Appendix 1_El Sistema_Logic_Model Final
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The document outlines a program that provides music instruction to 5th grade students using resources from the University of Michigan School of Music, Theatre and Dance. It involves: 1) Providing group violin/cello lessons to 5th graders 4 days a week by U-M graduate students using an emergent curriculum model. 2) Hosting musical performances throughout the year for students to showcase their skills and for the community to experience. 3) Developing skills in the students like musical literacy, personal responsibility and relationship building, while also providing experience for U-M graduate students in teaching diverse groups.
Appendix 1_El Sistema_Logic_Model Final
- 1. Resources Major Components Planned Activities Short Term Outcomes At The End of the Program 1.1 Eligible Students 5th grade students receiving string instrument instruction as a standard component of Mitchell Elementary music curriculum. 1.2 Resources • Children • Musical instruments and resources • School music teacher • U-M School of Music, Theatre & Dance (SMTD) music instructors and instructor interns • SMTD instructors have experience in El Sistema • U-M School of Social Work (SSW) graduate students • Parent and community support • Performance audiences • Elementary school • Safe environment • Professional development • Transportation by bus • Afternoon snacks 1.3 Funding • U-M Third Century Initiative 1.4 Partners • Ann Arbor Public Schools • U of M SMTD • U of M SSW • U of M School of Education 3.1 Instruction planning time 3.2 Four days per week of music instruction October-April 3.3 Group lessons provided by SMTD graduate students • Violin/Viola Instructor • Cello Instructor 3.4 Principal and Music Teacher offer support and instruction with student participation, supervision, and family connections 3.5 Transportation home by bus 3.6 Instructors plan all student, guest, civic & performances 3.7 4 music performances held at Mitchell Elementary 3.8 Program performance finale hosted at U-M April 22nd 3.9 Guest musical performances 3.10Students attends community musical performances 3.11SMTD students provide music instruction using an emergent curriculum 3.12SMTD uses a train-the- trainer model 3.13Instructors and trainees serve as role models for students 3.14Bus parents to attend student performances 3.15Parents ensure students attend the program 3.16SMTD will capture the community buzz through media publications Theory of Change: If children participate in regularly and extensive in high-quality, ensemble-based music education, they will develop a strong sense of personal agency and sense of community through developing musical literacy. Landin, A., et al (2013). Say Yes to Assess: An Exploration in El Sistema-Inspired Assessment Practice, Sistema Fellows Program at New England Conservatory. Need for Program: Most children in this community don’t have the resources to obtain private lessons and don’t have opportunities for arts or culturally enriched extracurricular activities. This community experiences varying levels of poverty, social fragmentation, and limited opportunities to participate in musical/cultural performances. There is also a need to development a Social Engagement curriculum of greater depth for SMTD students. El Sistema Program Logic Model: October 2013 (FINAL) Elementary Students 4.1 Learn to read and comprehend music 4.2 Develop collective music making skills 4.3 Develop an appreciation for music 4.4 Build friendships and relationships 4.5 Experience community through ensemble music- making 4.6 Experience achieving success through hard work 4.7 Actualize self-development 4.8 Improve executive functioning skills 4.9 Demonstrate personal responsibility, self-care, respect for themselves and others. School Community 4.10 Establish a connection to a national movement 4.11 Develop stronger connections with students, families, and the community 4.12 Generate additional resources SMTD Graduate Students 4.13 Obtain experience teaching diverse populations/communities 4.14 Obtain experience working in school communities 4.15 Develop an increase interest as part of the community. 4.16 Recognize the intrinsic value of working in non-traditional music settings. Long-Term Outcomes Thriving performance- based and collective musical culture • Strong music and cultural curriculum • Active participation in music-making • Reductions in attrition rates among music students going to middle and high school Stronger schools • Reductions in disciplinary actions • Improved attendance • Improved overall school performance • School pride Individual and collective empowerment • Improved academic outcomes • Improved relationships Enriched Social Engagement curriculum for U-M SMTD’s students • Increase opportunities for students to provide instruction across community settings • Increase students employability through traditional and non- traditional curricula • Enhance SMTD curriculum by developing social engagement training modules Intermediate Outcomes 2.2 Performances 2.4 Parents & Community 2.3 Graduate Student Instruction 2.1 Music Instruction Graduate Students Develop a Sense of Social Consciousness Sense of Personal Agency Sense of Community Musical Literacy Cultivate a Strong Sense of School Pride