I told my students I had assessed their prowess as musicians, and tried to divide the groups evenly, so nobody would be in the "top" band--or left behind. Our job was to play well all the time, to live up to our potential as performers--not to be better than the other band. It took a while, but this policy eventually led to greater achievement, especially from students who did not start out at the top of the skills spectrum.
March 2017 Archives
"Hillbilly Elegy" is impressive personal narrative--plaudits to Vance for his persistence--but hardly illustrative of poor habits and prospects of an entire region of the country. Nor does it illuminate any of the very real problems--crises, per the book's title-- facing working-class families in America today, beginning with the dangerous income gap between the haves and the have-nots that threatens the social order.
I am fortunate; I get to spend time in a range of public schools, as observer, presenter, consultant and, on occasion, substitute teacher. I know that the plural of anecdote is not data--but there are hundreds of thousands of vital examples of what needs highlighting and replicating in public education. Why aren't we focused, like a laser, on those?
For arts teachers, this is the ongoing, contentious, core issue in their pedagogical practice: What is the value of what I do? How do I share my conviction that the arts are essential in the lives of children? Why does artistic expression typically carry less weight than other fields and specialties?