The Missed Issue with the TMEA Bassoon Presentation

Recently, the Texas Music Educators Association allowed Frank Chambers to give a presentation at their annual conference. This presentation focused on what Chambers believes are the qualities of a good bassoon student. The issue was that his list of qualities were incredibly discriminatory and mostly based on factors outside the potential students control. Many people were rightfully outraged by the presentation. The presentation was contrary to what many musicians believe about the inclusivity of music.

The presentation claimed that the ideal bassoon student possessed: self-motivation, intelligence in math and reading, a high socio-economic background, pre-packaged musical knowledge, and a stable home. These criteria exclude many people. If my teachers had evaluated me based on this, I would not have been given a chance to learn. However, there is one large issue that has yet to be addressed.

Many have noticed that students who come from wealthy homes have an advantage when it comes to learning music over those who do not. There are two questions that I feel musicians have neglected to ask themselves:

1. Why do music teachers often perpetuate the difference of socio-economic status?

2. Why do so many music teachers look for students who have pre-packaged music knowledge?

I have contemplated these questions throughout my entire music career. This has led me to a frightening conclusion: there are too many music teachers (especially at the collegiate level) that are uninterested in legitimately teaching and prefer students that will make their resume look good. The consequence of this is obvious. Students who have at least an upper-middle class background are often favored. In my experience as a musician I have seen this most often at universities. For me, this presentation demonstrates that this occurs at all levels of music education.

This is incredibly backwards. The formal definition of teach is: to impart knowledge or skill or to give instruction. When you choose teach, you are taking on a responsibility to pass on knowledge and skills to someone else. Period. Full stop. That is what teaching is regardless of subject matter. If you are a teacher exclusively seeking students who are already high level musicians you are deluded. Truth be told, I do not believe music educators are doing this purposefully. This is being done unconsciously. Music educators have been taught for generations that only a select few who are born gifted and privileged can study music. Not only is this completely false; but this goes against the very concept of teaching. You can not teach a person something they already know.

This needs to change drastically and quickly if music education is to live on. We need more music teachers like my current private teachers; teachers like Derek who are extraordinarily well rounded, passionate and want to teach students to not only how to play but, establish connections when studying music. Teachers like Nico Giacalone, who recognize potential in a student and get excited to work with them. Teachers like Christopher, who coach celebrities but, have no problem working with college students or beginners. Most importantly, we require more teachers who understand what teaching is and the massive responsibility it entails. I believe my former guitar teacher Nikki said it best “If you are not learning, I am not teaching.” Bringing this accountability back to music education is the first stepping stone towards improving it for all. To all the teachers who teach privately, in public or private school, or at the collegiate level who teach with passion and accountability regardless of a students background: thank you. The music world desperately needs more teachers like you.