Abstract
It's tough being an educator in a large urban area.' Of course, no one ever said that teaching was easy. But urban educators face a special set of problems, such as teachers from predominantly middleand upper-class backgrounds trying to reach inner-city students or maintaining a racially integrated school system in a city that has extensive segregated housing. Music educators in urban areas must, in addition, continually justify the place of music at the core of the curriculum when city budget cuts occur. During the 1975-76 school year, in an attempt to look at the urban education situation more closely, I visited many urban area schools, primarily in the metropolitan Chicago area. I gathered a great deal of information through visits to music classes and discussions with students and teachers. The urban education music picture is extremely complex. For example, the contrast between music curriculums in city schools and suburban schools is tremendous. Music
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