Today I met with a former student who is graduating from University of Toronto with a music degree. She reached-out to me because she wants more information about music, teaching, and other options. She did not get accepted into teachers’ College and is seeking some guidance.
I prepared some notes to take with me to this breakfast meeting. This is not the first meeting with former students. I have been meeting with former students for many years. We discuss many topics.
This meeting today helped me to reflect and put ideas to paper. It’s a good exercise; reviewing the current situation and planning for the future.
I enjoyed meeting with this former student and after I returned home, I sent her a copy of my notes, a name of another former student to contact, and the name of Niagara University, now located here in Vaughan - to explore this school regarding Teachers’ College.
I think it important to have these conversations; not only to benefit the student, but it encourages me to think about my future, and evaluate how things are progressing in a rewarding / valuable direction.
It’s important to network and challenge oneself to reflect and share!
Basically, I encouraged this former student to consider joining the OMEA, to attend conferences, to join a community group, to practice, perform, develop skills, research, continue to research educational changes, to teach in private studios, to form a small ensemble, to listen to music, develop confidence, to perform, perform and perform.
This posting is related to my accordion-life (performing and practicing); related to education-life (as I continue to work with Music Alive Festival); and related to my life for sure, as I assess where I came from, where I am now, and where I want to be in the future. I shared some ideas at this particular meeting about planning, about networking, about finding connections and exploring so many related paths. It’s what I am doing, and I enjoy it. I asked this former student what “hooked” her to explore music? She responded the performing, composing her own songs that helped her a lot. Exactly! It’s the making of music, the creative shaping of sound. I reminded her that she should not forget why she got involved with music and continue to perform.
I have another meeting next week with another former student. I think I have an idea to develop an article to send to the OMEA recorder magazine. This is another point to make: Through conversation, we notice new things, make new connections, and think about interesting ideas. We get to hear other ideas and how people value opportunity and act on opportunities, creating new adventures and also, there is great excitement and enjoyment in the process! It’s not just about the end result, but the journey too.
Bye for now.
Friday, 24 May 2019
Thursday, 16 May 2019
2003 St. Elizabeth CHS, RAP Program, part 2
This is a continuation to part 1 written in October 2018. The Regional Arts Program (RAP) started with music arts courses in September of 2003: Music Instrumental, Vocal Music, Dance, Visual Arts and Dramatic Arts. It was our first year, and we offered courses at the grade 9 level only. My timetable included all instrumental music courses. I do not recall getting an extra period off to complete administrative work. In the 1980’s when I began my career in teaching with this school board, Department Heads would get an additional period off; I do not recall if it was one semester or for both semesters. In addition, I do not recall when changes were made to this schedule. Back then, Department Heads were respected for their leadership and value to the department and to the school. At Father Bressani, I was only a minor-head. I remember meeting with James prior to starting at St. Elizabeth. He was helpful in offering tips to getting me ready and familiar with the new role. I knew some teachers on staff: Nancy F., Anne C, Matt, Peter C, VP Anthony M; and, felt at least I could have a conversation with some people I knew. I was nervous and really a bit unfamiliar with how important a position I was in. There were many teachers at the school that were a bit challenging to get to know because they resented the direction that St. Elizabeth was taking; that is, becoming an arts focus school. The arts was getting too much attention, and money was also flowing towards establishing this new program and making sure it was going to succeed. So, many staff members were uncomfortable with this decision. One thing that still exists today, is that many believed that St. Elizabeth is an arts school. There is a difference between an arts school and an arts-focus school. Attending arts-subject meetings was also uncomfortable for me because many of my colleagues believed that St. Elizabeth was getting everything and other arts programs offered in other schools were not getting needed support.
This first year, the nine RAP instrumental music students were combined with a grade 11 Comprehensive instrumental music class, in first semester. The rationale for this? Everyone was convinced that RAP students would be better skilled. Most of the nine students were beginning to play music band instrument for the first time in September! Most of the students who auditioned for RAP instrumental music played piano or guitar or drums. This continued for years to come. One of our questions at the audition would be to ask the student what band instrument do you want to explore - if you get accepted into the RAP program?
The other areas of the arts showed stronger numbers, except dramatic arts. Visual arts always would have the strongest number of applicants. Next would be Dance, then Vocal music, Instrumental music and Dramatic arts would be around the same number of applicants / interest in the program, to audition.
I remember the importance that was placed on me further developing the relationship with St.Michael Catholic Academy in Thornhill, an elementary Regional Arts Program. Surely, it seemed logical to many at the school board that students would want to select St. Elizabeth to continue their passion in the arts-learning. This did not happen. We would get an occasional couple of students, but not many. Most of the students would attend St. Roberts CHS. Others, who were really serious about music would be encouraged to audition at Unionville High School.
Transportation?
This first year, the nine RAP instrumental music students were combined with a grade 11 Comprehensive instrumental music class, in first semester. The rationale for this? Everyone was convinced that RAP students would be better skilled. Most of the nine students were beginning to play music band instrument for the first time in September! Most of the students who auditioned for RAP instrumental music played piano or guitar or drums. This continued for years to come. One of our questions at the audition would be to ask the student what band instrument do you want to explore - if you get accepted into the RAP program?
The other areas of the arts showed stronger numbers, except dramatic arts. Visual arts always would have the strongest number of applicants. Next would be Dance, then Vocal music, Instrumental music and Dramatic arts would be around the same number of applicants / interest in the program, to audition.
I remember the importance that was placed on me further developing the relationship with St.Michael Catholic Academy in Thornhill, an elementary Regional Arts Program. Surely, it seemed logical to many at the school board that students would want to select St. Elizabeth to continue their passion in the arts-learning. This did not happen. We would get an occasional couple of students, but not many. Most of the students would attend St. Roberts CHS. Others, who were really serious about music would be encouraged to audition at Unionville High School.
Transportation?
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