Personal Narrative: Ronnie's School Of Music

Throughout the reading this week, the information presented in David Elliott and Bennett Reimer’s texts stressed the importance of music and more specifically, music education. “People everywhere find music rewarding, and everywhere we find people engaged in formal and non-formal efforts to teach and learn music.” (Elliott, 2014, p. 4)

Living in a world surrounded by noises and sounds, one cannot deny that music lives all around them. Schools, street corners, sporting events, there is one thing you will always find: music. Music education is quickly becoming defunct in schools, as many try to decry its many benefits. A growing emphasis on the concrete subjects of math and science, whose benefits are more immediate, are pushing the creativity and imagination of music classes to the back of the budget. Music education is no longer described as stimulating and exciting, but rather unnecessary and distracting. But the benefits of having an education in music is undeniable. Simply being around music can have a positive impact on life. Music enables the human race to discover emotions that they have never uncovered before. The human mind is refreshed by music; “our imagination and memories are stimulated by the sounds, and summon feelings and memories associated with the musical sound” (Wingell 15). Without music, the world would be silent. Lifeless. No matter what language one speaks or what culture one is from, music is a universal language, connecting the hearts of people around the entire world. In schools throughout the nation, that connection is being severed because of budget cuts and lack of funding, but the benefits of music education are clear. The benefits of having an education in music are not only present in the classroom; a lasting impact is also left on the social and emotional growth of a person, though the gains may not be evinced immediately. Participating in musical education programs in schools can give students the opportunity to form lasting friendships and to gain skills that will last them their entire lives. Music education can be beneficial to students because it enhances students’ performance in the classroom, aids in improving student’s interest and engagement in school, and advances students’ social and emotional growth.

Tanner started his freshman year playing in the second best orchestra of three in his school. Here, he excelled musically and made new friends with upperclassmen. By January, one of Tanner’s older friends had convinced him to join choir, so he decided to audition for the upcoming year. As a sophomore, Tanner sang bass in the top choir, even though he did not have any prior singing experience. The same year, he also auditioned into Symphonic Orchestra, the top orchestra of his school. While he was in both the top orchestra and choir, he started student conducting for the lower orchestras and choirs. By senior year, Tanner’s schedule was almost completely filled with music classes. Consequently, Tanner grew extremely close to his high school ensemble directors. It got the point where he could casually call his Symphonic Orchestra director “mom.” This inspired Tanner to make it a goal for himself to form strong relationships with his future students. Through his experiences conducting his high school orchestras, and choir, Tanner found that he really enjoyed teaching music and decided to study music

‘He told me I have the wrong kind of fingers’” (7). When the father fell for it, the boy’s sisters also told the father similar stories so they could get out of their lessons. Even when all three children had stopped playing their instruments, their father still tried to get them to play, but with different instruments, “‘the trumpet or the saxophone or, hey, how about the vibes?’” (7). No matter what the children said, the father tried to get the children integrated into music somehow. When the children refused to play different instruments, the father tried to get the children to listen to recordings so they could be inspired, “‘I want you to sit down and give this a good listen. Just get a load of this cat and tell me he’s not an inspiration’” (7). No matter how hard the children pleaded into getting away from music, the father still tried to connect his kids into music

As the final addition to this social issue, Laredo charter and public schools have become victims of this change in not implementing music into their curriculum. This issue particularly narrows its intended audience to the United Independent School District, and how the district is not doing an exceptional job in contributing to student’s performance in school. Students in class performance have suffered greatly, grades from exams are constantly failing, and greater budget cuts are being made to fix the problem in adding more mathematics, history, and science courses. Not only does this apply to elementary schools, but also middle schools, high schools, and even the college systems in Laredo being greatly affected. Authors Jamey Kelley and Steven

Imagine a third grader, small and blonde, standing on a stage that practically swallows her. She gazes in awe at the bright lights that seem to tower miles above her head; likewise, she follows with a stare, fixating on the hundreds of darkened faces that remain directly in front of her. Unlike her classmates who fidget with nerves beside her, she feels a rush of adrenaline. What may have seemed to some an ordinary choir concert in a dull auditorium, was, to me, a life changing moment. Ever since this day, for 9 years now, I have had an unwavering passion for music and performing. As I aged, I found myself excitedly learning how to play 7 new instruments, but even considering the vast number of bands, orchestras, choirs, and instrumental lessons that I joined, I noticed myself

I am a dedicated and conscientious student in class, and a key member in many extra-curricular activities. As a keen musician, playing violin, trombone and piano, I contribute to a number of musical ensembles in school and played an integral part in the organisation of our school’s summer concert. I am also a member of several local youth orchestras and bands, with whom I have toured abroad many times, most recently to Italy, France and Belgium.

At 11 years old, I sat outside Mr. Tilman Singleton’s porch waiting for my piano lesson. From outside the front door, I could hear the frustrated comments and the occasional bangs of his hands pounding on the piano. Slowly, I stood up off the bench and opened the door. “You never improve! This is trash and you know it. Your lesson is over. Next Victim.” I assumed the victim was me. At first glance, my piano teacher Mr. Singelton was a tall, startling skinny, man with thinning hair and a large pair of glasses. I still remember what he wore my first lesson: turquoise dress pants perfectly creased, and a pink plaid button down shirt. Every outfit looked straight out of an 80s magazine. He was the definition of eccentric. Today, I will be commemorating my former piano teacher Tilman Singleton; the man whose character, perseverance, and friendship will forever inspire my musical dreams.

In the first grade, I picked up a clarinet. It was my sister’s, collecting dust while waiting for me to play it. From the moment I produced my first sound, an ear-piercing squeal that frightened my dog, the path of my life took a turn for the better. I began teaching myself for the following three years, along with learning from my sister how to properly play the beautiful instrument. The music pushed me out of my comfort zone: concerts that forced me onstage, tests that made me play difficult songs, and teachers that pushed me to be an exceptional player. From the shy elementary school student I used to be to the outgoing band member I take joy in being today, music has shaped my everyday life.

Andruska is also a professional vocalist that performs in various classical music settings. She is a cantor at several churches, and sings in various choirs throughout the community. When meeting with Mrs. Andruska in our pre-conference, it became clear that she prides herself on providing highly effective instruction for all of her students. She describes her teaching style as being diverse, given that she incorporates many different general music education methodologies into her teaching. She is Orff and Kodaly certified and works with students in our autism program (CAPS), special education programs, and general K-5 education

Sam Ortega, a junior here at Chino Hills High School, is a kind and hardworking student. While most kids feel uncertain about what they want from their future, Sam has a clear idea of where he sees himself and is working towards those goals even at sixteen years old. Being involved in activities on campus mirror his future goals. His role of co-Art Director of LGBT+ Club is preparing him to one-day work at an LGBT+ Youth Center, where he hopes to empower and protect LGBT+ youth. Sam is also a part of our world record holding Drumline, and over the years he has grown so much as a percussionist. He began Drumline in 8th grade, playing bells. He went on to play auxiliary as a sophomore, and timpani this year. Sam's love for music drives him, even

Brent’s music journey began in kindergarten, where he was introduced to the piano. He continued until fifth grade, until another opportunity arose. Band was offered to the sixth graders; an opportunity Brent couldn’t pass up. He began band with the desire to play the saxophone. Convinced otherwise by his mother, Brent switched to percussion. Later, he came to realise percussion was a better decision. “The mallet parts came easy to me, as they were similar to the piano,” Brent explained, “ It also had a greater variety than the other instruments offered.”

Web. 21 Feb. 2016. This article’s author argues that it is important for music classes to remain available to children in school due to their mental benefits. The author explains that many school boards tirelessly attempt to eliminate music programs, however, there is abundant evidence that supports keeping the programs since learning music can dramatically improve children’s ability to read and comprehend math. The author backs their argument with a plethora of statistics from various sources showing the sharp contrast between the scores of music and non-music students. This article adds to the proof that education can be aided by a student’s understanding of

Sarah Chicoine had loved music ever since she was a child. Her house was always filled with music. Whether it was her father playing the piano, listening to her favorite recordings, or her own music she created. At the age of seven her father enrolled her into piano lessons. She continued to take piano lessons until the age of fifteen. The piano was not the end of her musical career, it was just the foundation. Even though she involuntarily stopped the lessons, she continued to play piano throughout her life. When she was in eighth grade she joined her elementary school orchestra, where she studied viola. The same year she also enrolled in her school’s choir as a soprano. Throughout her musical career she built her reputation as a leader, not

At first, the lure of the school choir for me was the intricacy of the harmonious blend of all its parts. The unimaginable high keys of the soprano girls coupled with the subtle harmony of the altos and the bold hum of the tenors reinforced by the rich rumble of the bass boys left me awestruck every Sunday mass. The choir seemed to be able to render every song it sang with effortless dexterity and passion; they were truly a sight to behold.