of a school, serving as community ambassadors in parades, competitions, and public ceremonies. Yet, paradoxically, these are frequently the first programs considered for cuts. “A lot of times, they don’t see what it really takes to get to the point of having a marching band at a parade or having a choir sing the national anthem. It takes a lot of educators,” McDevitt says, highlighting the unsung heroes of music education: the pre-K and elementary teachers who build the foundational love and skills necessary for students to progress to middle and high school programs. It’s a fact that without these early educators, the higher-level programs would inevitably dwindle. “We’ve seen especially at the middle school level, those programs are the ones people seem to think are the most expendable,” McDevitt says, noting that this is a pivotal age where students develop their passion for music. Losing these programs often means students are “lost” to music entirely, impacting future high school enrollment. So, NJMEA’s messaging in its advocacy also extends to helping the public understand the intricate ecosystem of music education, from foundational learning to highly visible performances, stressing that cuts at any level can undermine the entire program. 8 CIVIL AND MUNICIPAL VOLUME 06, ISSUE 06
RkJQdWJsaXNoZXIy MTI5MjAx