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It is 1980, and I am 14 years old. I don’t know exactly when this happened but I feel sure it was in the summer or fall. I am standing before the record player I had received for Christmas a few years earlier, in my adolescent lair in the basement of my parent’s house in Camillus, New York. The turntable could be rotated on its side to hide within the wooden cabinet in which it was housed when not in use, and the spindle could accommodate up to 6 LPs at a time (by the time of this memory I had learned never to do this, with the hope of preserving the quality of my record collection as long as possible).
I have just unwrapped the 3 LP set Yessongs from its plastic shrink wrap and set the needle down on the record at the beginning of side A of the first LP. Yes was my favorite rock band when I was in high school (they still are) and I have saved up money from several weeks of early mornings on my bicycle delivering newspapers to buy this, only the second triple album in my collection (the first was Keith Jarrett’s Solo Concerts Bremen / Lausanne).
As I marvel at the stunning artwork by Roger Dean that not only adorns the cover but in fact nearly every surface of the package, what I hear at first are the sounds of an arena crowd anticipating a Yes concert to begin – Yessongs was the band’s first live album. But when the music begins, it isn’t Yes at all – instead I hear the tender horn solo over quiet tremolo chords in the strings that begins the Finale of Igor Stravinsky’s 1910 ballet score The Firebird.
“I’m so bored. What is wrong with me? This is what I’ve always wanted. I won Nationals. I’m in charge of this committee. But it feels so meaningless. Do all teachers feel this at some point?”
~ (character) Will Schuester
Glee, Season 4, Episode 3: Makeover
Although advocates for music education – especially music education in public school settings – often speak to ideals about “music education for all children”, or the importance of the inclusion of music education in a well-rounded education, the reality of the state of music education in the United States is that music education is not for everyone.
Alongside the inequality of access and inclusion already being discussed by many throughout the country, the role that competition plays in the activities of music education presented to our children has become so pervasive that by their very nature, these activities exclude and discourage many children, who as a result are not receiving a music education, or are receiving an inadequate and impoverished music education.