Journal #4 - Community Matters

In today’s lecture with Dan Austin, he has given many helpful resources for new

and aspiring teachers. He has listed a set of priorities that every young teacher should

have. They should join appropriate professional organizations, attend conferences,

collaborate in music communities, and develop networks with colleagues.

In the same respect, there are many professional organizations that he had

mentioned, including but not limited to: OMEA, OBA, OVF, and OSA. These are the

Ontario Music Educators’ Association, the Ontario Band Association, the Ontario Vocal

Festival, and the Ontario Strings Association. Each of these organizations provide a

special place for every kind of music educator to network, collaborate, and build a

community.

The UGEMTA (Upper Grand Elementary Music Teachers Association) was

another organization found by Mr. Austin and other educators. In his four-part article, he

explains the formation of the association, programs and festivals that took places, and

the start of a new instrumental program. From 2010 to 2011 he takes us through the

development of this new program, highlighting its challenges and triumphs. The goal of

implementing this program was for research purposes, to show that a vibrant music

program can increase student engagement and positively affect the learning

environment. After much hard work and perseverance through many trials, the program

had an amazing success and great benefits for the school and student morale. It really

goes to show that if people see a need in their community, no matter the adversity, they

should step up to meet that need. By doing this, it will definitely change their community

for the better and bring people together along the way.
 Another organization that he talked about was the MusiCounts Band Aid

Program. They also have the MusiCounts Slaight Family Foundation, both programs

offer up to $20,000 for purchasing music equipment and resources. The Band Aid

program focuses particularly on schools that do not have the instruments, or may be

lacking in resources and cannot provide a sustainable music program. They provide

grants to ensure that students can receive all of the benefits that music education has to

offer. In 2024 they plan on disbursing $400,000 to $600,000 to this program. The other

grant program is open to all schools in Canada and focus on schools which may be

lacking, similar to the Band Aid program. The difference is, they provide culturally-

specific programs like, Indigenous music, African percussion, Metis fiddling, and others.

They provide a place for schools that may have under-represented communities or

serve high-needs students. (MusiCounts, n.d.).

In this time that we are living in, there are a wealth of resources, programs, and

communities for teachers and students alike. There is a place for new teachers to come

together and advocate for their music program in their community and get the funds for

the resources they need. In turn, there will be students who can receive the music

education that they deserve.

 Bibliography

Austin, D. (2010). Music Makers: Elementary. Strength in Numbers, 52(1), 34–

34.

Austin, D. (2010). Music Makers: Elementary. Strength in Numbers: Part II -

Building a Music Program, 52(2), 32–33.

Austin, D., & Cutz, O. (2011). Music Makers: Elementary. Strength in Numbers:

Part III - Collaboration & Growth, 52(3), 31–32.

Austin, D. (2011). Music Makers: Elementary. Strength in Numbers: Part IV - If

You Build It They Will Come, 52(4), 38–39.

Music Education Charity of Canada. (n.d.). Musicounts. MusiCounts.

https://musicounts.ca/en/programs/grants/musicounts-school-music-funding-programs/