North Carolina Music Educator Journal Summer 2021

y James Daugherty
Making the Grade:
Getting an A for
Advocacy
Photo by Kimberly Farmer on Unsplash
Music transforms people and communities.
People and communities transform music.
Thinking back to the time I was finishing my bachelor’s
degree, I recall a general education course containing an
intriguing method for motivation to be successful. This
course had many professors teaching it, but there was one who
designed the course so unit tests were administered in a computer
lab. That was new for the time, but not the most innovative aspect
of the course design.
From the onset of the class, every student knew the number of
required tests. Students could test anytime they were ready. Tests
were not tied to a calendar or completion of a certain number of
lectures. One unique aspect of this particular course was the ability
of every student to predetermine their final grade from day one.
This was accomplished by knowing in order to earn an A in the
course, a certain number of tests had to be taken with a minimum
pre-established score. To earn a B in the course, a student would
have several A test grades and a majority of B test grades; however,
nothing lower than a B. There was only one other option: failure. It
was an A, a B, or an F.
The selling point for many students to take the course with this
professor was that everyone enrolled in the course was, more or
less, guaranteed a B or even the coveted A if they met the criteria
measured by the tests in the lab because any test could be taken as
many times as needed in order to achieve the desired grade.
Perfectionists and procrastinators alike found a home in this
course as the professor would allow students up to one incomplete
for the initial semester for the opportunity to continue their testing
to either solidly earn their mark of B or A by completing all tests by
the end of the semester that followed the incomplete.
When I registered for the course, I remember thinking
it seemed like a no-brainer, a course that guaranteed an A.
Considering all options, I eagerly enrolled in the course.
Time certainly changes opinions. I initially expected, and was
whole-heartedly on track, to earn an A. However, after taking a few
tests, one was particularly tough. While I can’t recall how many
retakes it took, I finally settled for a B in order to move forward. I
had no plans of taking an incomplete and thought I’d knock these
tests out quickly so as to not worry about them. Eventually, I got to
a crossroads and a decision had to be made.
After having now accepted several B’s along with A’s, I had
reached the limit of B’s allowed in order to earn an A overall. It was
a tough decision because I was only finished with a little over half
the required tests, and I didn’t know how hard they would be in the
future or how much time they would take. Yielding to the voice of
compromise, I accepted a B on the current test which meant I now
had a B in the course and could not make anything less than a B on
any more tests or risk failure.
When the work gets tough on the test (no matter what it is or in
what form it takes), circumstances may tempt us to accept less than
our best or even accept failure as an option. Difficulty and rigor of
the task, the true grit of the work, often beg us to settle for less than
an A.
Unfortunately, life does not always afford the opportunity to
know there are only a certain number of tests or challenges, and
that being successful with a certain number of them will allow us to
not only pass the moment, but to also achieve that coveted highest
mark or rating.
Teaching and learning music during the last year and a half of
global pandemic has to be one of the biggest tests music education
ever faced. We didn’t know it was coming and we certainly did not
know what it would take to pass or how many times we’d have to
try it again. But, through it all, we have learned uncertainty does
not equate to defeat.
We have also learned that, often, our most successful work
comes through shared social-emotional support and relationships.
In fact, we probably have more appreciation for the value of human
connection through music than at any point in our memory.
We’ve learned that not all tests must be taken alone. Socialemotional
and relational wellness are significant in supporting
efforts to achieve an A during life’s tests and in nurturing the
health of music education. How do we march forward, postpandemic,
not knowing the number of tests we have ahead that
will lead us to failure or success – especially after all we’ve already
passed? And where do we, as musicians, get the social-emotional
and relationship/networking support we need, to not only be
successful, but to make an A?
UNC Charlotte is shaping a new era in music education
to prepare productive, successful, engaged musical citizens.
Be part of the transformation.
@unccarts
music.uncc.edu
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