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Global Teaching Artistry Models: Ideas for Reflection

Nancy J. Uscher, Ph.D., Dean, College of Fine Arts and Professor of Music, University of Nevada, Las Vegas

05-05-2021

Artists’ careers will likely undergo considerable transformation over the next decades, as those trained in arts disciplines increasingly invent their own pathways for the future. As the arts expand their mission to include delivering social impact, not only will artists flourish in new contexts, but also, society may well be repositioned to build richer perspectives around the value of the arts and artists in the world.

Midcasting* Toward Just Futures: Creative Youth Development’s Waymaking to Systems Change through and beyond the COVID-19 Pandemic

Arielle Julia Brown on behalf of The Lewis Prize for Music Knowledge Generation Team

05-04-2021

Since the onset of the COVID-19 pandemic in early 2020, creative youth development (CYD) organizations have been expanding their work to provide greater support to students, families, and communities impacted by the pandemic. To strengthen this response from the field, The Lewis Prize for Music offered a COVID-19 Response grant to 32 organizations of varying size and geographic locations. Totaling 1.25 million dollars, the fund supported organizations that were leading direct response efforts in their communities. These efforts offered mental health support, food access, housing security, civic engagement support, and academic support, among other things, alongside digital adaptation of regular program activities. Additionally, many CYD organizations supported youth engagement in various forms of movement-building, including, but not limited to, the Black Lives Matter movement and work against voter suppression.

Rebuilding Your Program? You May Need Different Tools

Ben Gudbrandson, Artistic Director, Kalamazoo Kids In Tune, in collaboration with Donielle Hetrick, Afterschool Program Manager, Kalamazoo Symphony Orchestra

05-04-2021

My Papa grew up on the oil fields of Northern Michigan in the 1940s. He learned quickly the importance of working smarter, not harder; when anybody was faced with a challenge he would say, “Get a bigger hammer, son.” For a long time, I didn’t understand what it meant. But this year, the Kalamazoo Kids In Tune staff and I have leaned into this idea more than ever.

Instilling Cultural Pride and Self-Belief in Cape Town’s Youth

Thomas Duncan, Programs Manager, Playing For Change Foundation

04-07-2021

Predominately Black townships surrounding Cape Town, South Africa are still recovering and rebuilding after the devastating effects of Apartheid. Segregated communities, limited economic opportunities, and poor educational resources compound each other and block youth from determining their own futures. It was in this context that Playing For Change Foundation (PFCF) established its first music program at a secondary school in the township of Gugulethu, which comprises a mainly Black population in the Western Cape district, in 2010. Six years later, we officially established the Imvula Music Program, operating free of charge at different elementary and secondary schools across the Gugulethu, Philippi, and Nyanga townships outside of Cape Town.

Sparking Curiosity and Innovation through Community Outreach

Linda McAlister, Executive Director, Schmidt Vocal Arts; Global Leaders Program alumna

04-07-2021

Economist John Maynard Keynes once wrote, “The difficulty lies not so much in developing new ideas as in escaping from old ones.” Often, in new program development, cultural innovators must look past ideas that become too comfortable and too safe in order to create a “wow” idea. In working with the Global Leaders’ Program (GLP) 2021 cohort, our group of changemakers has been challenged to push through old stereotypes and ideas to pioneer new ways of thinking. Through these creative pathways, arts organizations will be able to curate and implement thoughtful programming for their communities.

School Youth Orchestras in Rio de Janeiro: A New Paradigm for Sustainable Development

Moana Martins, Cofounder, Orquestras nas Escolas

04-07-2021

Morro da Providência, a vast hillside favela (slum) in Rio de Janeiro, is the oldest favela in Brazil. In 2011, over a hundred years after it was first occupied by unpaid war veterans and freed slaves, a group of local residents passionate about social change launched the Cultural Association Amigos da Providência. During the past decade, that association has developed into the Brazilian Institute of Music and Education (IBME), which pursues artistic, educational, and professional training projects for children, adolescents, and young people in the public school system.

Bosnia’s House of Good Tones: Expanding the Scope of a Music Program

Tricia Tunstall in conversation with Ismar Porić, Founder/Director of House of Good Tones Srebrenica

04-07-2021

Have you or your colleagues ever thought about responding to pandemic hardships and political tensions by building a multi-media center? The Sistema-inspired House of Good Tones (HOGT) in Srebrenica, Bosnia and Herzegovina not only thought about that, but did it—and it’s a less improbable response than you might think.

World Children’s Music Festival 2021 in Tokyo: Let’s Play, Sing, and Strive

04-07-2021

Back in 2018, the Friends of El Sistema Japan organization made a plan to host a “World Children’s Music Festival” in Tokyo in April 2020. Of course, the pandemic made this plan impossible. But the organization was determined to make it happen in 2021.

Amplifying Youth Voices during the Pandemic

Christopher Schroeder, Executive Director, Boston Music Project

04-06-2021

For over a year now, our team at Boston Music Project (BMP) has worked to develop new and creative ways of engaging with youth virtually, using music and art to offer a first step in social-emotional learning (SEL) and healing during the pandemic. Because we are a Social-Emotional and Wellness Portfolio Partner with Boston Public Schools, the district-wide pivot to remote learning provided an opportunity for us to expand our existing music to more students throughout the city. Through a new partnership, a group of 25 eighth-graders from Boston Public Schools worked alongside two BMP teaching artists (Minjin Chun and music technology specialist Josh Wareham), a collegiate intern (Brandon Volel), and me to compose original music aimed at capturing the creative spirit, diversity, and youth perspectives during remote learning. This three-month residency resulted in two multi-movement digital music compositions, Caged Bird and Reflections, released on BMP’s SoundCloud channel on February 4, 2021.

In Toronto, a Student-Driven Social Curriculum Inspires New Learning

Alex McLeod, Academic Manager and Parkdale Centre Director, Sistema Toronto

04-06-2021

When Toronto’s schools closed in March 2020, we knew we were in for a challenging spring of adapting to the technological and musical challenges of remote learning. We also knew that students would be struggling with feelings of isolation, anxiety, and boredom, and it would be vitally important for us to offer help with these emotional and social challenges. Luckily, we were somewhat prepared for the transition, thanks to our Social Curriculum activities. These activities had the potential to be a key support for our students and staff—as long as we could figure out an effective, accessible way to adapt them to the online format.

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