What teachers say about CMC
TEACHERS ARE EXCITED about participating in the CMC project. They enthusiastically
report that this project has transformed their work with children. From
energizing teaching and learning to connecting with students who typically
find themselves on the margins of classrooms, CMC has positively affected
the lives of teachers, children, and the communities in which they live.
When reflecting on CMC, teachers first point to the ways that the project
has changed their teaching. "The project allowed me to become a teacher
again," remarked one veteran teacher. A host of other teachers echo
this sentiment:
"We were given more ways to teach our curriculum. It reminded
us that we can still be creative and meet the standards."
"The participation in CMC has made it easier to focus on integrating
various elements into the fourth grade curriculum. Obviously, integrating
music and the community has been the main goal, but by doing so it has
brought forth a clearer integration focus of other elements as well."
"As a teacher and an individual, this project has and is continuing
to educate me in the rich heritage my community offers. I have been
able to participate in the feelings of ownership that my students have
developed in the music and traditions of parents and grandparents."
"The CMC project has introduced me to ways I can bring the community
into the classroom to help convey ideas, and it has opened my eyes to
the resources available through the community itself."
Teachers are also quick to talk about the ways CMC has fostered positive
student outcomes. Students are learning to collaborate and cooperate.
They are taking initiative within and outside of the classroom.
"The students are more like a family - they work together and
respect each other in a different way. Both years of the project have
seen so much faster coming together as a class. Since beginning the
project, neither class has had any serious intra-student problems. I
attribute this to the sharing and community-building that is a direct
result of this project."
"It added a community atmosphere to the school."
"I have a student who was so captivated by a fiddle player that
she asked for and received a fiddle for Christmas this year. She has
brought the fiddle to school to show the class during music and she
has taken it upon herself to find out more about the fiddle and different
styles of playing. She is taking fiddle lessons and is begging to bring
her instrument back to perform for us."
Within the classroom, teachers have observed gains in students’
academic performance across subject areas. "Students are excited
about learning, and they are learning more." From creativity to standardized
test scores, students are attaining higher levels of achievement.
"The students are more interested in core ideas when they can
relate them to music and their lives. They are more attentive, engaged."
"The writing process has been more successful. Ashe County 4th
graders scored 6th in the state on the personal narrative test in 2000-2001.
At our school only 8 out of 74 students scored below 2.5. The performers
and activities have given the students some real experiences to talks
and write about."
"The students are asking better questions and giving better answers
— explanations rather than simple answers. They are more creative."
CMC teachers indicate that this project not only appeals to the students
who are typically successful in school, but it also reaches out to those
students who are normally on the margins of classrooms. For students with
special academic, social, physical, and/or behavior-related challenges,
CMC provides an alternate road to school success.
"Students who normally have a more difficult time academically
seem to especially enjoy and achieve activities and learning opportunities
that evolve from CMC events."
"I have one particular student who performs at a much lower level
than the rest of the class. The student, at the beginning of the year,
was not very well liked because he was a discipline problem as well.
This year, through CMC, he has achieved certain CMC activities, thoroughly
enjoyed each performer, and excelled in square dancing. With the other
students recognizing he could perform just as well or better at CMC
activities, their attitudes toward him have improved plus his self-esteem
has been greatly improved."
"One of our students who has problems with attention and focus
as well as functioning in a normal classroom setting seems to become
equal and focused with our CMC performers and activities. Every student
seems equal in their enthusiasm, questioning, and success rate. It becomes
a connection for all instead of a few."Teachers also note the positive
effect CMC has had on students’ connections to their families and
communities…
"It’s a real source of pride for kids. But it also creates
pride in the community. Seeing local artists around town and thinking,
'They come from the same place I do.'"
"Kids are more aware of traditions within our county. They relate
performers to people they know within their own family. They have a
high level of excitement relating to the performers."
"One parent reported the project brought their family closer together
— the music matters journal questions encouraged thought and conversations
that may have never occurred. The student was also very excited to share
all the 'fun'things he had done in school related to music. I feel that,
in general, the excitement that the children have shown about this project
has been the most successful part."
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