The Detroit Academy of Arts and Sciences choir sings Pharrell Williams’ Happy:
In a tough Oakland neighborhood, a middle school offers a 9-hour school day, reports Susan Frey on EdSource. Elmhurst Community Prep students can choose enrichment classes in robotics, music, dance, painting, cooking, blogging and other activities. “They can make collages, dissect fetal pigs or create apps,” writes Frey.
“We’re not just cookies and basketballs,” said Principal Kilian Betlach, “We have a real moral imperative to provide kids from low-income backgrounds with the services and opportunities that middle-class kids get. We don’t do just hard academics. We offer access and opportunities.”
Classes begin at 8 a.m. and end at 5 p.m. Federally funded AmeriCorps teaching fellows tutor students during the day and teach after-school classes. The regular academic teachers get an hour each afternoon, from 2 to 3 p.m., to work collaboratively and plan.
Citizen Schools, a national nonprofit, helps train the Americorps fellows and brings in “citizen teachers” from the community to teach their specialties. Local companies invite students for “apprenticeship” experiences.
At Pandora, students learned how to make an app. “It was a video game where you dodge fireballs,” Betlach recalled.
The school also works with nonprofits such as Waterside Workshops in Berkeley, where the students built a boat.
In 8th grade, student focus on one after-school activity. Andres McDade, who tried robotics, skateboarding and film, chose music as an 8th grader. He plays the saxophone and percussion drum. “I like the joy of playing music,” he said.
Betlach and Citizen Schools “have cobbled together federal, state, local and private funding” to pay for the extended day, writes Frey.
In his days as a San Jose teacher, Betlach wrote an excellent blog, Teaching in the 408.
I visited Elmhurst a few months ago. (The school is participating in a blended learning pilot, which I’m writing about for Education Next‘s spring issue.) It’s a small, semi-autonomous school in Oakland Unified, so it has some freedom to innovate but all the usual challenges.
KIPP schools aren’t militaristic or joyless — much less “concentration camps — write Alexandra M. Boyd, Robert Maranto and Caleb Rose in Education Next.
We found that schools that begin by establishing a culture of strict discipline, in neighborhoods where violence and disorder are widespread, ease off once a safe, tolerant learning environment is secured.
KIPPsters live up to the “work hard, be nice” slogan, but they “also play hard when the work is done,” they write after visiting 12 schools in five states. Despite the strong academic focus, the schools “make time for band, basketball, chess, prom, and any number of clubs.”
At KIPP McDonogh 15, a combined elementary and middle-school building in New Orleans’s French Quarter, the middle-school principal played music, and students and staff danced down the hallways as they moved from one class session to another. In the elementary school a floor below, some teachers took this concept a step further, using a lively musical transition from one lesson to another.
On most Friday afternoons, the New Orleans school schedules “celebration.” Students with no behavior demerits compete in a lottery for the chance to hit any teacher or administrator with a cream pie. A few days after researchers saw a popular third-grade teacher “pied,” a professor at the American Educational Research Association’s conference — a mile away — denounced KIPP as a “concentration camp.”
KIPP Blytheville College Preparatory School (BCPS) in Arkansas celebrated Geek Week in March culminating with Pi Day, on March 14 (3.14). A 6th-grade girl won the Pi Challenge by reciting 158 digits of pi. Then three teachers and three students smashed pie plates of whipped cream into each other’s faces.
It’s a concentration camp with music, dancing, pi and pie.
Music hath charms to close the achievement gap, writes Lori Miller Kase in The Atlantic. At least, researchers hope so.
Several times a week, a group of at-risk youth in Los Angeles reports to makeshift music rooms at Alexandria Elementary School near Koreatown for lessons in violin or cello or bass—and to Saturday ensemble programs where they learn to play with bands and orchestras. As the students study their instruments, researchers study the students’ brains.
The children, who devote at least five hours per week to their music, are participants in the award-winning non-profit Harmony Project, which provides free instruments and instruction to kids in underserved areas of the city if they promise to stay in school. The scientists, who hail from Northwestern University’s Auditory Neuroscience Laboratory, travel from Evanston, Illinois to a satellite lab in Hollywood for a few weeks each year to examine the impact of the music lessons on the children’s language and cognitive skills. What they are finding, according to Dr. Nina Kraus, a professor and neuroscientist at Northwestern and lead researcher of the study, is that music instruction not only improves children’s communication skills, attention, and memory, but that it may even close the academic gap between rich and poor students.
The Harmony Project students were compared to similar students on wait lists for music classes. In second grade, Harmony participants improved in reading, while controls who had not studied music fell farther behind in reading.
SIMPHONY (Studying the Influence Music Practice has On Neurodevelopment in Youth) is a five-year San Diego study focusing on how music training influences connections in the brain.
Public schools teach just as much music (and art) as ever, according to a 2012 U.S. Department of Education report. Nearly all elementary schools and 91 percent of secondary schools offer music classes. Students in low-poverty schools get higher-quality music instruction, writes Kase. I assume that means more opportunities to play an instrument.
The children of Cateura, Paraguay live on a massive garbage dump, picking through waste to find items to sell. Landfillharmonic shows how trash collector Nicolás Gómez and musician Favio Chávez built instruments from trash — “violins and cellos from oil drums, flutes from water pipes and spoons, guitars from packing crates” — and started the Recycled Orchestra.
Fifty seconds in, Bebi starts playing his cello, made from an oil can, wood and tools used to tenderize beef and make gnocchi. Listen.
Tin water pipe, metal bottle caps, plastic buttons, metal spoon and fork handles. Tito Romero, maker
Buffalo schools spent nearly $1.7 million in 2011-12 to pay for employees’ cosmetic surgery, such as facial peels and microderm abrasion, charges John Licata, a board member. To save school band and orchestra programs, which face drastic cuts, the board voted to deny cosmetic surgery claims from teachers and administrators.
That won’t hold up in court, observes a Buffalo News editorial. Cosmetic surgery benefits are in the contract, due to the folly of a previous school board. They can’t be suspended without negotiating with the union, which will want something in return. Just saving the jobs of music teachers won’t be enough.
Voters in Portland, Oregon approved a $35 per adult tax to raise $12 million for arts and music education. (Those under the poverty line are exempt.)
It’s not surprising Portland schools need more money. The district sent 93 teachers, principals and administrators to San Antonio for a five-day conference on “Courageous Conversations” about race, reports the Portland Tribune. More teachers were sent for five days of equity training in Oregon. All this is run by the Office of Equity, which has grown from one to seven employees in the past year.
At Harvey Scott K-8 school, 20 current and former teachers and staff members told the Tribune that Principal Verenice Gutierrez’s focus on race has created a “hostile environment” for students, staff and parents. Fearing a Courageous Conversations backlash, they all asked to be anonymous.
You may remember Gutierrez, who believes using a peanut butter sandwich as an example is culturally insensitive, but it’s OK to offer lunch time drumming classes only to black and Hispanic boys.
Scott’s “kids of whiteness” feel excluded, one teacher said.
Adds another teacher: “Our whiteness is constantly thrown in our face. We’re taught we’re incapable of teaching students of color.”
Teachers have filed grievances with their union — or just quit. Twenty-six teachers — about half the staff — left after Gutierrez’ first year at Scott. Eight left the following year. The principal vowed to hire only bilingual teachers who are native speakers of Spanish. She wants to turn Scott into a bilingual immersion school.
Mediators have come to Scott multiple times to lead staff meetings, all paid for by the district. Among them is equity coach Kim Feicke, whose biography cites her expertise in working with “white educators to understand the impact of white culture on teaching, learning and school culture in order to effectively shift current practices.”
Enrollment is dropping, which Guitierrez blames on “white flight.” Scott’s enrollment is 52 percent Latino, 20 percent white, 13 percent black (mostly Somali) and 8 percent Asian (mostly Vietnamese). The school scores in the bottom 15 percent statewide.
Scott needed to change, says Karl Logan, the regional administrator. “Whiteness” doesn’t refer to skin color, according to Logan, who calls himself a black man with “whiteness in me.” Whiteness is “about the predominant culture. If we’re not aware of how much we take that for granted, we will all of us miss the opportunity to improve student learning.”
In a memo to staff, Gutierrez described her shock at a student’s perception that she is a principal of whiteness.
“I asked him what color his skin is and he stated, ‘black.’ I then went into how society typecasts people of color and how expectations of us are lower simply because of the color of our skin. As I was speaking about our skin color he said, ‘But you are white.’ ” This statement stopped me dead and I can honestly say that it is the most devastating statement a child has ever made to me.”
Matt Shelby, district spokesman, says equity spending is needed to close the racial/ethnic achievement gap: Two-thirds of Portland’s white students, but only about half of blacks and Hispanics, earn a high school diploma in four years. “To just hire more teachers gets you more of the same,” Shelby told the Tribune. “Obviously when you look at our data the status quo isn’t working.”
So far, asking kids about their skin color isn’t working either, according to district data. Scott’s math and reading scores seem to be declining. The school made adequate yearly progress in seven of eight years before Gutierrez took over, but has failed AYP since.
How Do You Raise a Prodigy? asks Andrew Solomon in the New York Times Magazine.
Chloe Yu’s son, Marc, “picked out a few tunes on the piano with two fingers” when he was “almost 3.” As a preschooler, he began performing at retirement homes. By 5, he added the cello.
At 6, Marc won a fellowship for gifted youth that covered the down payment on a Steinway. By the time Marc was 8, he and Chloe were flying to China frequently for lessons; Chloe explained that whereas her son’s American teachers gave him broad interpretive ideas to explore freely, his Chinese teacher taught measure by measure. I asked Marc whether he found it difficult traveling so far. “Well, fortunately, I don’t have vestigial somnolence,” he said. I raised an eyebrow. “You know — jet lag,” he apologized.
Marc was being home-schooled to accommodate his performance and practice schedule. At the age of a third-grader, he was taking an SAT class. . . . “In America, every kid has to be well rounded,” Chloe said. “They have 10 different activities, and they never excel at any of them. Americans want everyone to have the same life; it’s a cult of the average. This is wonderful for disabled children, who get things they would never have otherwise, but it’s a disaster for gifted children. Why should Marc spend his life learning sports he’s not interested in when he has this superb gift that gives him so much joy?”
. . . Marc sat on a phone book on the piano bench so his hands would be high enough to play comfortably and launched into Chopin’s “Fantasie-Impromptu,” which he imbued with a quality of nuanced yearning that seemed almost inconceivable in someone with a shelf of Cookie Monster videos. “You see?” Chloe said to me. “He’s not a normal child. Why should he have a normal childhood?”
Leon Botstein, president of Bard College, a conductor and a former wunderkind, thinks the U.S. education system has little tolerance for spiky genius. “If Beethoven were sent to nursery school today, they would medicate him, and he would be a postal clerk.”
For example, in a science classroom you might see students choreographing a dance using locomotor and nonlocomotor movements to demonstrate their understanding of rotation versus revolution of the planets (PDF). In a math class, you might see students learning fractions by examining composition in Warhol’s Campbell’s soup paintings. (See more arts-integrated lesson plans from Bates.)
“Engagement can also be leveraged to boost academic growth and improve discipline,” Edutopia argues.