Good afternoon gentle people,
If you have been following my recent notices, as well as reading the blog postings as requested, you will obviously know that the good news is that to a degree, some of the Arts are already being taught in the schools, and this does actually begin with the children at a relatively early age. One component which is a major one, is music. The students are exposed to music and musical instruments, which expands the possibilities of the naturally talented musicians having their talents discovered. Additionally, the students do have the opportunity to discover their enjoyment, appreciation, and perhaps aptitude for playing various musical instruments. This is a much better set of circumstances than those of us who had been participating were lead to believe.
However, due to the lack of musical instruments and the shortage of experienced tutors, as Ms. Sinclair points out, the students are more heavily involved with the normal academical routine, and less with music as they progress through high school. This is a pity for the students who are musically talented or gifted, or who want to pursue a career in music.
When we were under the impression that the arts were not a part of the curriculum in the schools, our goal was to formulate a strategy to influence and petition the powers that be to change those supposed set of circumstances. Surely, some of us had an idea that once that battle was won, we would have to help provide a ways and means in which to provide the materials and teachers for the relevant arts. Since we do not have the initially assumed battle, it is safe to say that we should now focus on literally providing instruments to the schools, as well as requesting that funds be budgeted for the hiring of musically experienced teachers. Through donations and fund raising efforts, we can make the provision of the instruments a reality.
Once we have made an impact on the additional amount and variety of musical instruments, as well as at least one music teacher if not more, available in at least some schools, as well as demonstrated to the principal, board members, PTAs, and the relevant Ministry of Education personnel, of the positive effects these opportunities had anc continue to have on the students, then we could request and argue for continued funding to be established for a steady increase in the availability of the musical instruments and their instructors. The positive effects are obvious, and the arguments will be easy to make, as the facts will speak for themselves. If one can occupy the minds and the time of students who are not as academically inclined as others, and provide them with alternative possibilities of achievements and future careers, then one is placing the students in much better positions for their futures. Additionally, the feeling of desperation, as well as temptations to seek avenues towards "careers" that lead to an early demise of themselves and/or their victims, or long periods of incarceration, will certainly be much diminished.
Fund raising and donations are not easy achievements in relatively economical hard times. That is a reality that we cannot hide from. However, if sufficient effort and time are given to the matter, and are carried out under planned and methodical means, I am positive that we can make significant progress and affect the students of at lest one school in a magnificient way. In addition to requesting donations, we should try and make donations, however much we are able to, and also try and recruit other people to join our group. Ideally, anyone joining should be optimistic, dedicated, and sincerely willing to help the students of today who are the adults of Jamaica tomorrow.
We do have quite a bit to think about. My opinion is that one instrument in each school is not necessarily going to make a significant difference, and thus I think we should give our complete focus and efforts to one school at a time. This may sound like a lifetime commitment, (smile) but remember that every school from which a number of students demonstrate all the positive effects of this projects, as well as the discovery and development of musical geniuses and future musical stars will be a shining tribute to the validity of our efforts, and will be actual proof for the benefits of funding and provision of musical instruments and opportunities for all of the other schools island wide. Thus, I suggest, one school at a time. With the great optimism I have for the fantastic outcome and results of our goals, I think once we have demonstrated the huge success of our efforts, the publicity and the positivity will motivate current and former musical stars who are able to perhaps donate more than we are able to, to see our progress and help both with their donations and their influences.
We do need to have a plan of action, and an approach that is not sporadic, but instead well thought out and streamlined. This is something that we can all participate in by brainstorming via blog postings and comments to the blogs. We can put together a couple drafts of plans of action until we determine that we have a feasible and workable plan.
Our first major set of requirements is of course, the criteria for determining which school will be the first one that we choose as the future beneficiary of our efforts. Examples of criteria would be: a school that had little or no musical instruments at all, a comparatively higher level of uninterested students at the high school level, and perhaps be a rural school, as usually the focus is given to the schools in Kingston, or the more popular areas.
This is not as daunting of a task as it may initially appear to be, and every journey of a thousand miles begins with as single step. If that does not motiviate you, then know that we do have to get cracking, for after we have finished with music, we have a long list of other aspects of the Arts to work on. (Smile). However, we must creep before we walk, so lets get creeping.
Peace & Blessings,
~~Yvonne Michelle~~
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