The relationship between musicians and a community makes music a compelling art form. At the center of what we do as performing ensembles is a service to the community in which we get to participate.
The “service” in question depends on educational goals and participation of the adult communities and student experience in a performance-based curriculum. From performances for entertainment to special programming relating directly to offering different points of view, we in the arts hold great responsibility as entertainers and storytellers.
In this section, I will share how the collegial dynamics of his work with fellow music instructors and EICL Co-Coordinator help shape his work throughout the campus for both adults and students. Finally, within the community membership and support section, I aim to share my varied experiences as an active participant in this vibrant community and how peers and students support our work together.
The following indicators help categorize the evidence for my work:
- Develops mutually respectful and productive relationships with colleagues
- Partners consistently with colleagues on projects (i.e. integration, service learning)
- Engages in collegial activities hosted by the school
(1) Develops mutually respectful and productive relationships with colleagues
My work with the adult community is most potent when working with my colleagues Ginger Ellingson, Luke Stromberg, and Bess McKinney. In developing our working relationships, partnering with them on projects like concerts (with Ginger and Luke) and EiCL programming (with Bess) has helped me fine-tune my sense of purpose as a teacher and a life-long learner.
Some of the concert performing highlights involved the Stevie Wonder Program and Classes, the Les Miserable – Combined Chamber Groups, the Sunday – Combined Chamber Groups, the Chuck Berry/Early Rock show with EPS Rock Orchestra, the 80’s Show with Rock Orchestra, and the Prince Show with Rock Orchestra and vocal Rock Studio. These collaborations have allowed me to share my expertise and experience while learning from my colleagues.
(1) develops mutually respectful and productive relationships with colleagues
(2) partners consistently with colleagues on projects
(3) engages in collegial activities hosted by the school
(1) develops mutually respectful and productive relationships with colleagues
(2) Partners consistently with colleagues on projects
As a music teacher, collaboration with colleagues has been integral to my journey, elevating the music programs to new heights over the past six years. Several standout moments were challenging and immensely rewarding when reflecting on our joint efforts. One such memory is our venture into Les Misérables, where we brought together our combined chamber groups to create a breathtaking performance. The fusion of talents and dedication resulted in a production that had a lasting impact on both performers and audiences. Another remarkable endeavor was our Stevie Wonder Program and Classes, where we delved into this legendary artist’s soulful melodies, expanding our students’ musical experiences. These efforts culminated in captivating performances showcasing the depth of our student’s abilities. Lastly, the performance of Sunday combined chamber groups furthering our commitment to collaboration. These collaborative projects have not only challenged us but have also been instrumental in pushing the boundaries of our music programs, ultimately creating an enriched musical experience for all involved.
(1) develops mutually respectful and productive relationships with colleagues
(2) partners consistently with colleagues on projects
(3) Engages in collegial activities hosted by the school
When thinking about activities hosted by the institution, what comes to mind is a micro version of a process that occurred with Malcolm Yates, in which we worked together to team-teach for an admissions event in 2022. The conversation will highlight how quickly we developed a partnership to develop a program emphasizing the intersectionality of music and the Spanish language.
(2) partners consistently with colleagues on projects
(3) engages in collegial activities hosted by the school
Other events for the school are a bit more informal but just as crucial towards creating a sense of belonging at EPS.
In my role as an affinity group member/ facilitator for our adult community, we made time to share a meal and create a community for those of us who need a space to recognize one another. As teachers of color, we are often in positions to help students and other adults in our community learn and process the changing world around us. Our affinity group meetings are often part of our morning meetings, where we get to share breakfast and then start our days. On one of these occasions, we decided (with the institution’s endorsement) to go out for a group lunch.
This small gesture for the school and the members of the People of Color Affinity Group highlights a change and needed evolution for the institution. I am proud to say I am part of that work at EPS.