So I’ve been thinking about this article, and I’ve come to a few conclusions:

(1) We don’t have actual evidence to say this is limited to music or that being in music makes things more likely to happen, just anecdotes;

(2) On the flip side, every one in this discipline has a story or two (or seven or thirty-five);

(3) In a court of law, the operating premise is “innocent until proven guilty” (note: “innocent” and “not guilty” are two different things, as recent court cases have shown), but that premise does not necessarily apply in an academic misconduct hearing;

(4) There are bad people who have chosen a career in music, just as there are good people who have chosen a career in music, and sometimes those bad people are in a position of power – or in a position to make false accusations (though, unlike some, I will never assume an accusation is false until I see evidence to the contrary); and

(5) The best thing we can do is arm students and faculty with knowledge, tools, and courage.

Knowledge: What is and is not appropriate?

Tools: How do we report? What kind of systems are in place?

Courage: Whoever the wronged party is, s/he shall be supported and need not back down or be ashamed.

There are various suggestions, including the videotaping of lessons. I would actually be in favor of lessons being recorded, but primarily as a pedagogical tool. (I had great teachers, but I was not great at remembering what they said in lessons unless I took the time to write it down. I didn’t write enough stuff down. It would be nice as I’m trying to rebuild my chops to review what they had to say. But I digress.) Both parties would be informed of the recording, and under normal circumstances no one but professor and student would have access to the material unless both parties agreed to it. (This would be to prevent appearances on YouTube, etc.) In the case of allegations, the university’s or conservatory’s officer in charge of such things would have access to the recordings.

This wouldn’t prevent everything, and of course there’s FERPA and the like with which you’d have to work, but I see nothing wrong with recording lessons if both parties agree. Now as far as non-lesson events, well, following Wheaton’s Law seems to be the best advice.

WF