Rethinking ‘Education’ in Music: How to Make Learning Feel Less Like Homework and More Like Fun

When we talk about integrating music into our communities, the term “education” often comes up. But let’s be honest—doesn’t “education” sometimes sound a bit dry, almost like a chore? It can come across as something daunting, like homework, or creates a barrier to participation.

Most arts organizations and orchestras include the word “education” in their mission statements. The language on websites, in programs, and in press releases frequently focuses on “education,” which can make enjoying and discovering music seem less inviting and more like a tedious obligation.

From my own experience, I know how a focus on “education” can be a turn-off. As a kid, I remember resisting my studies with all the energy I could muster. I didn’t see the point and thought it was just another way to make life more complicated. If someone had shown me the fun and relevance behind what I was learning, it might have changed my attitude.

Making Music Discovery Fun and Inviting

Instead of “education,” why not use terms like “musical journeys,” or “creative explorations”? These phrases can make the process feel less like a school lesson and more like a fun discovery. Discovering music is for all ages, a chance to explore and connect with something new, regardless of the experience level.

Insights from the National Association for Interpretation

The National Association for Interpretation (NAI), renowned for its collaborations with zoos, museums, and heritage sites, provides valuable insights applicable to our musical endeavors. NAI underscores the importance of fostering dialogue rather than simply imparting info and facts.

While exploring various resources, I stumbled upon two intriguing terms coined by master interpreter and retired Yosemite National Park ranger, Bob Roney: Interpreganda and Interpretainment.

Interpreganda: “As interpreters, you hold a certain amount of power and influence over what the audience is led to believe. But interpretation is not your personal soapbox, and interpretation should not be ‘interpreganda.‘”

Here’s what Interpreganda looks like:

• Ignores multiple viewpoints
• Skews facts toward a foregone conclusion
• Oversimplifies facts
• Treats the audience as ignorant
• Discourages dialogue
• Does not allow audience members to have and maintain a personal perspective

Interpretainment: “People come to interpretive programs to be entertained, but interpretation is not simply entertainment. People expect to enjoy their experience in a non-formal setting…they have chosen to attend your interpretive experience, which usually suggests that the guests want to learn something, but they don’t want the pressure of a formal learning environment.”

Here is what Interpretainment looks like:

• Stereotypes multiple points of view
• Arranges facts around a punch line
• Oversimplifies facts
• Doubts the audience has an interest
• Does not care what the audience thinks

We’ve all encountered presentations and lectures in the music realm that shut doors, excluding audiences and alienating newcomers. By steering clear of these pitfalls, we ensure our communications are inclusive, respectful, and engaging. Let’s forge connections between our audience and the music, fostering deep engagement and mutual understanding.

Tips for Engaging Musical Experiences

1. Spark Interest by Relating to Real Life:
   • To spark an interest in music, relate the subject to the lives of the audience. Show how music connects to everyday life, making it more relevant and engaging for everyone involved.
2. Tell a Compelling Story:
   • The presentation should be designed as a story that informs, entertains, and enlightens. The purpose goes beyond providing information to reveal deeper meaning and truth. People remember stories, not facts. A compelling story can inspire and provoke people to broaden their horizons.
3. Connect Past, Present, and Future:
   • Bring the past alive to make the present more enjoyable and the future more meaningful. This approach helps newcomers feel like they’re part of a welcoming community rather than a formal classroom setting.
4. Use Technology Thoughtfully:
   • High-tech can reveal the world in new ways, but incorporating it into programs must be done with care to maintain the authenticity of the musical experience.
5. Foster Connection and Support:
   • The program must be capable of attracting support—financial, volunteer, political, administrative—whatever is needed to flourish. It should instill in people the ability and desire to sense the beauty in the program and to provide spiritual uplift, encouraging sharing to others, and returning themselves.

How It Feels When Education is the Primary Mission

For someone new to the world of music, seeing “education” as a key word, highlighted on websites and programs, can sometimes feel intimidating. It might seem like there are strict rules and high expectations, making them feel like they must be a “qualified” musician or expert to join in, that there is a prerequisite of understanding that must be applied and learned before the joy can happen. A more relaxed and inviting approach can transform the idea of learning into a fun and inclusive experience.

Adding fuel to the shame-fire are audience members who say that those who dress incorrectly or clap at the wrong times “need to be educated.” I can think of nothing more insulting, unwelcoming, or shameful than that. Such attitudes shut down the possibility for new people to join and enjoy the experience.

Find the Joy

Let’s shift our focus from the rigid notion of “education” to a more inviting and engaging concept. By doing so, we make music discovery a joyful adventure rather than a daunting task. The passion for the program and those who come to be inspired are the same, driving a shared journey of exploration and discovery.

After all, who said learning about music can’t be as enjoyable as a good concert? And if anyone asks why we’re making this change, just tell them: “Because music is supposed to be a blast, not a class!” Plus, when was the last time you heard someone say, “I can’t wait to do my homework?”