the ensemble

How I wish that my father, Leonard Bernstein, had lived long enough to witness El Sistema. If he had, he would surely have been its most fervent champion. He’d have loved the way this multinational movement combines two of his strongest lifelong commitments: sharing the joy of music with young people, and striving to make the world a more just and peaceful place.

“Good job!”

As teachers – especially as teachers with a central goal of helping students develop self-esteem – how many times a day do we say that to kids? In my private teaching practice, I too say it often. When a child works hard, plays well, and looks expectantly at me, it’s almost reflexive.

Hurricane Irma will go down as one of the most intense hurricanes in history. Causing widespread devastation and flooding, this 650-mile-wide storm left millions without power and destroyed one out of every four homes throughout our home state of Florida. The panic before the storm was clear, but it was its humbling aftermath that inspired me to think about different ways to help those most affected.

A U.S. El Sistema program made some national headlines this month: YOLA, the youth orchestra program of the Los Angeles Philharmonic, will be getting a new music center designed by Frank Gehry. Gehry is the celebrity architect responsible for Walt Disney Hall, the L.A. Phil’s famously fantastical concert hall. The YOLA center, at 17,000 square feet, will allow the program to double its participants within the next five years.

When I began the Corona Youth Music Project in 2010, I was already aware of two feelings: a fear of “founder’s syndrome” and a conviction that young people can accomplish more than they get credit for. In addition to CYMP’s musical and social goals, therefore, a third goal has always been to create an organization whose community can step in and move it forward.

“Hey, did you hear that other group playing our song? I wonder how they knew it?” said one incredulous young cellist to another, after hearing another El Sistema group play “Go Tell Aunt Rhody” at the Fiddle and FaLaLa Fest.

With that one simple question, a child’s world opened up. If he had never heard “Go Tell Aunt Rhody” before he learned it as part of his journey with the Paterson Music Project, how could he guess that anyone else could play it?

Deep in the heart of Texas, football and band are king. The size of our high school stadiums alone could make most colleges across the nation a little jealous. Two-a-days (and sometimes three-a-days) apply to the football team and the marching band alike.

Our issue this month features collaborative initiatives between programs that are Sistema-inspired or similarly oriented. The U.S. Sistema ecosystem is beginning to see more such collaborations, of varying degrees of formality and longevity. Often, the first impulse toward collaboration comes easily; it’s later that questions can arise. How are decisions made? Do programs need to agree on everything? How much can they diverge and still be part of the joint enterprise?

There are rooms in which arts education programs fight for airspace. In state assembly rooms, legislators apportion tax revenue to parklands, regulatory agencies, and (if we’re lucky) arts councils. In school principals’ offices, budget committees decide what is core and extracurricular, compulsory and optional. And in kitchens or living rooms, family decision-makers make similar hard decisions for their children.

The news is in! Three years, twelve sites, 764 3rd- to 5th-graders, a research team from WolfBrown and the Longy School of Music, and hours of collaboration have yielded robust findings – and big questions – for the field of El Sistema-inspired teaching and learning: Here are some of the most significant findings.