Cianci Melo-Carrillo

Ida Lødemel Tvedt

University Writing
Progression 4
Diversity in Music
Mozart, Brahms, and Beethoven have become new sources of cultural integration in
Denver Public Schools. These composers form part of a new standardized music curriculum that
specifically targets Hispanic and African-American students—the most disadvantaged in the
school district1. Their disadvantage extends beyond access to arts education. According to Mayor
Hancock’s cultural plan, Hispanics and African-Americans also reported not having enough
access to cultural events2.
A standardized music curriculum seeks to remedy these two disadvantages: it provides
students with educational opportunities and exposes them to Western culture. However, by trying
to address these issues through standardized procedures, it creates a third issue: a mold that does
not fit all students.
We’ve created a mold because we are afraid of teaching students skills without
immediate applications to a “more important” ability—academic proficiency. Supporters of
music education often cite increases in students’ academic performance as an indication of music
education’s success. This is their only defense against their opponents who would rather directly
fund academic programs in literature and math. In order to meet the same standards as traditional
academic programs, there must be a standard music curriculum, and one that has proven to work
in the past—a classical music education.
In 2012, Denver residents approved a mill levy tax to support arts education in schools. A
main concern was the quality of the arts education, and so far, the only proposed metrics of
quality are “standards.”3 “Standards” assume that there is a correct way to teach art. If art is
correctly taught, it should lead to the desired academic improvements. And in order to ensure
that art is being properly taught, there has to be standardized testing4. These are tests of a tool’s
effectiveness, used to improve test scores. Yet, the main objection against standardized tests is
that they narrow children’s creativity by allowing only one correct answer.
There is not one correct answer in music programs. The programs’ benefits depend on the
engagement of the students. They need variety in order to appeal larger audience.
El Sistema is an after-school program modeled after a standardized music curriculum,
originating in Venezuela. The organization provides classical music lessons to children from

1
http://www.denverpost.com/lifestyle/ci_29140284/the-10-colorado-arts-groups-that-get-it-right
2
http://artsandvenuesdenver.com/images/wygwam/AV-1401-Imagine2020-FullPlan-WEB.pdf
3
http://www.denverpost.com/news/local/ci_29588456/did-40-million-improve-denver-public-schools-art-
programs
4
http://www.slate.com/articles/double_x/doublex/2012/06/standardized_tests_for_the_arts_is_that_a_good_ide
a_.html
elementary school through middle school with the belief that classical music training allows
disadvantaged children to overcome their socioeconomic predisposition and become productive
citizens.
In my second year volunteering with El Sistema, I taught a horn player who was
originally shy because she felt that she was not “good enough,” but eventually opened up in
reaction to my comedic teaching. Through foolishness I was trying to convince her that my
interest as a teacher wasn’t that she should immediately be able to play the piece, but to have a
willingness to try new things that would get her closer to creating her own music. I asked what
her favorite artists were, since inspirations are crucial to the creation of one’s own music, but she
had no response. I was not teaching her to appreciate the music she was creating. I was teaching
her to appreciate “getting it right,” which does not create enough desire to continue with music
studies.
My hopes in the effectiveness of El Sistema were raised when I observed a jazz
improvisation exercise. When the children were forced to listen to the music that they were
creating, they connected with it.
In funding music programs, we look for evidence of successful investment: improvement
in academic proficiency. We see test scores and are reassured, while ignoring the reason some
students are not reaping benefits from the programs: they are not engaged. They are not being
provided with means of appreciating music because they are only given one option. Having
multiple options gives students access to diverse cultural events, and in turn stimulates their
growth.