Kratus, J. (2007). Music education at the tipping point.

Music Educators
Journal, 94 (2), 42-48.
1. Music education needs to keep evolving to fit the needs of
students, but teachers tend to teach how they were taught,
rather than what would be beneficial to students.
2. Music has not only taken a backseat to math and science, but
other areas in the arts (drama, dance) this is especially
noticeable when there are funding cuts.
3. Music education deteriorates much more drastically in schools
with large minority populations and minimal funding.
4. Music is an integral part of adolescents lives, but the music
taught in schools is so drastically different to out-of-school music,
that it may no longer appeal to todays youth.
5. Along with out-dated teaching techniques, the music taught in
schools is classically based which is not a very large portion of
todays musical pie.
6. Music education is almost entirely facilitated by a band director,
which gives children very little freedom to create or explore
music. Many of our music education practices take students
through a step-by step approach, dominated by the teacher, and
leading toward a result that is anything but an independently
functioning musician. (p. 46)
7. Although the need to reform music education to suit the interests
of todays youth is ever present, there is also a need to preserve
the past musical traditions, much like teaching history. Music
education must find ways to both keep up with the changing
musical culture and preserve the best of our musical past.
(p.42)
8. Gladwells criteria could help to improve music education by
implementing a focus, test, believe system in reforming
education.