PROCEEDINGS The 82nd Annual Meeting 2006 NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC 11250 Roger Bacon Drive, Suite 21 Reston, Virginia 20190 Telephone: (703) 437-0700, Facsimile: (703) 437-6312 Web Address: www.arts-accredit.org E-mail: [email protected] NUMBER 95 SEPTEMBER 2007 PROCEEDINGS The 82nd Annual Meeting 2006 NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC 11250 Roger Bacon Drive, Suite 21 Reston, Virginia 20190 Telephone: (703) 437-0700, Facsimile: (703) 437-6312 Web Address: www.arts-accredit.org E-mail: [email protected] Copyright © 2007 ISSN Number 0190-6615 NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC 11250 ROGER BACON DRIVE, SUITE 21, RESTON, VA 20190 All rights reserved including the right to reproduce this book or parts thereof in any form. CONTENTS Preface vii Keynote Address Weapons of Mass Instruction Nancy Smith Fichter 1 Future of Art Music: Teaching Music in General Studies—^Has the Time Come for Specialists? Teaching Music in General Studies—Has the Time Come for Specialists? Gerard Aloisio 11 Response to "Teaching Music in General Studies^—Has the Time Come for Specialists?" Robert Weirich 20 Leadership: Advocacy for Music in the Promotion and Tenure Process Leadership: Advocacy for Music in the Promotion and Tenure Process Georgia Cowart 25 Working Productively With the Cultural Impacts of Technology: the Challenges for Music Leaders in Academe Working Productively With the Cultural Impacts of Technology: the Challenges for Music Leaders in Academe Christopher Kendall 29 Working Productively With the Cultural Impacts of Technology: the Challenges for Music Leaders in Academe Robert Gibson 33 High-Tech Hype Robert Seidensticker 37 Future of Art Music: The Roles of Community and Precollegiate Arts Schools The Roles of Community and Precollegiate Arts Schools Kirs ten Morgan 43 Leadership: What is Strategic Planning? Leadership: What is Strategic Planning? Lisa Swanson 51 Certificate and Diploma Programs at Undergraduate and Graduate Levels Certificate Programs at Undergraduate and Graduate Levels Robert Shay 61 Certificate and Diploma Programs at Undergraduate and Graduate Levels Thomas Novak 65 Certificate and Diploma Programs at Undergraduate and Graduate Levels Deborah Berman 68 Future of Art Music Future of Art Musie: Advocacy That Works Constance Bumgamer Gee 73 Management: Non-Tenured Positions for Core Faculty Contingent Faculty Appointments in Sehools of Music: Emerging Models Even in Traditional Places John W. Richmond 91 Effeetive and Ethical Treatment of Contingent Faculty James Woodward 96 Preventing Hearing Loss Preventing Hearing Loss Jennifer Stewart Walter, Sandra Mace, Susan L. Phillips 101 Community/Junior Colleges Inereasing Freshman Retention: Methods for Success Kevin Dobreff. 107 New Dimensions: Music and the Allied Arts: Preparing Young Musicians for the Multimedia Future Music and the Allied Arts: Preparing Young Musicians for the Multimedia Future Douglas Lowry Ill The Role of Music Schools in the Face of Multimedia Art Forms Robert Cutietta 121 Meeting of Region One: College-Community Orchestras That Work Thornton School of Musie, University of Southern California—Los Angeles Philharmonic Robert Cutietta 125 The Millikin-Decatur Symphony Orchestra Michael Luxner 128 University of Redlands^—^Redlands Symphony Orchestra Jon Robertson, Andrew Glendening 131 Meeting of Region Two: Creative Connections: Music in General Education Creative Connections: Music in General Education Faun Tanenbaum Tiedge 135 Creative Connections: Music in General Education AnnB. Tedards 139 Music in General Education: A Gaze Toward the Future With an Eye on the Past ToddE. Sullivan 143 Meeting of Region Three: Ethics, Honesty and Integrity: Maintaining High Standards, Striving for Excellence, and Avoiding Incarceration Professional Ethics and the Music Executive David G. Woods 149 Meeting of Region Five: Occupational Risks of Pianists and Musicians The Medical Problems of Musicians: An Overview Gregory L. Sulik, M.D 159 Meeting of Region Seven: Crossing Over to the Dark Side: From Faculty Member to Administrator You're In Charge—Now What? Julia C. Combs 169 Meeting of Region Eight: A Systematic Way of Trimming the Required Hours in the Degree A Systematic Way of Trimming the Required Hours in the Degree Mary Dave Blackman 177 Smaller Music Units: The Numbers Game—^Building the Program Collaborating to Build a Program Maximizing Resources of a Small Music Unit Janet Brown 185 When a Major Becomes a Minor: The Importance of the Music Minor to the Survival of the Small Music Program Matthew H. James 187 Small Departments and the Recruiting Game Donald Sloan 195 Issues in Sacred/Church Music GIA Publications, Inc. Kelly Dobbs-Mickus 201 The Plenary Sessions Minutes of the Plenary Sessions Mark Wait 205 Report of the President Daniel P. Sher 208 Report of the Executive Director Samuel Hope 212 Oral Report of the Executive Director Samuel Hope 219 Reports of the Regions 222 Report of the Committee on Ethics Ben R. King 226 Actions of the Accrediting Commissions 228 NASM Officers, Board, Commissions, Committees, and Staff 2006-2007 231 PREFACE The Eighty-second Annual Meeting of the National Association of Schools of Music was held November 17-21, 2006, at the The Fairmont Hotel in Chicago, Illinois. This volume is a partial record of various papers delivered at that meeting, as well as the official record of reports given and business transacted at the three plenary sessions. Papers published herein have been lightly edited for certain stylistic consistencies but otherwise appear largely as the authors presented them at the meeting. KEYNOTE ADDRESS WEAPONS OF MASS INSTRUCTION NANCY SMITH FIGHTER Florida State University When I was invited to give this talk, it was suggested that I might address some of the critical issues currently characterizing the arenas of higher education and that I also might talk about art and art making. That seemed a tad global to me, but the more I thought about it, it seemed the only way to proceed because to separate all those topics might be to perpetuate the very separations and schisms that we find in our institutional lives today and that I hope to address in these remarks. My comments grow from a deep concern about the damaging separations between the arts that we serve and some of the administrative practices to which we are often asked to conform. And I should make clear that I am usually referring to such practices and mandates that are handed down to all of us from forces often very remote from our own administrative areas; forces such as legislatures, corporate overseers, and alien bureaucracies. Jaan Whitehead, whose discipline is theater, urges us to challenge and break out of the framework of institutional thinking "by asking how [our institutions] are affecting the ways we practice our art on a daily basis."' So I would like to offer some ideas about all of the above and will try to unravel some of the tangled threads as I go along. They are indeed tangled because the context in which the arts reside in academe today presents an unusually rich and complex and sometimes dense tapestry. To put it plainly, the "damaging separations" to which I refer are often the disconnects that derive from current practices that are not compatible with the disciplines to which they are applied. These schisms have multiple causes, many related to our expansion into institutional megaverses (our megaversities). During the past few decades, we have experienced previously imparalleled institutional expansion. In many cases, we have sought and welcomed the growth. But there is a significant difference between growth, true organic growth that proceeds from a center, and metastasis, a rapid, often random proliferation. When institutional growth skews into metastasis, there often seems to be an institutional panic reaction that yields vigorous efforts to control, to label, to measure; and this can lead to a separation from center, from the very disciplines that are the components of the institution. Although we like to think that we are always open to change and to its new possibilities, we have found ourselves confronted by new models of operation and fimction that often seem hostile to the very nature of our disciplines and missions. Sometimes we learn to adopt and adapt the new models in ways that are truly helpful; but too often the new managerial models have continued to be alien suits of armor that do not fit, and we find ourselves in "word prisons" that are not compatible with the special languages of the arts. False Accountability The five-hundred-pound elephant that is often in the room of many academic councils these days is, of course, the old corporate models. At the uppermost regions of academic administration, there is a striking resemblance to the old boardrooms of old Big Business. And I say "old" because, as you well may know, the real irony is that the new corporate thinking is looking more and more in the direction of what we might recognize as creative sensibilities. Big Business has discarded some of the old corporate models that academe is still clinging to. But those old models seem to have great staying power in institutions of higher education, and they have yielded some of the weapons of mass instruction that we encounter on a regular basis. We are once again immersed to a greater degree than ever in the accountability craze that spawns futile reporting exercises that are • attempts to quantify that which is unquantifiable; • attempts to give finitude to that which is infinite; • attempts to account for rather than to value. We are being asked to categorize with an improbable exactitude, to describe literally and to delineate that which (to use Suzanne Langer's words) "is virtually ineffable." Now we probably all know that it would not be the best strategy in some cases to go upstairs to our provosts, presidents, chancellors, and so on, and say we just cannot be accountable because we are dealing with that which is "virtually ineffable." It would all sound so vague.