In my last post I talked about visiting the Bradenton/Sarasota, Florida area. While there, the City of Bradenton celebrated it's annual Desoto Festival, commemorating the visit by Hernando lo those many years ago. The key part of the festival is a huge mardi gras style parade with marching bands and floats and beads and all the rest.
It was while enjoying one of the high school marching bands that I was reminded of my old high school band. It was a doozy. 125 strong. Won competition after competition. Represented the state in Kennedy's inaugural parade. Finished 5th in Music Man national band competition. Performed in Europe. The pride of the school and the community.
Today, it has fewer than 40 students and doesn't field a marching band at all for most occasions. Of course, a lot has happened over the ensuing years. It has gone from an all-white segregated school to one that's now primarily minority. It has gone from a school of 1,500 students to one of nearly 3,000 students. But still, how can something so superior become something so inferior that it's basically non-existent?
I decided to write a letter to the editor lambasting my hometown for being so backward and outright cheap, but I needed some ammunition so I contacted a friend who is an administrator at my old school and asked her what has happened to the band. Here is her partial reply. It's lengthy, but worth the read.
To
help frame the problem -
A
high school student has 7 places in his schedule for courses. If a freshman or
sophomore scores a level one on the FCAT (Florida Comprehensive Assessment Test) reading test OR a level two and scores
as "dysfluent" (fluency is the measure of one's aibility to read text
at a steady rate, with appropriate pacing, and minimal stops - it is an
appropriate test to use to obtain an overall picture of comprehension when a
child is learning to read, but it is inappropriate for students at this level;
secondary age students develop coping mechanisms to mask comprehension issues -
a student may well be able to read at a sustained pace, but have
minimal understanding of a passage ... but I digress), he is placed in
Intensive Reading. Intensive Reading takes up two elective spots in the
schedule, because the student is in reading every day. In addition, all 9th and
10th grade students take a math, English, and science class. Believe it or not,
social studies is an elective in 9th grade, but we have typically put students
in a geography class or AP (Advanced Placement) Human Geography (think of it as anthropology
with training wheels - few ninth graders are ready for the rigors of a true AP
class, unless they have been in a properly aligned, pre-AP or honors prep
program). Our 10th graders take World History or AP World History. So . .
. that child who did not pass the FCAT reading exam has already filled 6 of his
7 spots for classes. Students are also required to take a credit of health and
a credit of PE before they graduate, so many are placed in at least one during
the 9th and 10th grade years. But wait ... there's more. That same student who
struggled with the FCAT reading, may also have had difficulty with the 8th
grade FCAT math test. If that student did not successfully complete Algebra in
8th grade and made a low score on the 8th grade math FCAT, he can be placed
into a double-blocked (it meets every day) Intensive Algebra class -
eating up two more spaces in the schedule. There is also an Intensive Math
elective which is not double-blocked. It is not unusual for a struggling
student to enter with no space in his schedule for an elective, such as band.
Also,
struggling students don't happen overnight. Many of these students have been
placed in remedial classes in middle school, which means they never had an
opportunity to participate in beginning band classes in the 6th - 8th grades,
assuming the students attend a middle school where band is still offered.
I
am all for providing a firm academic grounding, but humans need motivation and
joy in their lives too. I remember students who were academically challenged
but found a home in band before this hyper-focus on testing came to pass. Band
gave them a place where they could be successful and work as a part of a team
while they tried to bring their academic studies up to par. There is also
a significant body of research correlating participation in music education
with academic success.
And
testing? Do you realize that we have had a standardized test conducted on our
campus EVERY day since April 16? The week of 4/16 began the FCAT retakes for
upper classmen who had not passed. April 23 began two full weeks of testing for
9th and 10th graders. Since the state has gone to a computerized assessment for
retakes and 10th graders (9th grade will be added next year), we are limited to
the number of students we can test in one day by the number of functional
computers we have in our labs. Computerized EOC (End of Course) exams began
this week, and will continue for two more complete weeks. These are in Algebra,
Geometry, and Biology. AP exams start next week, and last for 2, then we have
senior finals, finals for everyone else, and End of Course Exams in the classes
that do not take them on the computer. And THIS ISN'T EVEN A FULL LIST for
the last quarter, and doesn't begin to note the multiple district and state
tests students took in quarters 1 - 3.
I
know this is borderline rant, but it starts to give you a picture of what a
band director is up against. When I say Mr. Jones has done an admirable job
in the face of adversity, you can begin to have a glimpse of the obstacles.
Scheduling is another issue. Gone are the days when the band director could
have his top group together in one period, or perhaps all his brass together.
Band is low on the scheduling totem pole - not for the school; our
administrators bend over backward trying to find ways to make this work - but
for a state and district that has lost sight of the human toll. Could you
imagine having a band class composed of a mediocre tubist, 2 advanced students on
flute, a bass drummer who doesn't read music, and 4 trombones? Welcome to Mr. Jone's world.
And
even with all of the above, he continues to prepare students to put a show on
the field and compete. Yes, he is well-deserving of your support, as is every
other arts educator in this district who is not assigned to one of our two tier
system's "private - public" schools, aka magnet programs.
One
final question - where the hell is the press? They have abandoned their
responsibility to report the truth.
This totally screwed-up system can be laid directly at the feet of the brothers Bush, Jeb as Governor, George as President. As Chris Rock so aptly observed: "No Child Left Behind? It used to be Head Start. What the fuck happened?"