Author: Robinson, Mitchell

Publication Year:

Media Type: Periodical (article)

Summary:

Abstract:

A multitude of agencies (i.e. public schools, day care centers, community music schools, professional orchestras) provide an array of musical and educational services to an increasingly diverse audience, often in an uncoordinated, mutually exclusive fashion. Schools work to craft comprehensive music programs for their K-12 students, they rarely address the needs of others, specifically young children and senior adults. As attendance at professional orchestra concerts declines, more symphonies are forced to break up, leaving large numbers of well-trained musicians out of work and disillusioned.

Although the scenario appears gloomy, there is hope on the horizon. Groups of arts organizations, schools, and colleges in some locations across the country are now banding together in innovative working relationships designed to break down the arbitrary barriers between agencies and replace them with complimentary goals and missions. Successful partnerships require shared effort among groups to address mutual concerns and interests by developing programs that use the commitments, resources and expertise of the partners to attain outcomes unlikely to be gained by working alone (Myers 1998).

In this article I present an example of one of these alliances, a new collaboration model between an urban school district music program and a nationally recognized collegiate-level school of music: the Eastman-Rochester Partnership. The purpose of this coalition is to build a new model of urban music education, while restoring a once outstanding inner-city music program.

Portraits of a few of the more notable accomplishments achieved through the work of the collaboration will be included, as well as basic information about the partnership's history, goals and structure. I also present A Partnership Primer to help with broad application.

Certain key characteristics of successful initiatives, however, are transferable to many settings. Effective, community-based models of music education:

• are centered on the needs and interests of the learner;
• recognize the unique ways in which children learn and adjust delivery methods accordingly;
• engage children in active music making and the attainment of music literacy;
• help students develop a sense of personal and cultural identity through music;
• define common content and teaching standards, but allow for diverse approaches and styles; and
• create a vibrant musical culture in their community, involving children, parents, teachers, students and all other interested parties. (p. 32, 33, 38).

CONTENTS
History and background.
Planning and goals.
A partnership primer.
Leadership and vision.
Resources and structures.
Assessment and evaluation.
Many voices, many songs: An Eastman-Rochester partnership project.
The new model evolves.
A new model of urban music education.
National implications.
References.

Arts & Intersections:

Categories: Arts Education