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The article examines funding, technology, professional development, curriculum, outreach, standards, and support, and considers the roles of teachers and policymakers. It argues that educators must actively shape the future amid political controversy, societal crises, and chronic underfunding.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/contributions-to-music-education-special-segment-on-vision-2020-and-the-future-of-music-education/599978/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/contributions-to-music-education-special-segment-on-vision-2020-and-the-future-of-music-education/599978.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What future timeframe does the article discuss for music education?","Question",{"text":112,"@type":113},"It looks ahead from 2020 to around 2050, emphasizing how educators should decide what they want the future to bring rather than simply predict it.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which major areas does the article say should be considered when planning for music education’s future?",{"text":117,"@type":113},"It highlights funding, technology, professional development, curriculum, outreach, standards, and support, along with the roles of teachers and policymakers.",{"name":119,"@type":110,"acceptedAnswer":120},"What obstacles does the article describe that music educators face in everyday practice?",{"text":121,"@type":113},"It notes ongoing battles for instructional time, necessary materials and equipment, administrative support, and for music’s place within the core K-12 curriculum.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599978,1792171041,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Contributions to Music Education Vol. 45 (2020), pp. 67-80.  \nPAUL R. LEHMAN University of Michigan  \nSPECIAL SEGMENT ON VISION 2020  \nAND THE FUTURE OF MUSIC EDUCATION A Look Ahead:  \nMusic Education from 2020 to 2050  \nVision 2020 offered a thoughtful review of the recent history of music education and an overview of its current state together with projections and questions about its future. Now that 2020 has arrived, and we are undertaking a similar review in this publication, it seems appropriate to consider once again what music education might look like in the coming years. This article examines issues of funding, technology, professional development, curriculum, outreach, standards, and support, as well as the roles of teachers and policymakers. With a history of more than 65 years in the field, Paul R. Lehman, is a professor emeritus of music at the University of Michigan, Ann Arbor. From 1984 to 1986 he served as president of the Music Educators National Conference, now the National Association for Music Education. He was the author of the chapter “How Can the Skills Called for in the National Standards Best Be Taught?” in the original Vision 2020 Report.  \nKeywords: Vision 2020, music education, reform, curriculum, technology, professional development, policy  \nBackground  \nIn reviewing Vision 2020 many observers will be struck by how little has changed since the Housewright Symposium with respect to the goals and objectives of music education. The ideals embodied in the Housewright Declaration are as valid today as they were in 1999. And they’re not fundamentally different from the ideals embodied in the other goals statements of our profession dating from earlier years. They’re also as elusive as ever.  \nContributions to Music Education  \nSimilarly, the obstacles we music educators face in the day-to-day struggle to achieve our goals remain remarkably constant as well.We battle for the instructional time we need to do our jobs. We battle for the necessary materials and equipment and administrative support. We battle to ensure that music is recognized as belonging among the basic disciples at the core of the K-12 curriculum. We may sometimes find these never-ending skirmishes to be disheartening, but experience teaches us that they are simply unavoidable accompaniments to our work and they must be dealt with.  \nShaping the Future  \nSo what can we expect as we look ahead to, say, 2050? In contemplating the future we cannot merely sit back and guess what it will bring. Instead, we must decide what we want it to bring, and then work to make our vision a reality. In other words, we must act to shape the future in the direction we want rather than let others shape it for us. This is true of educators in general and of music educators in particular. In an ideal world educational practice would be driven by carefully thought-out, research-based policies, but too often it is driven instead by a mishmash of tradition, conflicting pressures, and personal biases on the part of education decision makers. In these remarks I am not simply predicting what might happen; instead, I am suggesting what we should work to make happen. This is an important distinction, as Michael Mark points out in Vision 2020.1  \nFirst of all, we must recognize that music education is inescapably affected by the endless barrage of bickering, discord, and crises that continuously impact all of K-12 education. Education, unfortunately, is doomed permanently to remain a victim of political controversy because it is governed and supported through our political processes. Politicians, who may look to knowledgeable experts for guidance in regulating other professions, such as medicine and law, often do not do so in education because they believe that they, with at least 12 years of experience in education, are experts themselves. And those who are elected to office are able to implement their ideas no matter how misguided those ideas may be.  \nLegislators frequen","cbCaikrZPSmN5rOc","https://ap.wps.com/l/cbCaikrZPSmN5rOc","pdf",88606,14,"English","# Background\n## Contributions to Music Education\n## Shaping the Future\n## Funding Education","[{\"question\":\"What future timeframe does the article discuss for music education?\",\"answer\":\"It looks ahead from 2020 to around 2050, emphasizing how educators should decide what they want the future to bring rather than simply predict it.\"},{\"question\":\"Which major areas does the article say should be considered when planning for music education’s future?\",\"answer\":\"It highlights funding, technology, professional development, curriculum, outreach, standards, and support, along with the roles of teachers and policymakers.\"},{\"question\":\"What obstacles does the article describe that music educators face in everyday practice?\",\"answer\":\"It notes ongoing battles for instructional time, necessary materials and equipment, administrative support, and for music’s place within the core K-12 curriculum.\"}]","Contributions to Music Education - Special Segment on Vision 2020 - And the Future of Music Education | PDF",1792089798,35]