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ON VISION 2020 AND THE FUTURE OF MUSIC EDUCATION  \nThe Housewright Declaration: A Lens for Viewing Music Education in the Early Twenty-First Century  \nIn this article the twelve statements in the Housewright Declaration (2000) are examined in the context of trends and developments in the music education profession since the Declaration was published. A brief context for the time period is provided, focusing on three influential trends—nationalism, justice and equity, and new forms of communication enabled by advancements in technology. Discussion of the Declaration statements is organized around two overarching themes—inclusion and widening horizons. The theme of inclusion addresses students, teachers, curricular content, dimensions of music making, and music education for all persons across the lifespan. The theme of widening horizons includes a broader definition of music making, incorporation of new technologies into school practice and professional forums, collaborations and partnerships, and an expanded role for the music educator. I identify barriers that may have impeded the full realization of the Declaration, and offer ways in which the ideals of the Declaration can be further advanced: embracing heterogeneity, facing up to racism, acknowledging the power of tradition, and connecting the ‘houses’ of music education.  \nKeywords: music education, twenty-first century, Housewright Declaration, inclusion, widening horizons  \nIntroduction  \nThere are moments in the history of music education that bring into focus the profession’s values, and aspirations for the future. The Housewright Symposium on the Future of Music Education held in Tallahassee on September 23-26, 1999, and its “summation of the agreements”(Hinckley, 2000b) in the Housewright  \nContributions to Music Education  \nDeclaration, represent one such moment. It was not the first time that leaders of the Music Educators National Conference (MENC) paused to reflect and to issue a declaration in response to changes in society. Between 1942 and 1946, MENC organized an extensive, nationwide examination of the music curriculum that engaged “nearly 2,000 members and friends of the MENC” on curriculum committees and many hundreds more who participated in open sessions of the committees. Findings and recommendations of the project were published in a series of four documents followed by a summative report in the Music Education Source Book (Morgan, 1947) . The overall theme that emerged was one of“widening horizons for music education,” described by MENC Past President Lilla Belle Pitts as “inspiring prospects for the realization of well-founded hopes”(Pitts, 1947, p. x). Propelled by hope for a peaceful future in the aftermath of war, MENC adopted “A Declaration of Faith, Purpose and Action” (Morgan, 1947, pp. xi-xiii) .  \nTwenty years later, in the midst of turbulent times, MENC co-sponsored a gathering of scholars from diverse disciplines for the Tanglewood Symposium held in Tanglewood, MA from July 23 to August 2, 1967. The goal was to evaluate the role of music in contemporary American society and to make recommendations for the music profession going forward. The Tanglewood Declaration that issued from the Symposium proceedings provided not only a philosophical guide for reform in music education but also a foundation and inspiration for curricularand policy initiatives (Choate, 1968). Reform movements such as Widening Horizons and Tanglewood motivated leaders who organized the Housewright Symposium on the Future of Music Education. Clifford Madsen noted that “society, technology, and music will always be in constant flux, necessitating continuous attention from concerned professionals”(Madsen, 2000, p. ix) . In her introduction to Vision 2020, MENC President June Hinckley recalled the “Tanglewood Symposium and the guidance for music educators that it ","cbCain8vb4ulan5e","https://ap.wps.com/l/cbCain8vb4ulan5e","pdf",114949,"English","# Introduction\n## Historical context and prior declarations\n# Purpose and framework (2000-2020)\n## Inclusion and widening horizons\n## Barriers and pathways forward","[{\"question\":\"What is the main focus of the article?\",\"answer\":\"The article examines the twelve statements in the Housewright Declaration (2000) in light of trends and developments in music education from 2000 to 2020.\"},{\"question\":\"How does the article structure its discussion of the Declaration?\",\"answer\":\"It organizes discussion around two themes: inclusion and widening horizons.\"},{\"question\":\"Which key trends between 2000 and 2020 shape music education in the article?\",\"answer\":\"The article highlights nationalism, justice and equity issues, and new forms of communication enabled by advances in technology.\"}]","The Housewright Declaration: A Lens for Viewing Music Education in the Early Twenty-First Century | PDF",1792089803]