The stakes are low but the consequences are high

Abstract

I can think of no better way to begin this paper than to ask that you direct your thoughts to the following questions which I consider compelling. Your musing should prepare you with an appropriate mind set for assimilating what is to follow. Would it surprise you to learn that the majority of college-age students who enter and graduate from music schools do not have the ability to translate what music notation sounds like unless they or others first perform it on a music instrument? Essentially, they only decode, not truly read, simply by pushing keys or valves on an instrument. The analogy is knowing the alphabet but not being able to give meaning to written words or sentences. How can one explain the actuality that the majority of graduate professors of music education who teach how-to-do research classes do not, themselves, engage in and publish research? Why is it that children learn to talk without the necessity of taking speaking lessons but in our culture singing lessons are common for one to learn to sing? Similarly, why do children learn to walk without the necessity of taking walking lessons but in our culture lessons are necessary to learn to dance?

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