Background The history of Milnera K-8 school located in the heart of Hartfords North Endis a uniquely tumultuous one. In the past three years alone, the school has rotated through three principals, two sets of staff, a variety of educational models, and numerous scandals. Of the approximately 400 students at this community school last spring, 95% were considered to be in poverty, 1 of 4 is not fluent in English, and about 11% have special education needs (Frahm, 2013). On a daily basis, students face virtually every kind of challenge imaginable to an extreme degree.
In January 2012, Catholic Charities hired me to offer violin for their after school program at Milner. Not only has that involved meeting the myriad of challenges faced by the student body as a whole, but also the challenges of teaching beginner violin solely through large groups of students varying widely in age and commitment levelan unheard of task even in a more stable environment.
Nevertheless, this programdeemed The Virtuosos for its emphasis on both violin skills and character qualityis not defined by challenges, but by our proven ability to overcome them. Formerly timid students gain enough confidence to lead younger students during performances. Scholars who struggled to read words longer than 5 letters excitedly work through whole paragraphs about Beethovens marvelous accomplishments. Seemingly uncontrollable children stand with excellent posture while listening to or performing favorite songs. Middle school boys known for their problematic behavior research ways to attend concerts. Teens who struggle to see themselves and their neighborhood in a positive light bless local nursing home residents with their musical gifts.
In these ways and many more, students in The Virtuosos not only develop a sense of their own value but also learn to share such value with their communityan incredibly important opportunity for children who grow up in what is too often seen as a hopeless and inescapable place. Through musical training and the character growth that accompanies it, this program offers tangible skills that ultimately lead to both personal and community development.
The Virtuosos With these benefits in mind, The Virtuosos hopes to expand its current after-school model into a full-day program that allows interested students to develop their skills in an increasingly efficient and personal waythereby amplifying the already existing gains seen after school. In addition to major time restrictions, only having classes of 12 or more studentsall ranging widely in terms of age, skill level, and maturityhas greatly limited such progress. Violin skills and character development, as well as the corresponding community change, could grow exponentially if each student were given more personalized instruction time throughout the week. For the first year (see next section for growth plan), extending The Virtuosos would follow this model:
10-12 students from 2 nd -4 th grade invited to participate (based on need and interestsome experienced students, but most beginners) Participation maintained by upholding personal contracts designed with input from student, teacher, and parents (sample available from previous contracts) Students receive 30-minute pull-out lessons during free periods (study hall, before school, lunch, after program, during particular specials, etc.) (sample schedule available from student surveys) Students in groups of 2-3 based on skill level and scheduling Extra activities starting with at least 3 performances per year, as well as field trips to concerts, local venues, and other schools as applicable. At least 3 of these performances and trips will be service-oriented, such as performances at local nursing homes and farmers markets, or trips to arts-based fundraising events. Partnerships with local arts programs, including other programs within Milner (such as The Art of Drill and Talented Teens), local music schools (such as Jumoke Academy Honors at the Hartford Conservatory), and local arts groups (such as The Hartford Symphony and the Hartt School Community Division) Parents required to attend at least one lesson per semester, and invited to all lessons and events
Growth Plan As noted in the list of general goals below, a successful program will produce musical, academic, and character growth that is founded upon an increased sense of both personal and community value. Such success will be determined through a collection of both qualitative and quantitative measures. Quarterly surveys or interviews will determine whether or not students show an increased sense of self-worth and a more positive view of their community. Musical ability will be measured through quarterly recordings, character growth (specifically self-control) will be tracked through weekly student assessments, and academic progress will be observed through monthly report card scores. How the communityboth at Milner and in the surrounding neighborhoodsviews this program will also be taken into account through anonymous surveys distributed bi-annually.
General Goals Music Proper violin technique, quality tone production, music reading, ear training, music appreciation, and empowered creativity Academics Improved reading, writing, math, and history skills, as well as expanded cultural knowledge Character Increased value of self and community, leadership, self-control, teamwork, confidence, and communication skills
Anticipating that success will also involve program expansion, The Virtuosos should grow in three years to offer pull- out lessons to at least 30 committed students and an after-school program designed to accommodate at least 50 students. We will grow from 3 to 5 annual performances within Milner as well as the greater community. Judging by our successful performance at a local nursing home last year, increasing musical capabilities will enable students to perform at a wider variety of venuesall with the purpose of serving their community and building their own sense of self-worth. Likewise, the expansion of this program would also include partnerships with other arts programs within Milner, which include The Art of Drill and Talented Teens. Connections with existing local strings programs, such as the Jumoke Academy Honors at the Hartford Conservatory, The Hartt School Community Division, and the Charter Oak Community Music School also provides development capital.
The Need On top of the challenges related to violin instruction under present circumstances, several additional barriers to change seem even more likely as the program attempts to have an increased effect on Milners surrounding community. One such barrier is what Zaltman & Duncan (1977) refer to as Rejection of Outsiders, which entails the community seeing change initiated by an outsider as irrelevant, uninformed, or even inappropriate due to the initiator not actively being involved with the other group. With a very different background than most North Enders, I can understandand even empathize withthe assumption that my propositions would not connect with true needs of the community. Although this view is not completely within my control, I have begun addressing this barrier by embracing and demonstrating my primary identity as learner and supporternot presuming to know the North End reality as deeply as a resident, but seeking to listen fully and sacrifice freely for the sake of contributing to community growth in any way possible.
Similarly, I foresee the possibility of change-agent mistrust becoming a barrier as well, as residents wrestle with the reality that most proclaimed change-agents in the last decade have either failed or, worse, caused further damage. The fact that only a handful of afterschool staff members and janitors have been at Milner longer than me is in many ways Growth Plan Summary Growth Area Beginning 3 year goal Full-day Students 10-12 30+ After-school Students 24 50+ Performances 3 5+ Performance Venues Local (nursing homes) Local and widespread (nursing homes, farmers markets, charity events, other schools, etc.) Partnerships Within Milner (The Art of Drill and Talented Teens) Within and beyond Milner (Hartt School Community Division, Jumoke Honors Academy at the Hartford Conservatory, The Hartford Symphony, etc.) Location Milner Milner and local primary or high schools a testimony to this sad fact, although it also honestly lends me more credibility than any formal training or convincing proposals ever could. Along these lines, while I am pursuing both of these other important components, my primary way of addressing this barrier is through an emphasis on constant transparency and thorough communication so that community members can seeand even call me outon ways that I may deviate from serving them (Sherry, 1969).
Barrier to Change In your control In someone elses control Outside of your control Rejection of Outsiders Actively listening to and fully supporting insiders; humility and sacrifice; earnest recruitment Reputation and insider acceptance; student participation Involvement (buy-in) of community insiders Change-Agent Mistrust Continued training and practice; constant transparency; community involvement Communicating with community members Reactions and responses; community acceptance Lack of support and resources Personal fundraising and sharing proposal Administrative support, in- kind donations Grant acceptance, state resource approval
Finally, The Virtuosos cannot become a reality without first overcoming the barrier of inadequate support and funding as wellthe details of which are summarized below. Currently, grants and in-kind donations seem to be the most strategic avenue for funding events and supplies, while the cost of instruction could potentially be met by Hartford Public Schoolspending further conversations with various key figures.
Conclusion In many ways a rather small undertaking compared to the great challenges faced by the Milner community, expanding The Virtuosos into a full-day violin program is nonetheless a very tangible and effective way of pointing a community in the direction of positive development. By helping students see their own value through a wide variety of measurable skills, their ability to enhance and respect their greater community also grows. Such change cannot come without facing barriers like inadequate funding, outsider rejection, and change-agent mistrustall of which entail earning (and giving) insider power by proving credibility and capability. Yet even just beginning with the first small steps mapped out below, such change ultimately has the power to transform what so easily seems like the insurmountable array of social issues that North End residents face on a daily basis.
Next Steps Steps Player Time Frame Resources 1. Research and apply for funding Caitlin Leffingwell July-August 2014 Online grant sites, personal contacts and various connections 2. Meet with Milner principal Karen Lott and Caitlin Leffingwell Mid-August 2014 (before start of school) Program Plan 3. Recruit/Invite students Caitlin Leffingwell, teachers, students, and parents Late-August and September 2014 (will launch full-day program with after-school program in October) Fliers and invitation letters, meetings, program plan, and class schedules 4. Develop assessments Caitlin Leffingwell, Spanish translator August 2014 (done on first day of program) State standards, child development review, Spanish translation resources 5. Develop participation contracts Caitlin Leffingwell, teachers, students, and parents August 2014 (drafts handed out with invitations, official copy filled out upon acceptance) Previous contracts, report cards, class schedules
The Need Instruction Events Supplies Details Lessons, preparation, and events Concerts and field trips (tickets, travel, meals) Strings, rosin, repairs, and additional violins Breakdown 15 hours weekly at $25/hour (50 week year) 3 events a year at roughly $500/event $100 in strings, $200 in repairs, $600 for 4 violins per year Possible Changes Less weeks per year; more hours per week in successive years Grant subsidizing Subsidizing through fund- raising, volunteer repairs, in- kind donations, etc. Total $18,750 $1500 $900 Total Annual Cost: $21,150 References Arnstein, S. (1969). A ladder of citizenship participation. JAIP, 35(4), 216-224. Frahm, R. (2013, March 18). The promiseand challengeof rescuing Hartfords Milner School. The CT Mirror. Zaltman, G., & Duncan, R. (1977). Strategies for planned change. New York: Wiley.