David Miller

David Miller is currently an assistant professor of music education at the University of Kentucky, where he teaches undergraduate courses in music education and string pedagogy as well as graduate research courses. Additionally, he directs the University of Kentucky New Horizons orchestra and band program. He previously taught orchestra in North Carolina. In addition to his work preparing preservice teachers, his experiences as an orchestra teacher and continued involvement with K-12 orchestra students and teachers drive his research, which centers issues of music access, teacher preparation, and teacher retention. He currently serves as the Principal Investigator on a research grant investigating access and outcomes of arts education in Kentucky, funded by National Endowment of the Arts. Outside of his responsibilities at UK, he enjoys an active schedule as a clinician, adjudicator, and workshop facilitator. He lives in Lexington, Kentucky, with his wife, Nicoletta, and their miniature goldendoodle, Clover.

Personal Statement

My teaching career has always been driven by a profound belief that education changes the world, that facilitating the growth and development of students is one of the greatest responsibilities, gifts, and joys in society. As an orchestra teacher, my goal was and remains to increase access and opportunities for string playing, empowering students of all backgrounds to develop the musicianship needed to pursue their musical goals. I transitioned into higher education in part because I wanted to help develop the advocacy and policy shifts needed to address the large-scale systemic barriers in education that make string playing challenging or inaccessible. Simultaneously, I wanted to help prepare future educators because every child deserves an effective teacher and meaningful learning experience. ASTA is a leading organization in both of these efforts, and I am beyond humbled and honored to be considered for the position of President-elect.

Leadership Experience

I’ve been fortunate to serve with several arts and education organizations, including committees within ASTA and previously on the national board. My committee experience includes the student committee, SRJ editorial board, and research committee chair. Additionally, I help shape arts education policy discourse as a member of the Arts Education Policy Review editorial board. These experiences have all strengthened my capacity to listen to and understand the needs of various constituent groups in the arts.

Response to Challenges in String Education

Access to quality string education is a current challenge. One aspect is unequal opportunities that preclude groups of students from ever beginning string instruction. String instruction within and outside the school systems varies greatly by geography, population, and socioeconomic activity. Another is recruitment, preparation, and retention of string educators. I want to increase access to string education by expanding the pipeline of potential string teachers and performers—in part by enhancing efforts to broaden representation.

Response to RIA

Inclusion is a verb of action. ASTA must continue to reflect on how it leads efforts to make space for string players and teachers from all backgrounds in terms of music styles, geography, demographics, and ability. We want to celebrate and support our current diverse membership. We also want to reflect on and perhaps augment our practices so that everyone feels like ASTA is a place that supports them as string players and teachers.

Vision for ASTA

First, ASTA continues its role in empowering current teachers, programs, and students across all levels with resources and skills to further improve their effectiveness and capacity to advocate for their programs. Second, ASTA should provide new pathways and onramps for string education, establish new programs, and provide resources to help teachers reach more students. Finally, ASTA leverages its resources to best help members respond to the shifting educational and artistic landscapes of today.