The classroom is a place in which an assemblage of knowledge, texts, and experiences should be shared, destabilized, and explored by teachers and students as co-learners, who endeavor to uncover a surplus of knowledge that is greater than the sum of the individual parts. It is a place where appropriate and equitable access points give all people opportunities to learn, and where teachers center and support student needs and experiences.
In music teacher education, we must focus our efforts on producing qualified teachers who prioritize community and cultural goals alongside their musical and professional goals. Teachers who guide students to become musicians, rather than study music from a distance. Teachers whose instructional design is informed by the development of strong relationships with students in their classrooms and is in turn responsive to their students’ intersectional identities.
Jamie Gunther is the Assistant Director of Music Education at Longy School of Music of Bard College, where he directs the Master of Music in Music Education In-Person program. Jamie coordinates Music Teacher Licensure, and teaches several courses including Practicum and Licensure Seminars, Introduction to Pedagogy for Performers, and Community Music. Jamie began his career in music education teaching K-12 general music, 4-12 band, digital music, and drumline in New York City and Boston schools. He has presented at the Society for Music Teacher Education, College Music Society, NAfME national and state conferences, and was recently published in New York State School Music News. Jamie holds a bachelor’s degree in music education from The Pennsylvania State University, a master’s degree in music performance from Central Michigan University, a master’s degree in music education, and a doctorate in music education from Teachers College, Columbia University. His research focuses on music teacher education, student teaching, and cooperating music teachers.