In John Kratus’s article Music Education at the Tipping Point, the opening compares the music education program to the changing dynamics of the world like the decline in criminal activities on the streets of New York City. The struggling music program is then exemplified by portraying the music education system’s decline especially in the California school districts. Here when student population increased, the number of students involved in music education classes fell by 50% in as little as five years. Music educators also fell by 26.7%. This problem was not solely in California although it is one of the problem areas.

Many were focused on the No Child Left Behind Act as the main cause of the decline. The author makes a point of saying that although music was falling, interest in arts education in general was on the rise. It is only music that is suffering. 93% of Americans believe that the arts are a significant aspect to making a well-rounded individual through the education process. However, while participation in music classes fell dramatically, participation in art, drama, and dance classes increased during the same time frame.

One main problem is that with the changing world we live in music education has not changed with the times.  There is a large gap between what has come to be known as “school music” and what students participate in outside of the music program. Music has not only become more accessible but also individualized. Now we can communicate with technology with people all around the world with the same music interests but this technology is not utilized in the classroom.

Strides are being made to bridge this gap between school music and the individual music listened to by students now. Programs are being created such as the “Creating Original Opera” program. This particular program shows students of all ages how to make opera music individual. These students have learned to compose and create their own operas and have increased thousands of children’s interest in opera. This is just one of many programs in place to increase students desire to learn music.

As a music educator, this is a problem we will be encountering for the rest of our careers unless something changes. It should not be viewed as a problem per se though. It gives us a chance to be creative and finding different ways to reach all students and get them excited about learning. It will be frustrating, but programs like those mentioned in the article give students great opportunities to learning more about music than within the normal realms of music education in schools. We need dedicated educators in order to make the changes desperately needed in this field. Music must change with the times and while all students need to learn about the “school music” composers, we also need to make it individual for students to find their own niche and area in which they can excel.