In a school not more than 1/2 a mile away from the school that hosted a very special music program last year, the children are notably different. Most of the Pre-K sings in tune even without having had any formal music instruction. I expected 70% or less to use their singing voices consistently, but not 80% to sing in tune!
The reason for my underestimate was based on experience from the school only half of a mile away. There, a good percentage of the 1st grade children didn't sing in tune until after I worked with them two times a week for 45 minutes each class from September to November. Then, they started to come around. I think many of them had always had the talent, but they were lacking in appropriately guided experiences. Many didn't even use their singing voice. Some had issues simply staying in their seats. The first few weeks, more than a handful of children would consistently fall asleep during class.
The new school situation is striking in comparison. No children goofing in the halls. A stronger presence from the administration. The faculty seems more experienced and stable, less transitive. Being there during the day makes some difference, but that doesn't account for the musicianship the children already come with.
The program for which I teach promises exceptional results. Without the strong foundation I found at the new school, our work would have been significantly harder. Now add this to the mix: When the program is going at full bore, some of the children will be receiving music instruction 3 times a week during the school day and 4 times a week after school. 7 times a week! That's a lot. Music will just be part of the air they breathe.
Music teachers may look at the outcomes of this program down the road and suggest the schedule was a major factor. I want to suggest that high quality faculty/musicians and a specialized curriculum will contribute even more. In the end, it may not matter so much how it happened. The children's performance abilities will speak for themselves.
