Musings on Education

So, for those of you who are familiar with it, you'll be happy (or maybe not?) to know that The Pizza Song is spreading like wildfire through the Lambeth school district. In one of my schools last week, we had to quickly reorganize our lesson because recorders hadn't come for the 8 year olds. We had been working on call and response, so I said that I knew a song. The Pizza Song happens to be almost the same as another song in the Lambeth Songbook, so the kids picked it up really quickly. I came back from teaching and told Omar, who taught it on Monday at his schools. Andrew came back yesterday and told me that the Olly, the teacher who was leading the class that I had initially taught the song in, was teaching it at the school that Andrew works at on Tuesday. All of my kids asked me if we could sing it again today, but unfortunately there was no time- maybe it will be a good song to reward good behavior?

All in all, I've really enjoyed teaching so far. I spend almost all of my Wednesdays with one particular teacher, so we spend a lot of time talking as we're doing all of our traveling. This teacher has gone to school in the US for a bit so he knows about the American way of doing things to a certain extent- certainly more in terms of performance than education, but it makes for interesting conversations.

One of the administrators at my afternoon school today was asking me about American education and if the system set up in Lambeth would work in America and I had to try and explain why it wouldn't work. The simplest explanation is that each school should have general music K-8 and instrumental/vocal programs starting in the 4/5th grade. I didn't get in to how that doesn't always happen, but there really is no need for a service like the one I'm working for. Their goal is to teach general musical concepts like high- low and short-long (as the most basic examples) using instruments as the vehicle. These programs are not aimed at creating high quality ensembles for the children, but rather as a kind of high-level substitute for general music programs which don't exist.

Some of the problems with the system are obvious: there is no comprehensive progressive curriculum from grade to grade. Many of the classes I work with are the only class in the school that does whatever we're doing with them. No one else in the school gets music. Also, for children who come through the band and string programs, in most cases there is no way for them to carry on with their instruments should they have the skill or desire. There are some afternoon programs that are tuition-free, and students can pay (with scholarships) for weekend lessons and ensembles, but the parents have to escort them there and I know that many children do not participate because their parents can't spare the time. I teach in very working class neighborhoods. I wouldn't want to wander around in the neighborhood that my afternoon school is situated in by myself after dusk.

It's an interesting work study and I'm glad I chose to participate. Omar, Andrew, and I are guinea pigs in many ways, but it is very informative to view a completely different educational system and compare what I know and the ways I would teach certain concepts to what (and how) material gets taught in England.