Annotated Bibliography

Fiese, J.K. & Decarbo, N.J. (1995). Urban Music Education the Teachers’ Perspective. Music Educators Journal, 81(6), 27-31. Retrieved March 22, 2009, from JSTOR database.

This article focuses on the responses of twenty successful music teachers to four open-ended questions about their experiences and backgrounds in teaching music in an urban setting. Many of the answers were similar in addressing the challenges of teaching in an urban setting.
The first question dealt with how the teachers viewed their undergraduate/graduate courses in preparing them for teaching in an urban environment. According to the authors, “The majority of the respondents felt woefully unprepared to teach in the urban setting”. Many felt that their training prepared them to deal with the “ideal” student and missed the complexities of handling the issues of students from differing social and economic backgrounds.
The second question asked the teachers to offer examples of one or two techniques or approaches that they have utilized and have found to be particularly effective. There was a range of responses, but some of the overlying themes touched on the importance of experience and ultimately experimentation to find what works the best. Also, it was pointed out that having the respect of the students and control over the learning environment is paramount in achieving any level of success.
The third question asked, what factors the teachers felt contributed most to their personal success. “Several teachers identified various support networks of teachers, supervisors, mentors, and others that helped them meet their goals.” Others cited their continued educational studies through, professional clinics and conferences.
The final question asked if the teachers might offer some observations for improving music education in urban schools. Some of the responses pointed out the need for programs that addresses the needs of low-income students being created and integrated within the curriculum. Also it is suggested, “ Having all of the constituencies involved in dialogue, rather than parallel monologues, for the advancement of the students’ music education is perhaps one of the central features of successful urban school music programs”
Overall this article offers an insightful glimpse into the realties of music education in urban schools. It offers input directly from teachers involved in the action of teaching music everyday, and achieving successes in doing it.