughton-thumbnail-2048x1642.jpg 2048w, https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/files\/2022\/11\/Paula-Grissom-Broughton-thumbnail-1247x1000.jpg 1247w\" sizes=\"(max-width: 2441px) 100vw, 2441px\" \/>\t\t\t\t\t\t\t\t<\/figure>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<div class=\"wp-block-editorial-relatedstories-article-content\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<p class=\"wp-block-editorial-relatedstories-article-category\"><span>Music<\/span><\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t<h4 class=\"wp-block-editorial-relatedstories-article-title\"><a href=\"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/magazine\/articles\/2022\/paula-grissom-broughton-the-magic-of-music-education\/\" class=\"wp-block-editorial-relatedstories-article-title-link\">The Magic of Music<\/a><\/h4>\n\t\t\t\t\t\t\t<p class=\"wp-block-editorial-relatedstories-article-date\">December 30, 2022<\/p>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t<\/article>\n\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t<\/aside>\n\t","protected":false},"excerpt":{"rendered":"<p>If school bands have marched&nbsp;during the past year, it\u2019s been at a distance\u2014and with special shields covering trombone and trumpet bells. The coronavirus pandemic has upended music education in other ways, too, cutting some students off from their school-based instruments, denting orchestra recruitment, and forcing teachers to grapple with virtual rehearsals. Music educators, normally concerned [&hellip;]<\/p>\n","protected":false},"author":6310,"featured_media":94182,"comment_status":"closed","ping_status":"closed","template":"","meta":{"bu_prepress_billboard":"","_bu_prepress_primary_term":"","_bu_prepress_primary_term_manual":""},"tags":[],"bu-publication":[191],"magazine-article-category":[372,377],"magazine-topic":[],"news-article-category":[],"news-topic":[],"bu_edition":[383],"media_type":[],"_links":{"self":[{"href":"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/wp-json\/wp\/v2\/bu-article\/94181"}],"collection":[{"href":"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/wp-json\/wp\/v2\/bu-article"}],"about":[{"href":"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/wp-json\/wp\/v2\/types\/bu-article"}],"author":[{"embeddable":true,"href":"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/wp-json\/wp\/v2\/users\/6310"}],"replies":[{"embeddable":true,"href":"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/wp-json\/wp\/v2\/comments?post=94181"}],"version-history":[{"count":5,"href":"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/wp-json\/wp\/v2\/bu-article\/94181\/revisions"}],"predecessor-version":[{"id":97703,"href":"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/wp-json\/wp\/v2\/bu-article\/94181\/revisions\/97703"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/wp-json\/wp\/v2\/media\/94182"}],"wp:attachment":[{"href":"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/wp-json\/wp\/v2\/media?parent=94181"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/wp-json\/wp\/v2\/tags?post=94181"},{"taxonomy":"bu-publication","embeddable":true,"href":"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/wp-json\/wp\/v2\/bu-publication?post=94181"},{"taxonomy":"magazine-article-category","embeddable":true,"href":"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/wp-json\/wp\/v2\/magazine-article-category?post=94181"},{"taxonomy":"magazine-topic","embeddable":true,"href":"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/wp-json\/wp\/v2\/magazine-topic?post=94181"},{"taxonomy":"news-article-category","embeddable":true,"href":"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/wp-json\/wp\/v2\/news-article-category?post=94181"},{"taxonomy":"news-topic","embeddable":true,"href":"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/wp-json\/wp\/v2\/news-topic?post=94181"},{"taxonomy":"bu_edition","embeddable":true,"href":"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/wp-json\/wp\/v2\/bu_edition?post=94181"},{"taxonomy":"media_type","embeddable":true,"href":"https:\/\/id-andrea.cms-devl.bu.edu\/cfa\/wp-json\/wp\/v2\/media_type?post=94181"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}