About US

“In pursuit of equitable music education for all”

Michael A Tate, PhD
Founder

Music has always had the power to move hearts, inspire minds, and connect communities. It is a universal language that transcends barriers, promotes creativity, and fosters a sense of belonging. Yet, access to quality music education remains a privilege rather than a universal right. In pursuit of a more equitable society, we must strive to lengthen the reach of music education to every child, ensuring that its transformative benefits are enjoyed by all.
First and foremost, we must address the disparities in music education funding. Schools in low-income communities often lack the necessary resources and qualified instructors to provide comprehensive music programs. To rectify this, we must advocate for increased funding and equitable distribution of music education resources, ensuring that every school has access to instruments, sheet music, technology, and well-trained teachers.

Additionally, we must promote diversity and inclusion in the music curriculum. Music education should reflect the cultural richness and diversity of our society. By offering a wide range of musical genres, including those rooted in various cultures, we can provide students with a well-rounded education that celebrates and respects different musical traditions. This approach not only fosters inclusion and appreciation but also helps students form stronger connections with the music they learn.

Furthermore, music education must embrace technology and adapt to the digital age. Online learning platforms, virtual instruments, and remote collaboration tools can extend the reach of music education beyond the confines of a physical classroom. By leveraging technology, we can overcome geographical barriers, reach marginalized communities, and provide access to quality music education regardless of location or socioeconomic status.
Equitable music education also requires dismantling societal prejudices that perpetuate inequalities in the arts. Stereotypes surrounding who can excel in music must be challenged, and opportunities for traditionally underrepresented groups, such as women, BIPOC, and individuals with disabilities, should be increased. Music organizations and institutions must actively seek out diverse voices, provide mentorship, and create safe spaces that encourage the participation and success of all students.

To effectively lengthen the reach of music education, collaboration between schools, community organizations, and music professionals is essential. Partnerships can establish after-school programs, offer scholarships, and facilitate outreach initiatives that bring music to underserved neighborhoods. CrescendoNY strives to ensure that music education is accessible to every child by pooling resources, sharing expertise, and working under a collaborative model in pursuit of more equitable music training for all.

Michael Tate is a clinical psychologist, musician, and educator. He is an Assistant Professor of Clinical Psychology at Ferkauf Graduate School of Psychology in the child school/clinical PsyD program. He is also a staff psychologist at Manhattan School of Music, an active music teacher and composer, and the founder of CrescendoNY

Dr. Tate completed his clinical training at The City College of New York (CCNY) in the Clinical Psychology PhD Program. During his tenure at CCNY, he received a diverse array of clinical training experiences-- including being a therapist in residence at The Psychological Center in Harlem/Washington Heights, Manhattan School of Music and Queens College Health and Wellness Center, and completing his Internship at Lenox Hill Hospital. Additionally, Dr. Tate has received training in asylum work during his residency at The Psychological Center. Dr. Tate’s therapeutic orientation is best described as integrative with a strong psychodynamic foundation. He has worked with adults, adolescents, and children, with particular interest in childhood, emerging adulthood, and musician/artist populations. He incorporates elements of visualization, creativity, insight, ethnic/cultural awareness, and interpersonal processing into his clinical practice.

Dr. Tate also is the founder of the Child Adolescent Neurodevelopment and Environmental Enrichment Lab (CANDEE Lab). The CANDEE Lab explores the interconnectedness of child neurodevelopment, emotions, identity formation and the environment. The lab aims to provide research and tangible initiatives that ultimately encourages holistic growth of the child and offset the deleterious impact of social and economic disparity. Currently we are continuing the exploration of the impact of music training on child/adolescent emotion and neurodevelopment.

Prior to his career in psychology, Dr. Tate completed his Bachelor of Music in Music Education and Bachelor of Arts in Psychology at Ithaca College, and a Master of Arts in Psychology at Long Island University Brooklyn. He worked for several years in the New York public/charter school system, as a private music instructor, and co-developed and taught the Psychology of Music course at CCNY.