Music Educational Programs

The following is a basic introduction concerning the informative, creative, and fun multi-cultural music education and Native American educational programs I have offered schools and organizations since 1986. It is followed by more explicit program description and costs, and statements about my history and purpose in presenting these programs. Whereas the vast majority of these programs have been presented within reasonable driving distance of my home, I will discuss presentation at any location, or consulting with you about similar projects for your school or organization. I have been a professional bamboo flutemaker since 1976, living in Western Massachusetts and Southern Vermont. In those years, I have learned a great deal about the art of flutemaking, the history and development of flutes and other woodwind instruments, and the musical instruments of other cultures. Through my desire to share my art and knowledge with my own children's classmates in pre-school and kindergarten, I began a number of years ago to develop and refine a program tailored to the needs of school-age children to learn more about their musical heritage and how it relates to the world around them. I have now presented this and two additional programs in over 300 performances, in over 175 schools and institutions, to children from pre-school to grade 12, university students and adults**. It is the response of the audiences, both student and staff alike, that has encouraged me to continue to offer and refine this presentation, for it has been received and praised far beyond my greatest expectations. In Program 1, I come into a school with well over 80 simple and modern percussion, string, and wind instruments. I demonstrate and discuss the nature and beauty of these simple instruments, how they were developed, and how they are used in various cultures of the world. I seek not only to introduce the children to the beauty of these simple instruments, but to broaden their perspective on the nature of music and creative expression. I seek to enhance their appreciation of the beauty and diversity of other cultures of the world, not only those from which so many of us have come, but those often looked upon as more simple or primitive than our own. Cultures such as those of Africa, Asia, or Native north and South America that, in many cases, are the source not only of our modern musical instruments, but of much of the music we listen to today. I demonstrate to the children instruments that modern musicians have retrieved from some of these more ancient or simple cultures in order to diversify or enrich the sound of their modern instrumentations. And I create a simple bamboo flute right before their eyes, so they can see the simplicity of these instruments. Then I compare the tonal quality of bamboo, wood, clay, metal and rubber flutes and reed instruments so the children can experience the extraordinary simplicity of complex instruments and their acoustics. I conclude the program by passing out a number of instruments and engaging the children to play and sing a simple song with me. The program lasts about an hour, and typically accommodates between 60-120 children per performance. The program has received nothing but strong praise for its content, and for my evident enthusiasm in the presentation, from staff (teachers and administrators alike, including music education teachers), from students, parents, cultural council members, and the press. Comments to me personally have ranged from the tiniest of children running up to me after a presentation spurting out, "I really like you and your instruments!", accompanied by a hug and a kiss on the cheek, to a teacher's remark, "This is absolutely the best program I have ever seen in this school (in 12 years)!", to a principal, "The sign of a good program is how well you hold the audience's attention, and you captivated the attention not only of the children, but of the staff as well!" I have had follow-up reports of students making instruments at home and bringing them to show at school, and of entire classes engaging in projects related to my presentation. I have been invited back for follow-up discussions in some classrooms, and for smaller, hands-on demonstrations at some schools. From those requests have emerged another program which focuses more on the percussive portion of the original program in a 45 minute segment, followed by another 45 minute segment, in which we build and play very simple percussive instruments. And a third program has developed from my intimate personal knowledge of Native American culture and philosophy, called "The Medicine Wheel." The Medicine Wheel is a way of perception and knowledge, a way of life for many Native American peoples, both historical and contemporary. The Medicine Wheel ties together the abundance, diversity, beauty, and intelligence of the Native view of Creation. It is a powerful method of self-reflection and interaction with the lessons of life and Nature. It not only helps us understand who we are, but better allows us to embrace all elements of the natural world, incorporating concepts of self-esteem and self-knowledge, environmentalism, and community. I have found my workshop, "The Medicine Wheel", to be a way for pre-adolescent and older students to gain a greater awareness of the world around them and the world within them. In Native cultures, it is considered critical for children of this age group to be given knowledge and tools such as these to help them prepare for passage into adulthood. I would like to offer your school the opportunity to also share in these programs. I am enclosing a more detailed explanation of the programs I offer with reviews by teachers, students, administrators, and the local media of schools where I have presented these materials. I believe you will find my prices quite reasonable. You will find me amenable to working out a program to fit your specific needs or studies: for example, a smaller class-by-class presentation with more hands-on time and explanation of the instruments I bring, focus on African, Asian or Native American instruments to correspond to current studies, or a residency to build a more complex instrument or wind instruments with one or more classes. I am quite used to participating in the grant process, and I am more than happy to help with fundraising proposals wherever needed, as well as ideas for funding sources. The students I have worked with, and presented to, have given me some of the richest experiences of my professional career. I enjoy what I do. I hope we can find a way to share this experience with the children you serve. These programs continue to grow, from offering Native American flute making classes, to making and playing Australian didgeridoos; more and more of my over 3 decades of work with musical instruments is emerging in classrooms across the northeast, and the country. Ask us about these additional programs offerings not listed here.