In a recent Huffington Post submission, pianist and composer Kurt Ellenberger writes about what he calls “the education fallacy”: the premise that an increase in music education will lead to increased audiences. He’s writing here about classical music, but draws a parallel with jazz:
On the education spending issue, it’s common to hear musicians say, “well, we’re not spending enough, that’s why we’re not building classical music audiences — we need to spend more on education.” I return to Jazz Education, where we went from spending very little, to spending hundreds of millions, with nothing to show for it in regards to audience development. Why did the jazz audience decline, not grow, as the spending rapidly increased? Is there any reason to think that more spending would succeed with classical music where it has failed with jazz?
As evidence that jazz education has “failed” to produce new audiences, Ellenberger cites data demonstrating the proliferation of jazz education in colleges, summer camps and high schools. At the same time, he also states that discussions like the Jazz Audiences Initiative are responses to declining jazz audiences.
Ellenberger, I gather, is also on faculty at Grand Valley State University, and from that perch once helped to produce jazz concerts himself. (He plays in the Grand Valley State New Music Ensemble once featured on NPR’s Weekend Edition.) That is, he’s seen the shifts in education spending and audience decline in person. As he is paid to be a jazz educator, it seems unlikely that he’s attacking the entire system that supports him — just its efficacy at seeding jazz audiences.
I find this perspective compelling, but also a bit frustrating. Continue reading