Each Monday evening at 8PM EST, music teachers get together and share ideas about important topics within music education. It’s a great chance to interact directly with educators from all over the world and to get new tips and tricks to help you succeed in the classroom. The entire #musedchat discussion is organized and moderated by Joe Guarr.
What up what up what up! #Musedchat Antoine here from Woodbridge Ontario Canada HS instrumental music and now vocal teacher MB and drumline director of the @FrBressaniBands in the great white north
Writing sub plans for coaches meeting tomorrow. It's so hard to be gone when subs may not traditionally know one's content area. Excited to discuss access tonight! #musedchat
A1: Through the ‘hidden’ curriculum. It’s not about what we say, it’s about what we don’t say that can often times cause a hidden power dynamic. #musedchat
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A1: I often think of how access to instruments, quality instruments, and those that can have lessons in either class or private music lessons. #musedchat
A1: what we teach -> privileges certain cultures/types of music. How we teach -> privileges certain learners/learning styles. Culture is closely connected to music. Class privilege is also a big factor in costs of trips and instruments #musedchat
A1: We expect Ss to just be able to get an instrument and all of the books and accessories. Some programs charge for participation. Ps aren’t always made aware of scholarship options. Ss given school instruments don’t get the same quality as those who rent or buy. #musedchat
A1: access to music literacy. The students who enter my program late are often students of color and come from programs where they didn’t learn to read music. #musedchat
A1: More obvious at the secondary level. You can’t make district ensembles without a private teacher now! I didn’t have private lessons until college. I also don’t like how those who spent thousands on lessons were and are still rewarded with large scholarships. #musedchat
A1b: yes, educational privilege in terms of what music classes and programs are even available at a given school. And whether participation is valued in the school/community. #musedchat
Here in Ontario Canada we don't have the private teacher. It's all taught in the classroom by a single music teacher, where do funds like that come from? #musedchat
APATHY a student won't sign up for band because parents know there is a cost associated with an instrument. I've seen kids not allowed to sign up because parents don't want to deal w/ events "outside" the school day. 2 concerts a year too much. #musedchat
For some students, instruments are more valued culturally. That’s the case for some of my kids and that’s why I partner with a nonprofit to get those kids free instruments. Now to fill out grants for supplies and books.. #musedchat
Even schools with music programs sometimes don’t have the materials or programs for Ss! I’ve been looking at data from my (fairly affluent, suburban) district across schools and the numbers are shocking #musedchat
A1b Having access to classes. In my school, some students can’t take music because the have interventions during that time. Many of them are students of color or special education. #musedchat
A1b: Students who can stay in choir have the time and support to work on all homework at home because choir alternates with study hall. Students who only have the strong support at school don’t feel like they have time to be in choir. #musedchat
The participation fee I have to pay in order for my own children to participate in their school music ensembles is abhorrent and definitely a deterrent keeping Ss from participating. #musedchat
A1b: In my district, kids don't get pulled from music for interventions or testing unless it absolutely can't be helped, but after school programs are a challenge.
#musedchat
I really do appreciate that our high school music teachers have begun offering guitar that is taught during the school day and instruments are provided. #musedchat
A1b: For sure. I think they can always appear in financial situations such as one s being able to afford lessons while another one isn’t, or even being able to go on big trips. #musedchat
@NAfME has published a thorough list of structures that need to be in place in order to meet standards. I teach in a very pro-arts district and there were plenty of structures we need to grow. #musedchat
I lost some of my best Ss at my last district due to interventions. I understand that they need extra support but Music was something that also provided support. #musedchat
A2: Ideally provide instruments/materials for students and do extra activities during the school day. But we all know that that isn't possible so how do we meet those needs? #musedchat
A2: giving kids choice in how they learn music and what music they learn, and having a variety of music offerings both during and outside the school day. #musedchat
#musedchat A bit off topic but I think it fits with expenses.... anyone know of grants for music scores? I'd love to add some to my elementary library - think popular music for beginners.
For providing instruments, grants, boosters, and ideally district capital funds should be used to build an inventory of instruments for students to use. Definitely a huge challenge. #musedchat
A2 students can't be held back because of finances. If a student comes forward our school will find a way to pay for the student. That goes for any activity in the school. The big challenge is the student coming forward. #musedchat
A2: Limit out of pocket costs. Advocate for automatic scholarships for free and reduced lunch Ss. Consider that small@monetary requests add up. #musedchat
A2: We are musicians, and this profession comes with a history of asking others for money. Write grant proposals and try to set up a fund for underprivileged Ss to use for instrument repairs, supplies, etc. #musedchat
A2: Be consciousnesses of your own privilege. Truly determine what your philosophy is for students participation and work with stakeholders to make it happen. #easiersaidthandone#musedchat
My extra groups are outside the school day right now, but I try to vary methods and types of learning in general music to start giving kids options. I hear you win the schedule and lack of time. #musedchat
Fear and apathy aren’t the same. Fear is anxiety. If you don’t have money but have a free horn without a contract, you could be responsible for any potential damages. #musedchat
Love this, because it's true. I have my students help choose our spring music. I have also worked to get community members engaged in the lived experience music we perform #musedchat
Thanks. I'm more familiar with the library side of things. A few years ago it dawned on me that having a music collection would be a fantastic thing. #musedchat
Concertwear is a good thing to consider. If your program doesn't provide uniforms, some flexibility on our part can ease the burden on families #musedchat
And if one should require an outfit, make sure it's suitable time for parents to provide, and if not provide options for them. #musedchat I love the dress nice - no mud :)
A2: At the general music level, I wrote a few grants to bring in more culturally relevant music and books to my room. I do a lot of side hustles besides teaching so I can’t offer after school groups (and I need a break) #musedchat
A2 there are grants such as the @MusiCounts Band Aid grant of $10,000 which we won 5 years ago. It was a massive boost to our developing marching band #musedchat .
I tell my kids to find the closest thing to black and white already in your closet, the only part I insist on are shoes they can walk in (kids falling on risers is my nightmare) #musedchat
In reply to
@jguarr, @yourfavmusicT, @traviszinnel
Apathy is "lack of interest, enthusiasm, or concern." If an apathetic parent can be a barrier to a student joining a music class, is that not a relevant answer to the question. I'm really confused what side you are taking here, or better yet, why? #musedchat
That's where the community can also, "adopt the program" and offer support financially. I know there can be issues with receiving money, so the trick to do it through the proper channels. #musedchat
In reply to
@yourfavmusicT, @SarahMJoncas, @SchmutzerMusic
Hello #musedchat Joining late here... I am a longtime music teacher, elementary-HS... I see original composition as a path to integration, multiculturalism and connecting community.
Have you talked to your local library about whether or not they have them? Maybe you can borrow a few and test it out before writing a grant? I always do ‘pilot groups’ #musedchat
This works for some communities. Some are just tapped out or devoid of resources. I have partnered with neighboring communities, concert venues, and rotary clubs in the past to find Ss working instruments and lessons. #musedchat
In reply to
@traviszinnel, @SarahMJoncas, @SchmutzerMusic
This can be the case. Even within one city, communities and neighborhoods can often be tapped out. It is also being conscious to this, it can only help your program to ask when truly needed and not abuse. #musedchat
In reply to
@yourfavmusicT, @SarahMJoncas, @SchmutzerMusic
Q3b: As a follow-up, how to handle it when a student notices not all students receiving the same thing, and speaks up about it in a negative way? #musedchat
A3: treating everyone the same and addressing the needs when you can. Privileged or not, every kid has a need that adult intervention and attention can help; the individual situation guides the type needed. Especially in a music class. #musedchat
All of our kids having access to working instruments and being able to help put a student on an instrument that they will be most successful at. #musedchat
I really try to focus on quality fundraising: annual turkey dinner/silent auction, strawberries, concessions at games. A lot of my families can’t afford much, so donations help as well. #musedchat
A3b: I really don't get that a lot, but if a kid asks about modified music or a piano with colored keys I'll say that those are for my friends who need help reading, etc. #musedchat
Maybe touch base with some folks like @makeymakey, @KorgUSA, etc. The Ann Arbor library has a collection of musical instruments that can be checked out. Would be cool to have a musicmaker space #musedchat
In reply to
@mrterborg, @msmusiced, @makeymakey, @KorgUSA
A3b: Fair isn’t always equal. Everyone gets what they need. Then follow up with a S-centered conversation to hear out what the questioner feels s/he needs that they are not getting. #musedchat
A3b.2: if I give out a free recorder or notebook, I just leave it with everything else marked. That way that kid and I know what happened, but no one else is the wiser. #musedchat
A3: Equity looks like seeing ones lived experience in the classroom. I am working on the repertoire that we perform. How can we have that be a window, mirror, and sliding glass door to our Ss experience and exp they don't know? #musedchat
A2a: maintaining the focus on giving students opportunities beyond playing at home ie, concerts. Part of my fundraising effort is to help pay for honor band fees, solo and ensemble, “scholarshipping” those who can’t afford other fees. Payment plans. #musedchat
A3: Discipline seems to be one spot where equity comes up a lot. Some kids just need a gentle reminder, some kids need to take a short break, some need a call home...all need empathy though, but w/ different consequences #musedchat
A3b: Then use this as a learning experience for this student. “(Insert name here) needs to have (such and such) because they don’t have easy access to it, so the school provides them with it.” Fair means that everyone gets what they deserve. #musedchat
Last year my PTA was great about purchasing extra recorder cases (about $1 each) so the scholarship Ss could feel like they too received a new recorder. It was a really nice touch. #musedchat
I think when any of us see a wrong it tweaks us a bit, so I don’t hold it against the S for being negative. I’ll acknowledge the comment, maybe ask them to clarify in a respectful manner as we’re all family. Touch base after class to let them know I hear them. #musedchat
Q3b: As a follow-up, how to handle it when a student notices not all students receiving the same thing, and speaks up about it in a negative way? #musedchat
Even in the language we use when having a tough convo about behavior, or in the choir room (voicing), gender pronouns can be problematic. We can make so many assumptions... #musedchat
Finding and giving opportunities to all students who want/need them: honor bands, solo and ensemble, etc. and finding ways to help fund this through donations or general fund raising efforts. #musedchat
I don’t like calling Ps apathetic. I work with families that have less privileges than I had. I am very aware of that. If they say no to a free instrument, it doesn’t mean that they don’t care-may see something that we don’t and those talks need to happen. #musedchat
Q4: Switching gears and talking access for a moment...what are some of the common barriers to entry for a music program, and how can we work on breaking those down? #musedchat
Some of our Ss who don’t always show up as our stars have the drive to try for special opportunities. We should encourage them and give them the tools and opportunities. #musedchat
A4: willingness to work with other school programs: athletics, cheer, FFA, etc. Lot of kids at my school think they can’t ball and band, not true! Getting all parts of the school on the same page about that! #musedchat
A4: Language barrier is huge. First year we had Spanish translations and translators that wasn’t me. I work in a dual language program, but Spanish isn’t required for my position. Numbers for that school skyrocketed. We need to add French and Burmese next year. #musedchat
A4: cost, transportation, and language are the biggest barriers I see. Finding $ to have all Ss participate, advocating for programs during school, and reaching out to families who speak other languages are ways I’ve tried to overcome these but it’s a process #musedchat
A4: Many music opportunities happen before or after the school day. Transportation can be a barrier. Also students sometimes have family obligations, watching younger siblings, etc. #musedchat
A4: Sometimes it is the ability for secondary music Ts to get to their feeder schools/demonstrate their programs, and see that it even exists. I suppose that's visibility. Advocacy from the parents, community members, and staff to allow for Ts to recruit/info given #musedchat
Q4: Switching gears and talking access for a moment...what are some of the common barriers to entry for a music program, and how can we work on breaking those down? #musedchat
Instrumental music has a lot of start up costs and depending on instrument choice, those can be ongoing (reeds, strings, mallets, etc). We provide instruments to any who ask, but not always a kid's first choice and extra costs can still be a barrier. #musedchat
Important to have multiple entry points in your program. Sometimes people see the fun their friends are having, and want to join late. Let them! #musedchat
Q4: misconception about needing your own instrument. My mentor teacher & I do everything we can to acquire school instruments to lend, from emailing the staff to see if they have an old ones laying around to donate, to staying up on used instrument resales #musicforall#musedchat
Yep! We have a before school elementary band and then middle school during the day - wide variety of playing experiences in one room with one T #musedchat
Well parents can be a barrier to music in my neck of the woods, it's a relevant answer even if you disagree. I guess I've upset people with my harsh words like "apathy", so I'll bow out. G'night all. @jguarr#musedchat
A4: I don't charge for after school groups and many of my families will carpool rides if parents can't pick up. I'm very lucky that my school will provide a small stipend to purchase some materials #musedchat
A4: Develop a good relationship with the AD, the dean(s), college counselors, i.e. those helping Ss make decisions re: classes. Sometimes the biggest hurdle can be not knowing/understanding your options. #musedchat
Q4: Switching gears and talking access for a moment...what are some of the common barriers to entry for a music program, and how can we work on breaking those down? #musedchat
I once had an awesome team who sat down and created multiple on ramps for our programs. It really did make a difference to keep inviting Ss in or in some cases back in. #musedchat
I had a kid switch off of oboe to trumpet once. I had the instrument but couldn't keep her in reeds, especially how quickly she went through them as a beginner. #musedchat
Older students can be really effective peer mentors. I see it happen all the time in our HS program. Newbies progress quickly, and have a huge impact #musedchat
Definitely! We start in 5th gr, but I take 6th, 7th and 8th who want to work and catch up as well. I use a buddy system so strong Ss can help get them to where they need to be after I get them going.
Some middle school directors tell kids to buy their own instruments. I didn’t buy my own TUBA until I was 22 and I had to get a student loan for it! Wait until you’re grown to buy. No shame in renting or borrowing. I tell my families that all the time! #Musedchat
