Pub. 1 2011-2012 Issue 1

21 M ost parents of charter school students will tell you that if there is one area in which charter schools compare less favorably to their public school counterparts, it is in music education, and more specifically instrumental ensemble music. It’s not that charters don’t value music, but to provide a robust music program is simply out of reach for most charter schools. The reasons are simple. First, a robust band or orchestra program requires a combination of facilities, equipment, and a qualified instruc- tor that is cost prohibitive for the average charter school. Beyond that, there is a bigger, but less obvious barrier. Enrollment. Here’s why. With the typical participation in elective music programs ranging between 10-15%, it is virtually impossible to create, from the enrollment of an average charter school, the ensembles in the genres that students want to participate in (i.e. orchestra, concert band, and jazz band), with the requisite number of musicians in each group at compatible ability levels (beginners don’t play well with expe- rienced students). Those schools that do try quickly find that students soon opt out and that the program fails. Those schools that recognize their inherent limitations typically settle for choir groups, or instrumental classes on keyboard or guitar (not to be confused with guitar ensemble). So what’s the solution? Well there are actually some innovative approaches being tried successfully by charter schools. One is guitar ensemble which utilizes arrangements of a variety of tra- ditional classical chamber music, jazz band, and contemporary literature rearranged for multi-part guitar groups. This type of group has nothing in common with the typical guitar class in which students participate in group guitar instruction with the goal of learning individual musical skills. The guitar ensemble concept was first developed in university music departments to provide guitar performance majors with group performance opportunities. Guitar ensembles are starting to make their way into K-12 music programs, although certified teachers qualified to instruct these groups are in short supply. One of the most innovative solutions to providing ensemble music options to charter schools is being pioneered by a Utah-based or- ganization that has operated one of themost successful afterschool all-star music programs in the country – Caleb Chapman Music. Partners in Music Education (PME) by the Chapman Mu- sic Institute (www. chapmanmusicinsti- tute.org ) was formed to provide accredited ensemble based music programs including or- chestra, guitar ensem- ble, concert band (spring 2012), and jazz band (fall 2012) to secondary school students from beginner to advanced. It is an after- school program that meets weekly at a host campus in the school district. Students from any number of schools within a district (including home school students) participate in the ensembles that are appropriate to their ability and interest. Because the number of students participating isn’t limited by the enrollment of any one school, groups are of an optimal size. PME was conceived as a parent-paid, school-promoted program, but some schools are providing the program to students in lieu of an in-school music elective. It also coexists with an in-school music program as a supplement or alternative for students looking for a different genre of music, or who want to par- ticipate in music, but need to focus on core academics during the school day. The cost is $60 per month for 5.5 hours of instruction and includes 3 ensemble rehearsals and 1 master class group instruction session on each instrument. CMI is accredited by the Northwest Accreditation Commission and successful completion of 3 semesters of participation by high school students can fulfill a student’s fine arts requirement for graduation. MUSIC ED for Charter Schools By Jim Guss, CEO | Chapman Music Institute Reinventing