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Claudia Edwards
Professor Stark
ENC 2135
September 26, 2016
Investigative Field Essay, Final Draft
INTRODUCTION
The field of Music Education is an area that has seen tremendous growth in recent years,
as well as its share of immense challenges. As an area of education that is often disregarded as
being expendable, irrelevant and insignificant in an increasingly STEM-oriented world, music
has seen a constant ebb and flow in past years. Music teachers face marginalization, low salaries
and a constant feeling of powerlessness under their school administrators (Slaton). Recently,
however, the arts have seen a new awakening in school programs; regardless of the challenges,
many school systems in the U.S. are beginning to recognize the importance of music and the arts
in the lives of students (Jorgensen).
As a Music Education student at Florida State University College of Music, this
knowledge has followed me to an extent ever since I chose my major. On this basis, the focus of
my research for this project was to explore new and expanding opportunities for Music
Education majors. Since conducting my research, I have discovered the amazing opportunities
arising in the fieldas well as the specific challenges that I will face as a teacher. This
information has not only allowed me to expand my knowledge of the field but also to learn how I
can begin to prepare for it today as a college student (Tetel).

METHODS

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I began my research on a broad scale in an effort to lay the groundwork of my project.
However, as I worked through my secondary research and initial drafts, my focus quickly
narrowed to one main topic: the major changes (expansion and opportunities) that are occurring
within Music Education and, consequently, how these changes will affect me.
Once I was nearly finished with my secondary research, I began my interviewing process.
As a student at FSU, I planned to interview teachers and professors who were tied to the College
of Music. After considering my focus and the necessary questions, I chose to interview Ms.
Ashley Hagadorn, Dr. Kasia Bugaj and Dr. Alexander Jimenez.
Ms. Hagadorn is a music teacher at Montford Middle School in Tallahassee and is a
director for the Tallahassee Youth Orchestras (TYO). As a graduate of FSU for Music Education
(with a Certificate in Viola Performance), she has served both as a performer and teacher. I have
been witness to her work in the Tallahassee Youth Orchestras for several years now; thus, I knew
that her firsthand accounts of life as a teacher would be invaluable to my research.
Dr. Bugaj is an Assistant Professor of String Music Education at FSU. With three degrees
in Viola Performance and a doctorate in Music Education, she too has seen many different facets
of the large body that comprises music. Before teaching at FSU, she helped to develop several
string education programs for youth that have changed the lives of students in underserved
schools. As the head of String Education at FSU, Dr. Bugaj would prove to be a fantastic
candidate for my interviews.
Dr. Jimenez, Professor of Conducting and Director of Orchestral Activities at FSU, has
worked in nearly every area of music over the course of his career. Originally a professional
percussionist and timpanist, he has since served on the faculties of multiple universities. He also

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serves as Music Director of the TYO. His knowledge of the field of musicand specifically
Music Educationmade him an ideal interviewee.
I originally formulated 5-7 questions for each interviewee, tailored to fit each persons
position. As the interviews progressed, however, I had to alter some of my questions. In addition,
some of the questions that I had originally written and asked no longer applied once I had
narrowed my focus after the interviews.
The final set of questions presented here for each interview reflect my narrowed focus.
My questions for Ms. Hagadorn were as follows: What do you see for the future of Music
Education, what new opportunities are becoming available and what advice would you give to
new Music Education students on approaching the field for the first time? My questions for Dr.
Bugaj fell into similar categories: How has Music Education changed during your time in the
field, what are some of the challenges that music educators face today, what new opportunities
are becoming available to music educators today and what advice would you give to a graduate
applying to working the field for the first time? Finally, my questions for Dr. Jimenez were:
What trends have you seen among Music Education majors in recent years, what do you see for
the future of Music Education relating to these trends, what are some of the major challenges that
music educators face today, what are some new opportunities becoming available to music
educators and what advice would you give to a student approaching this degree? To aid my
process and give the interviewees my undivided attention, I had the opportunity to voice-record
each of my interviews for later reference.

RESULTS

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I interviewed Ms. Hagadorn after a Sunday afternoon TYO rehearsal at the College of
Music. Her views on the changes and opportunities in Music Education fall into two categories:
the shift to integrating technology into classrooms and the increase in string education jobs
becoming available. In the realm of technology, online programs such as SmartMusic are
becoming a viable option for teaching music to wider audiences; school administrators are
specifically looking for music teachers who are technologically proficient. As far as string
education expansion, the change is slow but steady; fine arts classes, such as orchestra classes,
have become a required core class in some states and have opened up so many jobs that the
supply of music teachers cannot match the demand. Her advice to new music educators and
students pertained to everyday life in the field: Be very patient with yourself, she said. Find
friends who can help you cope with it. But I promise you: the teaching is worth it.
My interview with Dr. Bugaj occurred on the same day in her office at the College of
Music. Her answer to what changes are occurring in Music Education was that the range of the
field has become more inclusive; students who are handicapped, underprivileged or have
disabilities now have the opportunity to play an instrument through special programs. She
admitted that the challenges teachers face today are numerous; planning and teaching every day,
traveling from one school to another, facing anti-teacher prejudices and the acceptance (or
rejection) of a community are all examples. As far as new job opportunities went, however, she
confirmed that String Music Education in specific is expanding rapidly; Orange County, Florida
now has an orchestra program in every school. The teaching positions are exponentially high
right now, and this is most likely a trend that will carry on for at least a decade. Her advice to
new Music Education majors was to find a mentor: Listen, ask questions, and everything will
fall into placeor youll change something to make it fall into place.

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My final interview took place in Dr. Jimenezs office the next day at the College of Music
before orchestra rehearsal. His outlook on the current trends of Music Education students was
that the path is still generally traditional: You finish your internship, you get your degree
hopefully you get a job teaching at a school. However, the ground is definitely changing in
Music Education. Versatility is the key to employment, he said. For example, some string
orchestra teachers will begin to teach guitar or choral classes as well in their school. Being open
to new options and new opportunities is how music teachers find success in an ever-changing
school system. His answer to the challenges that music educators face today is that they are
constantly striving to justify their very existence in the face of STEM subjects becoming such
a priority. This is also opening up opportunities, however; he pointed out that the more we can
reach out to other fields and create partnerships, the more we can equate ourselves with the
importance of STEM fields. His final words of advice were, Have an open mind. Dont fit
yourself into one particular type of job. Be open to anything and everything.

CONCLUSION
In the process of researching and interviewing for this project, the common vein that I
saw throughout my resources was one that affirmed the availability of jobs in Music Education
and the new expansion of music in school systems. However, I also learned that in order to be
successful in this job field, I will have to embrace the changes and challenges that come my way
and always be open to expanding my versatility as a teacher. Through my secondary research
process, I learned that being open to expanding your abilities and range of instruction as a
teacher (Kassner), as well as building bridges between the performance and education
communities (Sinsabaugh), are specific, invaluable qualities to bring into a career.

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Prior to my research, I knew that while the field comes with its own unique challenges,
Music Education is constantly growing and changing. The interviewing process reaffirmed this
for me. Ms. Hagadorn impressed upon me the rewarding aspects of teaching and confirmed that
the field is certainly opening up new job opportunities; she stressed the importance of music in
the lives of her students, and how the challenges are well worth the experience of sharing music.
Dr. Bugaj also confirmed this and introduced me to the idea that music education can take many
forms, be presented in many different venues and can be applied to a wider variety of students
today more than ever before. Dr. Jimenez emphasized the variety and eclecticism that is needed
in music education today and how these qualities can be cultivated in my college years.
Each bit of my research confirmed for me that while this career will require intense work
both during and after college, it is constantly changing, growing and in need of new educators. It
is true that Music Education jobs are growing rapidly as the arts are integrated back into school
systems; however, I will have to be open to pursing the opportunities that come my way in order
to be successful. This journey will be a learning process: as Music Education grows and changes,
I will have to constantly grow and change with it as I help to bring something incredible to a new
generation of students.

Works Cited
Jorgensen, Estelle R. "School Music Education And Change." Music Educators Journal 96.4
(2010): 21-27. Academic Search Complete. Web. 8 Sept. 2016.

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Kassner, Kirk. "Reflections On Career Development And Eclecticism In Music Education."
Music Educators Journal 96.1 (2009): 62-66. Academic Search Complete. Web. 8 Sept.
2016.
Sinsabaugh, Katherine. "Music Partnerships The Face Of Music In Modern Education."
Teaching Artist Journal 4.3 (2006): 176-181. Academic Search Complete. Web. 10 Sept.
2016.
Slaton, Emily Dawn. "Collegiate Connections: Music Education Budget Crisis." Music
Educators Journal 99.1 (2012): 33-35. Education Source. Web. 9 Sept. 2016.
Tetel, Mihai. "Making The Most Out Of Your College Years; Building A Successful Career In
Music Begins In College!." American String Teacher 62.1 (2012): 90-91. Education
Source. Web. 13 Sept. 2016.