Have you ever been given the opportunity to learn to play an instrument? Have you held a guitar, or trumpet, or touched the keys on a piano? Can you close your eyes and think of what it sounds like to hear music that you have played-created? For my students, the answer is no.
The elementary-age students I teach come from low-income families, most of which are minority families.
80% of the students receive free or reduced breakfast and lunch daily. Most students receive no after-school care or enrichment in any educational or arts programs outside of the school day. Funding for enrichment programs such as music and art in the school are being cut each year, and the opportunities for these students to engage in- and learn from-fine arts is becoming more limited.
I teach special education students in grades K-5 who have cognitive, physical, and/or behavioral limitations and impairments. In addition to the limitations they face as children of a high-poverty, high-minority community, they also face the daily challenge of being so different from their peers, that they require educational and behavioral services in a separate classroom for either all or part of the school day.
My Project
Through introduction to music theory and basic instruction in reading sheet music, students will understand how to engage their minds and creative side when playing music. Music can often be an outlet for many things children want to express but aren't sure how. Students will have the opportunity to learn simple, (ie. scales, 3-note songs) to more complex (ie. longer rhythmic or popular movie themes) songs on the piano. Because the cognitive and maturity levels of my student range from preschool to pre-teen, many various choices for song selection will be offered. After basic instruction in music theory and piano is given in a small group or one-on-one, students will begin to practice their chosen music selections with me 3-5 times a week working at their own pace. This allows the students a break from the usual reading, math, etc. lessons they are used to, while encouraging growth in the fine arts and stimulating the creative, right-side of the brain.
These students have little self-confidence, and have a hard time relating to others because of their various disabilities.
They often act out in school as a way to fit in with their non-disabled peers and to try and gain respect. For many of these students, my classroom is their "safe place" where they belong and are not seen as different. Learning how to play even the simplest song on the piano would give these children something to be proud of-something that is truly their own. Inner strength.
Nearly all students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more
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