Wednesday October 7, 2015 Raising the Bar: Music-based workshops, panels and conversations

Transcription

1 Prgram Design/Structure with Anna Pietraszk Key Pints Wednesday Octber 7, 2015 Raising the Bar: Music-based wrkshps, panels and cnversatins Miami Music Prgram Case Study Missin: Miami Music Prject uses music as an instrument fr scial transfrmatin, empwering children t acquire values and achieve their full ptential, psitively affecting their sciety, thrugh the study and perfrmance f music Guiding principles f El Sistema: Missin f scial change, CATS teacher mdel Access and excellence, multi-year cntinuum Nucle envirnment, family and cmmunity inclusin Intensity, cnnectins and netwrk Use f ensemble, ambitin and achievement Gals: tuitin-free, after-schl music prgram in underserved cmmunities; develping academic, cgnitive and scial skills needed fr success in life; creating engaged, cntributing members and future leaders f Miami. Made up f 6 full time staff, 4 part time staff, and 30 TA s and assistants Miami is diversified nt diverse distinct cmmunities but they d nt interact 4 sites Dral, Little Haiti, Liberty City, Little Havana Prvided per site: 4 levels f advancement Up t 240 students 1 site crdinatr 1 security persn Crss-chapter student interactin tw times per year Challenges: T many students in ne place/nt enugh rm T little staff t ffer prper supprt/security N regular crss-cmmunity and crss-cultural interactin Csts piling up with every new chapter pening What was dne t fix this: Opened new chapter/hub fr upper levels (mved levels III and IV t new lcatin) Invested in busing students Created Level V fr middle/high schl students Structural Develpment: Wh is invlved in restructuring prcesses? Bard members, administratrs, and prgramming staff Organizatinal Chart Upside-Dwn Cake Students n Tp, structure f supprt frm bttm up Evaluatin/assessment: Prject Treble in partnership w/flrida Internatinal University Gal T examine impact f participatin in the prgram n key factrs identified as critical fr psitive yuth develpment.

2 Wednesday Octber 7, 2015 Raising the Bar: Music-based wrkshps, panels and cnversatins Prgram Design/Structure (cnt.) What is mst imprtant in structure? Having a clear line f cmmunicatin Lk at a big-picture trajectry; a pathway that takes students frm kindergarten thrugh high schl and beynd. It is imprtant t make changes thrugh listening t students vicing their needs. Buy-in at all levels teaching artists, staff, administratrs, parents, and students First pririty is that students are enjying the prgram It s imprtant t measure yur success in cncrete ways. Building Repertire fr Grwing Prgrams with Juan Felipe Mlan and Megan Swan (facilitatr) Key Pints Discussins as a grup regarding experiences with repertire Always think in a linear way: reach fr new gals, set new gals, and mve frward Orchestra is the center f everything. Develp musical, technical, and scial skills Learn and experience cllabratin The chart belw is based n different teaching artist share their challenges, gals, and assets. Juan Felipe supprts them with apprpriate repertire suggestins Challenges Gals Assets Wrks Strings 3 rd psitin Winds sl Clarinet, flute, bassn Bizet s Carmen Suite #1 Scial setting: 3 rd grade Strings and 6 th winds and brass Wrking n unity by putting them next t each ther Cnnect chir with rchestra Hispanic cmmunity feeling clser Percussin teacher (inclusive) Chir cming up with lyrics Chamamb Playing tgether as ensemble Multi-level 2 nd grade high schl 3 classes f cell in the same rm Better sense f ensemble Articulatin Play tgether Be in tune (intnatin) Curisity Strng sectin leaders Mentrs 12 hurs, twice a week Barque pieces Vivaldi s 4 seasn Grieg Dvrak New Wrld Symphny (2 nd mvt) Cncert Grss by Vaughan williams

3 Wednesday Octber 7, 2015 Raising the Bar: Music-based wrkshps, panels and cnversatins Instrument Specific Wrkshps Key Pints Vilins with Csima Luther and Mariesther Alvarez Expectatins Students shuld feel like prfessinals frm the beginning Mtivating Students Peer mtivatin, use private lessns, write clear and cnsistent expectatins fr students AND parents t see, pick exciting, familiar, and ppular repertire Scial Excellence: Hw and Why Hw Develp a rutine and stick t it. Cnnect with ALL students every day. Develp gals thrugh repertire. Why Our classes are at times the nly nes in which students are challenged t succeed. By expecting a level f excellence, students have a direct reference by which they can apply thse challenges t their schlwrk Sl Rep is extremely imprtant and beneficial t students. Students will rise t the challenge and get mre familiar with playing alne fr an audience. If yu use students as an audience, have them air-bw while thers are playing. Winds and Brass with Emily Kubitskey, Dan Trahey and Christpher Schreder Requirements fr selected students fr the reginal festivals: Wdwinds will knw 2 ctave scales up t 3 sharps and 3 flats. Brass students will knw ctave scales up t 3 sharps and 3 flats. Pssible questins relating t scial excellence: Why d yu like music? What leadership qualities d yu bring t this ensemble? Did yu chse yur instrument r did yur instrument chse yu? Percussin with Ruben Hernandez Find ways t make sure percussin players are part f yur rchestra, and that they are engaged at all times. Repertire that challenges percussin students and has many parts Arrange r cmpse parts that dn t exist Duble parts (ie flute part n xylphne, clarinet part n marimba) Technical Challenges fr Percussin Students Steady tempi Cnstant subdivisin Have cnversatins with yur percussin students abut hw t stay engaged

4 Wednesday Octber 7, 2015 Raising the Bar: Music-based wrkshps, panels and cnversatins Instrument Specific Wrkshps (cnt.) Key Pints Lw Strings with Linnea Pwell and Steve Liu What qualifies a student as intermediate? Cell 1 st, 2 nd psitin; attempted spiccat; whle bw, shrt bw (mtin); dtted rhythms; using fine tuner; dynamics; intnatin based n listening (nt n tapes), psture Vila 3 rd psitin prficiency; sight-reading all 4 strings; knw hw t wrk with metrnme; pre-vibrat; preventing injuries (bdy awareness); legat and staccat; 4 sharps and flats; 2 ctaves Bass Basic time signatures (2/4, 4/4, 6/8); German r French; Style; Expressin in dynamics What qualifies a student as advanced? Cell Fast passages; passinate expressin; sight-reading ability; tenr/treble clef; 3 ctaves; practice independently; hlistic, bdy awareness; understanding yur rle in yur ensemble; tuning themselves; basic set up and understanding f instrument; rhythm vs. pulse Vila 3 ctaves (quarter nte = 40-60); persnal identity; self-evaluatin; Cmpund meter Bass Fluency in thumb psitin; Tne, weight, speed, and placement f bw; Musicality; Understanding autnmy Hw d we get there? Technique: repertire t teach ; repetitin; Fun; accmmdating t the needs f students; student centered discussin; wnership; Classrm Gals befre cncert Self-cnsciusness t cnfidence building Cell dance Breathing (dramatic) Using musical language Ensemble skills

5 Wednesday Octber 7, 2015 Raising the Bar: Music-based wrkshps, panels and cnversatins Instrument Specific Wrkshps (cnt.) Key Pints Vice with Mark Wdward Chral applicatin fr rchestras and musicianship There is plenty f rm fr grwth in terms f El Sistema chir prgrams Use a lt f arrangements based n the riginal scres, and ppular tunes frm arund the wrld During chir, use mveable d. During rchestra, use fixed d s that students can figure hand signs and ntes n their instruments. Characteristics f a strng chral prgram in an El Sistema setting: Ingrained in the fundamental identity f the prgram Develps the repertire that students will be playing later n Primary functin f chir is t instill the sund f the repertire int the minds f students s that when they re intrduced t it, they already have a sund in their minds. Kids are expsed t beautiful vcal sunds

6 Creating a Site-Wide Culture with Chrissie D Alexander Key Pints Nucle Wednesday Octber 7, 2015 Raising the Bar: Scially-based wrkshps, panels and cnversatins Organic Cmmunity-centered Challenges: Space, funding Structured Office, finance, teachers, vlunteers, security, parents Mutual bjective Partnership Schls, districts, cmmunity centers, nn-prfits, symphnies Creating relatinships with all members f partnerships is key Expectatins (needs) frm the partner Mutual visin and understanding Buy-in t lng-term prject Frequent cmmunicatin Hnest best fr the prgram Prgram Directr Prvides and sustains prgram visin Office Field wrk Unexpected task (be ready fr it!) - Cunselr, nurse, scial wrker Grup philsphy and Missin values Based n musical and scial cmpnents Teaching Artist Selectin: values and philsphy; experience Detail jb descriptin and interview prcess Always fcus n the culture f yur wn nucle! Prfessinal Develpment Yu dn t need t change the wrld; yu need t change yurself. Miguel Ruiz Varius tpics whatever supprts the teaching artist and the nucle as a whle Invlve all faculty in sme capacity regular meetings, team building activities Discussin n pre and pst Mentrship/Vlunteer Opprtunities Recruit frm the cmmunity Needs f the prgram Supprt frm the nucle Handbk and interview Prfessinal develpments Observatins thrugh practice Cmmunicatins Cnnecting with teaching artists as their mentr/rle mdel

7 Wednesday Octber 7, 2015 Raising the Bar: Scially-based wrkshps, panels and cnversatins Structured Leadership Prgramming with Rebecca Sigel, Cynthia Rdriguez and Rachel Hckenberry Key Pints Panel Discussin with Rebecca Sigel (LA Phil) as facilitatr, Rachel Hckenberry (YOLA at HOLA) and Cynthia Rdriguez (YOLA at EXPO) Rachel (YOLA at HOLA): Leadership at YOLA One hur n Saturdays Wind students recently did an instrument petting z fr an LA Phil Children s Cncert Strings are wrking n team building Yunger wind players are planning a spirit week Cynthia At Exp: Leadership at EXPO: Weekly leadership meetings Talk abut expectatins Have yu ever felt like smene has had lw expectatins f yu? Tld the students abut the pdcast Invisibila and an episde called Batman which talks abut the effect f high and lw expectatins n rats, and peple with disabilities. (Different stries in the pdcast abut expectatins, they fcused n the rats). If yu have lw expectatins f smene yu might nt make as much eye cntact r may nt interact. The students related the pdcast t mentring. They decided that expectatins f the mentee are imprtant. Rebecca: What is the rle f a teacher when leading a leadership prgram? Rachel: My jb is t watch and listen t see what the students need. I dn t apprach it like I am the expert in leadership. I fcus n psitive cmmunicatin. The gal is t have the attitudes students have at YOLA be transferred t ther areas f their lives i.e. schl. Cynthia Letting silence happen is k. At times I use the silence t share persnal struggles. Smetimes in rder t cnnect with students yu need t be vulnerable. Year rund versus utside f regular prgraming YOLA camp 24 hurs a day fr a week allws time fr fcusing n leadership skills At camp the fcus is psitive expressin and identity

8 Wednesday Octber 7, 2015 Raising the Bar: Scially-based wrkshps, panels and cnversatins Structured Leadership Prgramming (cnt.) Questin and Answer Q: D yu wrk with any students yunger than junir high? A: Typically we start at fifth grade. At that age we fcus n teambuilding and psitive cmmunicatin Q: Hw are music and leadership tied tgether? Hw can we develp leadership in the music classrm? Has anyne had an experience similar t Venezuela where, ut f necessity, they have student cnductrs? A: Our leadership at YOLA is different than that because this is an ut f classrm mdel. Other in class leadership ccurs, but we are discussing what we are ding utside f the classrm. Q: D yu have a set curriculum? A: Yes. At camp we had a curriculum. During the year it is mre week t week with verarching gals fr the students. Q: What has been the mst nticeable result? Hw des this trickle dwn thrugh the prgram? A: Yung students feel special. It gives them ne mre reasn t lve cming. Older students feel like they have a say in their prgram. At Exp, it cnnects students wh are yunger t lder students. It bridges the gap between rchestras. Older students becme mre articulate and able t explain themselves. This is part f the preparatin fr jb interviews and cllege. Clsing thughts: In leadership, students are the experts. Trust them t knw what they need, and allw them the freedm t becme leaders in cnversatin while we act as facilitatrs. YOLA has a leadership curriculum that prvides leadership instructin utside f regular music classes. Althugh students participate in leadership activities utside f the music classrm, the teachers and staff and YOLA have seen it trickle dwn t music instructin settings. Leadership prgramming has helped students t becme less reliant n teachers and take initiatives t practice and rehearse when teachers are nt present.

9 Wednesday Octber 7, 2015 Raising the Bar: Scially-based wrkshps, panels and cnversatins Mdels fr Student Leadership/Mentrship in the Classrm with Lrrie Heagy and Mnique Van Willingh Key Pints Lrrie Heagy Grwth Mindset With challenge and effrt yur mind will grw My brain is a muscle This is the ppsite f a fixed mindset If I am really smart, I shuldn t have t wrk hard. Instead f Hw did yu d tday? try When was a time tday that yu struggled and persevered? 7 Character Mindsets Grit Zest Curisity Gratitude Self Cntrl Scial Skills Hpe In rehearsal if yu see a student fixing anther student s playing psitin, take a mment t have gratitude Thank yu fr helping and thank yu fr listening. Framing the Psitive Dn t run! The last thing the student hears is run. Instead say Walking feet. Cmpliment Sandwich Cmpliment Cnstructive Criticism Cmpliment Mnique Van Willingh Cre Values Respnsibility Supprt Respect Leadership Can build utside and als inside the classrm leadership rlls Students n the leadership cmmittee had questins abut prgramming and had the pprtunity t share their thughts and suggestins. Student Vlunteer Hurs Students lg hurs fr the jbs they d (i.e. sharpening pencils, teaching assistants, greeter.) Cnscius Discipline system that uses safe tuch and relatinship building fr discipline. Challenges traditinal punishment/reward system