... action ideals

Assumptions and Questions Related to the
Action Ideals of the MayDay Group

The MayDay Group first met on May 1, 1993 with the intention of critically reexamining the status of practice in music education. This eclectic and varied group of thinkers, from a variety of disciplines and countries, continues to function as a think tank, concerned to identify, critique and change taken-for-granted patterns of professional activity, polemical approaches to method, and social, musical and educational philosophies, educational politics and public pressures that have threatened effective practice and stifled critical and open communication among music educators. This ongoing debate has resulted in a more formal two-fold purpose guiding future deliberations: [a] to apply critical theory and critical thinking to the purposes and practices of music education, and [b] to affirm the central importance of musical participation in human life and, thus, the value of music in the general education of all people.

The following regulative ideals have emerged. They are stated broadly as ideals for guiding dialogue and change, not as narrow or dogmatic conclusions. Each is followed by a brief rationale and a range of sample questions that point out directions for action. Because any consideration of ideals by diverse thinkers is a dynamic process, colloquy and reflection continue. Thus elaboration, refinement and qualification by members and other interested parties are expected and welcomed.

Despite the difficulty of formulating such ideals in precise yet brief form, members and other participants nonetheless agree that these ideals for guiding necessary change are sufficiently warranted that the signers [see the list at the end of this document] put them forth as bases for action in music education.

Action Ideals of the MayDay Group
click on the numbers to read the ideals in detail

1. Musical action that is fully mindful of musical results is the necessary condition of music-making and, therefore, of an effective music education.

2. The social and cultural contexts of musical actions are integral to musical meaning and cannot be ignored or minimized in music education.

3. Since human musical actions create, sustain and re-shape musical cultures, music educators can and should formally channel this cultural process, influencing the directions in which it develops and the individual and collective human values it serves.

4. The contributions made by schools, colleges and other musical institutions are important to musical culture, but these need to be systematically examined and evaluated in terms of the directions and extent of their influence.

5. In order to be effective, music educators must establish and maintain contact with ideas and people from other disciplines.

6. The research and theoretical bases for music education must simultaneously be refined and radically broadened both in terms of their theoretical interest and practical relevance.

7. An extensive and intensive consideration of curriculum for music education is needed as a foundation to greater professional unity and must be guided by a sound philosophical process.

Signatories

The initial signatories of this document affirm their general agreement with the broad ideals contained here as a basis for action. In addition, they and others have expanded, elaborated, and commented on specific points. This commentary is found in the resources sections.

Irmgard Bontinck [Austria], Wayne Bowman [Canada], Rick Bunting [USA], Richard Colwell [USA], Robert Cutietta [USA], David Elliott [Canada], J Terry Gates [USA], Jere Humphreys [USA], John Kratus [USA], Desmond Mark [Austria], Marie McCarthy [USA], Gary McPherson [Australia], Patricia O'Toole [USA], Stephen J Paul [USA], Thomas A Regelski [USA], Brian Roberts [Canada], Keith Swanwick [England]