The Ensemble seeks to connect and inform all people who are committed to ensemble music education for youth empowerment and social change.
News & Resources
Arts Council England commissioned Nordicity, in association with World Pencil, to undertake an evaluation of the In Harmony program.
Austin Soundwaves (Austin, TX) has been awarded a grant from the National Guild for Community Arts Education to fund their aging-cohort pilot program Mariachi ParaTodos (Mariachi for All).
Caitlyn Kamminga, Associate Professor Music (double bass), University of Trinidad and Tobago, Academy for the Performing Arts; Global Leaders Program alumna
The first service-learning course I taught at the University of Trinidad and Tobago (UTT) Academy for the Performing Arts (APA) was a Residency in Community Arts. I chose to partner with the Consortium of Disabilities Organization (CODO) to offer my students a mentored residency working with students with disabilities. As I don’t have a background in special education, I decided to collaborate with a colleague from the University of the West Indies, music therapist Jean Raabe, to run an intensive workshop before the semester and join me in mentoring students on the project.
Eduardo Lála, Conductor of Orquestra Geração/GeraJazz, Sistema Portugal; Global Leaders Program alumnus
The slogan of Orquestra Geração suggests something deeper than just playing music. The idea of touching lives (in Portuguese, “tocamos” means “we play/we touch”) asserts that we can positively transform the lives of children and young people through music, giving them a feeling of unlimited potential. What I didn’t know before teaching in this program was that the slogan would apply to me as well, and that my life would be so intensely touched and transformed.
This past summer, the evening that Play On Philly (POP) presented its virtual showcase concert happened to mark the ten-year anniversary of our decision to launch the program. As I sat at my laptop watching, I felt sad not to be celebrating that milestone in person with my POP family. But I also felt gratitude as I reflected on how our community has supported each other since the day we started. We have always embraced the El Sistema philosophy and encouraged our students and teachers to reach for levels of learning and engagement we know are possible to achieve.
Youth-Driven Online Music-Making: Channeling innovation through the screen and into the global community
Nema Robinson, senior violist at BSO OrchKids and Peabody Preparatory’s Tuned In; Lowrider James, sophomore tubist at BSO OrchKids and Peabody Preparatory’s Tuned In; Amy Owens, soprano, teaching artist, and Director of Communications at the Collective Conservatory; Nick Skinner, Director of Operations and Strategic Planning at BSO OrchKids; and Daniel Trahey, Cofounder of The Collective Conservatory, Founder of Peabody Preparatory’s Tuned In, and Artistic Liaison for BSO OrchKids
For ensemble music learning programs, the onset of the COVID-19 pandemic seemed at first to mean a mandate to compromise music learning, by squeezing and narrowing curriculums to fit into a suddenly two-dimensional space. As time went on, however, the field blossomed with creative initiatives. For our programs, the crisis was a call to action not only to channel innovation through a screen, but also to blow it open into a far-reaching, multi-dimensional, and globally expansive experience. The key? Collaboration—the kind that stretches to every corner of the globe the Internet can touch.
Codi’r To (Welsh for “raising the roof”) is a Welsh-language community project that delivers the world-renowned El Sistema program in areas of multiple deprivation in North Wales. Specifically, we seek to tackle disadvantage and educational underachievement in two communities of multiple deprivation. We hope to provide inspiration and transformation for children, families, schools, and communities, changing lives for the better through music.
Tiffany Ortiz, Director, Early Childhood Programs, Carnegie Hall
Through Carnegie Hall’s Lullaby Project, families work side by side with professional musicians to create and sing personal lullabies for their children. Parents create songs that are uniquely theirs, that reflect who they are as parents and what they hope to communicate or pass on to their children. Families often express the joys, fears, and stresses of parenting, but most of all, they share their hopes, dreams, and love for their children. Each lullaby is a gift, a reflection of parent creativity, love for our youngest ones, and our basic human need for meaningful connection.
Lecolion Washington, Executive Director, Community Music Center of Boston, MA
We are all seeking a path forward. We are all managing COVID-19 closures. And we are doing all of this alongside an upsurge of social and political unrest. We are struggling mightily and wondering what to do next. This moment of uncertainty is like no other, and as we try to understand the future role of our work, we wonder: should we continue business as usual? Or should we innovate now, and hope that we find the right recipe for future success?
The International School of Music, Languages and Polytechnic Studies: A Longtime Dream Becomes Reality
Joseph Wasswa, Founder and CEO, IMLS
Music can unite the world, produce unity and harmony in the community, and offer social and financial assurance. Having grown up humbly myself, I began dreaming in 2011 of starting an academic institution and cultural center for the young generation in my home area of Masaka, Uganda. That dream became the International School of Music, Languages and Polytechnic Studies (IMLS), located in the city of Masaka, near Lake Victoria.