Important Considerations for the future of the ES Movement

Internal Capacity
A student came up to one of my colleagues at ES Somerville and was having a rough time. Turns out she had to move in with her aunt and only gets to see her mom on Saturdays now. Naturally, this student became my colleague's shadow, following her everywhere that day. Of course, my colleague complied, and that's what "child first, music second" means. But on a longer term basis, do ES programs create a sense of dependency? I am not affirming this, only posing the question. Because they go all the way through high school the student is able to rely on the support and community that is manifested in that environment. If the nucleo teaches well, the idea of self-efficacy and collective efficacy is developed and the teacher can be left out of the equation, only with the difficulty of emotional attachment and teary goodbyes. But what about the idea of internal capacity and eventually letting the community take it over?
So many international development programs/organizations are formed, and are fortunate enough to continue being funded, but is going into another community and helping without involving the community management a sustainable solution? Could it be possible that a program starts and then is passed onto a community member? Or is the ES expertise, or musicianship expertise, or networking "irreplaceable"? I put this word in quotations because as much as we don't want to acknowledge it, everyone is replaceable (depressing I know). But is it irreplaceable in the sense that it is "better" or more successful than not? It is my biggest issue with international development (the field I was going to pursue before stumbling across ES); implementing programs from the outside only "helping" the community, without them being involved in the aid, only the recipients. Is this really helping?
Where is ES on this line of "helping"?

The Evolving Value of an Orchestra
As we've seen in the news, a lot of orchestras are struggling, including one dear to my heart, the MN Orchestra. Until now, orchestras exist to fulfill art for art's sake, for the marketing value. But, what if we put art back where it was originally intended, for the community, and orchestras had a social value? We had a community concert given by the MN Orchestra and despite 1200 flyers being sent out, 15 community members showed up. Why? Because classical music isn't relevant to them. If we could make classical music have a social purpose, then it would be relevant to all. In Tanzania, they have a teaching artist live in the community and the community tells him/her what they need and it is the teaching artist's job to ensure it happens by involving the community. The Maxine Greene idea of striving for what we don't know that we pursue it regardless. Imagine the power of orchestras if this were their purpose and the harmony (both figurative and literal!) that would exist amongst communities.  There's actually a study being done on just this in Liverpool http://ljmu.ac.uk/NewsUpdate/index_124547.htm

Even Honkfest (brass street activist bands) today in Harvard Square used music for a cause and as a result brought the whole Boston community together of all ages and backgrounds despite the gloomy, COLD and rainy weather. Music unites people. Endstop.

Assessment/Evaluation
We had a wonderful session with Eric Booth on the difference between assessment, evaluation, and research. But to say the least, we are FAR behind! We have all the capabilities to do incredible research, and yet we have yet to collaborate at all. Hopefully the Alliance will assist with this, but time will tell as it does in most cases. I hope that we as a class this year can change this lack of collaboration and this resource/rep library will be well utilized. It's exciting to think I'm going to be the equivalent of a field worker this next month gathering data from literally across the country! It will be fascinating to compile all of this data!! But the fact that we will have SOMETHING for assessment is HUGE!

In other news, I'm becoming more lactose-intolerant, which is quite a bummer, but in moderation, I can still handle cheese, and yogurt and ice cream aren't problems..yet. Mt. Monadnock was a BEAUTIFUL climb with all the fall foliage and a very welcome break with no Sistema chatter. I leave for MN on Thurs and a week from tomorrow I will be in San Diego!

My Five Fundamentals

A question that often surfaces is the difference between El Sistema and normal music education programming? Notice I did not put the word versus. ES programs are NOT meant to supplant the music education programs already in schools, but rather enhance and support them. As soon as Minneapolis understood this, they were 100% on board with ACME (www.acme-music.com) who just launched this past Mon! Anyway, the answer is NOT joy nor passion. While ES programs certainly have this as a value, to say these ingredients are absent in non-ES programs is conceited and more often than not false. There are some wonderfully passionate and joyful educators in the public school system. My answer is five-fold.

1) Holistic Child-ES Programs address the child holistically. ES programs are NOT just about developing a musician, but rather about developing a global citizen and individual. To do this, it is essential to know the child's background, foster healthy relationships with the child's family, and be not just a music teacher for this child, but a role model, friend, and advocate.
2) Social Change-I do not want to claim band/choir/orchestra programs do not manifest social change, but I think it is fair to say, this is not in the mission statement or objective of a typical music education program. This is at the forefront of every ES program
3) Frequency-I use this word rather than intensity because how does one measure intensity objectively? But, very few (if any) school music programs meet 4-6 times a week for at least a couple hours each time. To have a conservatory regimen starting at such a young age is an evident distinction.
4) Community support-The nucleo isn't just for the child; it's for the parents and the community. Families are encouraged to participate, not just attend their kids' concerts. Nucleos (at least successful ones) must address a specific community need and be relevant to and supportive of the community. Yes, this implies LISTENING to the community. This is especially fortified when community stakeholders are involved, a rare occurrence of in-school music programs.
5) Student-centered. The learning is focused on the child's best interests and the best way a child can learn is from his/her peers. As a result the Montessori peer-teaching is an important element of the Sistema way (notice I did not say pedagogy)

The tenet that I'm leaving off that is often mentioned is accessibility because so many in-school programs these days are already accessible to all children. But I thought it was important enough to note. 

A new lens on Music Ed

SO much has happened since I have last posted that I have broken these most recent blogs into titles to make these readings easier to digest though I must apologize if this one particularly gets too academic or lengthy.

I would love to promote my colleague and former fellow Jonathan Govias (www.jonathangovias.com) who is brilliant and healthily critical of the El Sistema movement. In these past few weeks, he has brought so much to the table quite literally, once with homemade pies and once at the infamous Uno's, though as a side tangent they've stopped w the free apps/snack hours so we'll have to find a new spot-ideas are welcome, and figuratively with influence to the below insights.

Think of any orchestra. Can you name any of the members? Probably not, but chances are the conductor's name effortlessly comes to mind. The idea Dr. Abreu envisions of an orchestra being a model society, an ensemble that TOGETHER creates beauty, becomes significantly reduced when the public is only focused on one individual and all decisions are in that person's hands (no pun intended), the star player, the conductor. But this stardom doesn't only apply to professional orchestras. I'd like to use this blog entry to delve into how this stardom dulls the classroom's creativity and independence and why it is such a rare find to attain collective efficacy.

The idea of collective efficacy or rather that the students can guide themselves with a gentle guidance of a facilitator is a huge concept that should be prevalent in nucleos due to the restoration of ample time.  Yet so often more than not, the idea is relegated to the time-efficient star conductor leading the way.

We as teachers like to talk, yet how do children learn? By imitation, repetition, and observation/ACTION! Talking achieves none of these and is also why very few people will choose a lecture style over a hands-on approach. Furthermore, we may justify talking by rationalizing explanations of "teaching" a concept. However, as JG reasoned, his one year old daughter didn't learn how to walk by him telling her to do so. She learned by observation and imitation, no class needed, and after many repetitions succeeding. What would happen if we used the same approach for music? Instead of having the mere one hour a week or not sufficient rehearsal time, which is usually the explanation for succumbing to this debile approach, ES programs now have the kids multiple times a week.

What's the most obvious difference between a conductor conducting an ensemble and students conducting themselves? The time it takes to achieve success, which is obviously more when there is not a conductor (read: dictator or individual star) telling all what to do and some may argue less time efficient. However, the benefits and the long-term effects that are reaped are significantly greater in the latter. This is due to the idea of the zone of proximal development, or the zone between what a student can do independently and what a student can do with a tiny bit of help. Vlotsky, a Russian psychologist believes that the more distal the learning, the deeper it is ingrained into the child. How many of us have not had this experience?! One reason why music is so powerful! When one decides to self-teach him/herself guitar, the rate of success is quite high because it is the student's motivation that is driving this learning. And, for more academic knowledge, the motivation of a student and the influence and social environment of the motivation of that student, are the primary and secondary factors of learning success. This juxtaposed with studying for the SAT that a student only takes because he/she must and how quickly the information seeps out of the student's brain post-examination would be a more proximal example. I know I can attest to studying a wide amalgam of lexicon for the vocab session, yet if some of those words were to show up now, I could do nothing more than recognize them as words I had to study. In contrast, I still remember pieces I memorized in eighth grade on piano despite the fact Rachmaninoff is a) technically difficult and b) eight pages long.

The ideas of repetition (pattern), emotion, movement, relevance, and curiosity are the five ways to activate a brain (thank you @Lorrie Heagy, another former fellow and Teacher of the Year in AK, http://juneaumusicmatters.blogspot.com). No wonder I can still remember the Rachmaninoff literally ten years later. Music engages in all these ways (and more).

On a simpler, more basic note, what is the role of the teacher in general? Is learning only a one way street (teacher imparting knowledge to the child)? Any great teacher (and I fully concur) says he/she learns more from the students than she is imparting on the students. One of my colleagues says she has changed her language in the following way: Instead of saying "give," she says "foster";  "" she says "encourage"; and "teach" she says "facilitate."

So can we/will we change the way we teach so as to truly educate and manifest critical thinking as the beautiful educators of SOKA, Montessori, some El Sistema sites and other alternative educators do, or will we continue with our inefficient, but "time-efficient" dictatorship? 

My religion

http://blogs.telegraph.co.uk/culture/jmacmillan/100066610/does-richard-holloway-and-other-leftist-class-warriors-realise-that-el-sistema-has-links-with-opus-dei/

Often enough I get the question, "Are you religious?" or "Are you Christian?" My response now is "I'm not conservative, if that's what you're asking," because usually consciously or subconsciously that is what they are inferring. I am a believer of God, that is what I am certain. And after a discussion tonight, I know why I am so deeply rooted to El Sistema.

The above article appeared in my Inbox shortly after that conversation and while the author seems to denigrate Abreu for this role, I condone it. The reason why El Sistema is my Purpose with a capital "P" is because of the spiritual aspect of it. Perhaps I am blasphemous for saying this, but is the purpose of El Sistema, social change, not that which Jesus called us to do? Jesus, the historic man, came to eradicate the empire system and meet people where they're at with the "last shall be first" mentality..Well? Is that not what we're doing with El Sistema? Giving opportunities to those who in other circumstances are "last"? Is El Sistema not the "good news." a gift that anyone can receive? Dare I take it as far as saying I am in a discipleship program that next year will go harmonize people in the songs of music?

But the difference with El Sistema that makes it more meaningful to me than "religion" is the fact that music is a thread of unity. Anyone can relate regardless of their background. Sure, there are different types of music and pedagogies, theories, etc. etc. but everyone has been exposed to music in some way in their lifetime. I challenge you to disprove this. If you do have someone in my mind, I venture to guess you are thinking of "music" in a box of the Western paradigm with specific qualifiers-the same way many people have codified Christians.

So yes, I strive to live a life full of unconditional love, grace, forgiveness, and joy, accepting everyone for who they are, and learning from them. Perhaps these are "Christian" qualities, but I hate that nomenclature because it excludes so many others and infers only Christians contain these. Rather, I am a global learner, learning from all walks of life, and hopefully leading a life that will bring about social change. What that means the community will have to decide. 

2 hrs->semester class, realizations galore

So I finally had the opportunity to meet Erik Holmgren the previous PD in a non-interview context and wowzers. He has SO much to say and information to give away. Within the first five minutes, I wrote down five books I should read and by Fri have to make my own personal mission statement. I learned SO much in that two hours. Everything from not asking the question of what El Sistema is, but rather framing it in terms of what the community needs are to learning etymologies of words (yes I'm a nerd). We need to redefine music as something that evokes social change and the power it has on community as it was originally used, and cease to make music a "thing," Art for the sake of art. This is not to say that  we can't create beauty/Art through this community, but instead of measuring ticket sales, we need to measure children.

This really resonated with me and brought me back to my senior paper. Music used in the community setting as the Mapuche do even if it is simplistic so people can participate rather than the theory, complexity, and satisfaction value music has in the Western world.

As far as the retreat yesterday, wowzers! Lots of realizations, some of which I'll admit I'm not quite ready to disclose to the whole world wide web, but I can share if someone asks me. But here is an excerpt from my journal yesterday:

"We had a session today that made us cry, examine, listen, dig, dig some more, create, laugh, and really get to know one another as real human beings. SOme excellent questions came to the surface and I want to articulate them here. I'll start on the happy, lighter side of things. What brings me joy?

I started with the trite (but true) response of cute, little animals, children laughing and exploring the world. Those are all true statements! Connecting with people, going on adventures, having meaningful conversations. But as I dug deeper and the same question was repeated to me, my ultimate joy was uncovered: the feeling I get when I play music with no preoccupations, doubts or boundaries. There are no limits, not even the grandiose horizon is in sight. Just merely the notes that create a space where any emotion can be unleashed and the true radiance and golden light that fills my whole inner being and is truly indescribable, try as I might.

The second question was what gives my life meaning and through many activities today the same idea reverberated: relationships. Of course of loved ones, but also of flighting ones. People who came in, perhaps lingered, and then walked right out of my life and the appreciation I have in sharing whatever that moment brought to light: a meaningful conversation or discussion, a memorable walk, a significant friendship despite the duration, a philosophical challenge or a new way to think about a jaded topic. The fact that I realized in my E Africa solo trip of music being a common thread that connects us together.

And somehow combining these relationships and this common thread to creation, Mother Earth, nature. From the purple-colored mountains in the Absaroka Beartooth Wilderness to the true aqua waters of Lake Colca and Torres del Paine; from the sunset in San Pedro de Atacama to the vast, savannas of Tanzania, from the silverback gorillas branch thrashing millimeters from my face to the moonlike quality of the Tongariro Crossing and the mere awe of the glowworm caves; from the fine sands of Nahat to the breadth of the aquatic world beneath us in Zanzibar; from the African mamas with a three meter sugar cane atop their heads and their brilliant, colorful dresses to the spicy salsa dancers and dancing on the roof till 5 AM; from the crowded daladalas and micro rides to the kitchen of a true Italian, these are only a snapshot of what I've experienced in my 24 years of age. But they are all of our beautiful world that surrounds each and every day and the palette of emotions.

We also talked about what limited us and I fall back on this societal norms, knowing I'm not normal idea and afraid to do something because of what someone else might think. I have made great progress, but I think I can go further. I need to embrace my eccentricities and LIVE it, not shy away from it and try to covertly abscond it. I am SO the OPPOSITE of apathetic, disinterested and unambitious-I need to let that shine!

I also came back to the idea of not only a purposeful life, but a balanced one. When I was asked the question what keeps me off-purpose, I stated it was okay for me to take a break becaues I am constantly going 1000+ mph and sometimes I need to breathe, albeit not nearly as long as the avg person but 1-2 hrs is a good thing. I"m so "on" sometimes, constantly philosophizing, reflecting and learning (and that's a gift not to let life just pass me by). But i need to remember the downtime is essential in this balanced life as is activity that is not necessarily purposeful."

I would love feedback, comments, and anything else that this made people think of, that they are struggling with or thinking about in their own lives. That's the only reason I posted a personal journal entry word-for-word here.

It's getting colder here! Autumn has arrived, but the days are GORG!

Signing off from my new home in JP where I have this new routine of being up before 7 AM,
Sara

The first classes

Maybe a better title will come to me, but I have officially had my first classes, one with Tony on our speeches and the role of a mediator and one with Albert Oppenheimer (fellow from last year) from the YOURS project in Chicago on community mapping and improv.

Tony was not afraid at all to tell it how it is but incredibly useful feedback. We learned about the difference between credible and approachable voice. I have a very approachable voice and I need to learn on making it more credible. This will help my classroom management too. However, I didn't get too high in the decibel levels and I was more poised than I thought. I need to work on not using my hands as much (blame the Italian in me) and I need to stand more center and address the whole room. I enjoyed telling my story though and was very impressed with almost everyone's public speaking skills. No one was stage fright-I guess that's the pro of being musicians. It will be so rewarding to see how much we all improve. It also made me realize the experiences I am going to undergo with these nine fellows...we are going to experience a PLETHORA of experiences together!! Being critiqued in front of each other is only the beginning.

Community mapping is a very useful skill and I received some great sample emails on how to introduce myself to the community and be approachable. Though the time consumption issue is definitely a dilemma. Hopefully the next board meeting ACME members can go into the community and find out some new orgs for us to know about.

But the improv...that was powerful. We started just by playing one note and talking about the basic elements of music: sound and silence. Then we gradually added more complex concepts like dynamics, repetition, etc. Diogo tried to conduct us, but it was too composed in the literal sense. So I suggested we do what I did at Stillwater: close our eyes. And when we did that it was beautiful and truly a piece of music improvised and from the heart. Our barriers were let down and people weren't afraid to use their voices, both of their own and of their instrument. That performing experience is the first of many to come and it is so wonderful to again encounter the feeling of ensemble. All I wanted to do after that was play with everyone. It's instances like these that make me enjoy performing, not the solo stuff. From Monique's fluttering flute, to Andrea's vibrato cello, to Carlos' muted trumpet (never mind with Rachel's sweater), to Diogo's sus9 chords, it was a really special mixture.

Then it was time for Uno's (one I'm sure of many) where we celebrated Elaine's bd (never mind the cake that melted everywhere but was delicious if I do say so myself (my first vegan cake!)) and stayed there for 4 hours! I hope this camaraderie doesn't get jaded because right now everyone is so inclusive and on top of their game collectively. We even met on the holy day of Sun. to discuss our interview questions.

Highlight of the weekend: Seeing Train and Gavin DeGraw FREE and some great people watching while doing so.
Lowlight: Being locked out of the house for four hours because the door got locked so the cat would stay inside and I was eating breakfast outside after an exhausting zumba class..meaning I got stuck in my sweaty, aerobic clothes all afternoon. But the upstairs roommate is nice and gave me water and let me hang out with her.

Well I'm on this new schedule where I go to bed "early" (and wake up early no matter what time I go to bed) so I best be off.

Here's to another week!! My next posting I should know my residency plans (they're in the making right now but San Diego, Virginia Beach, and Larkspur (CA) look to be so far..)

Whew

Wow these days are a whirlwind! Even I (yes it's possible) can be exhausted. I actually opted out of a yoga class to come back to the place I'm staying and have some chill/alone time. Being surrounded by people constantly is great and I am so looking forward to a wonderful year, but it's really nice to do my own thing once in awhile. It's so cool to be surrounded by people from literally all over the world and even though four of the fellows are orig from CA, they all have completely diverse backgrounds. Hearing where everyone had lived the first day, I think we were only missing Antarctica. All the faculty are incredibly supportive and the words "Abreu fellow" (the old name of Sistema fellow) is gold.

I wish there were more to report, but aside from the stress of finding a home (which, fingers crossed, I think I've FINALLY attained 2.5 months later) and lots and lots of introductions/orientation activities including the typical speeches, slideshows, fairs, tours, and the unconventional Sam Adams brewery tour, sunset cruise, and pub crawl, I can only give my first impressions. My favorite is when I introduce myself to a grad student and have to explain what a Sistema Fellow is (so far my working definition is learning how to set up music programs in underprivileged neighborhoods and usually giving them the link to watch Dr. Abreu).

Everyone is awesome. I won't lie, it will be difficult with 8 women and 2 guys. Per normal, I gravitate towards the guys though after a friend told me I give off masculine energy I suppose that makes sense. I'm continuing to bike everywhere and make new friends. I'm staying with a gracious friend of one of the fellows from Brazil who is not only moving out on Fri, but also insisted we cook a meal last night-he suggested pasta-which meant homemade sauce, and I made a salad and bought some fresh watermelon. Delish!

As far as my resolution is going, I would say it's more or less at that stagnant phase though when I was in MN I did what I wanted, knowing full well there could/(was warned there would) be repercussions. But after some conversations they got hammered out and everyone understood in the end. The fact is I didn't let someone tell me what I should/shouldn't do and BIG NEWS: I DIDN"T FEEL GUILT OR APOLOGIZE for what I did.. It's important to live a balanced life-everyone should work AND play hard. This second part of the phrase so often dissipates and I strive to not suffer that same fate.

The Boundary Waters (both times) were a wonderful escape. When I went to PA for my gpa's 80th bd I had a mild nervous freakout sesh when I didn't have housing, but after that decided it would turn out (se van a salir mentality), there was nothing I could do to change it, and worrying about it would do nothing productive. So both times I went into the bliss of the BWCA with calmness, and only let myself be immersed in the callings of the loon, the endurance of a 460 rod (1+ mile) portage, the Perseids meteor shower, the strokes of the canoe paddle,the innovation to try things like Tang-covered smores, and building relationships with the people I went with. I also feel I've moved on from the "camp counselor" time in life completely. We had a great group and I was extremely thankful for that, but trying to relate to people 6 years younger than you while possible just seems pointless as I will never see them again. It was great to see new friendships forming though and watch the impact of teamwork and memories be cherished.

The one concept I continued to return to in my journal and the reason I think any team (a marriage, an exec team, a family, whomever) should do an excursion like this is that it is one of few places where what one individual does or doesn't do affects everyone. If someone reads a map wrong, you can get pissed and tell them how stupid they are. But that does nothing. In our daily lives (I hate using the phrase "the real world"), that "stupid" person would be fired or have to suffer the consequences for only themselves, whereas in this environment where everyone is eating, doing, and possessing the same things, it is quite powerful. Watching my dear brother go from sleeping in and doing nothing to pitch in in the morning to waking up when everyone else did and truly helping was really meaningful to see. Of course there are people who are more natural leaders than others, but everyone truly pitched in and overcame blisters, bug bites, soreness, and whatever else, to be a rock solid team and stronger family/freshman class.

I'm sure there will be much more to tell as our calendar fills up, but right now school is pretty what you would expect. It will be really interesting and impactful to have a program director who is a seven year employee of a community music program (pre-EL SIstema USA). I'm stoked! No expectations-here we go!!!