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MASTER of ARTS Interdisciplinary Studies: Music Education for Social Music Education for Social Change: Adapting Venezuela's El Sistema for Sonoma County Project by Christina L. Penrose Submitted to Sonoma State University In partial fulfillment ofthe requirements for the degree of MASTER OF ARTS III Interdisciplinary Studies: Music Education for Social Change Copyright 2012 By Christina L. Penrose ii AUTHORIZATION FOR REPRODUCTION OF MASTERS PROJECT I grant permission for the reproduction ofparts of this project, without further authorization from me, on the condition that the person or agency requesting reproduction absorb the cost and provide proper acknowledgment ofauthorship. Date: b 11 s) I'L Signature Street Address City, State, Zip HI Music Education for Social Change: Adapting Venezuela's El Sistema for Sonoma County Project by Christina L. Penrose ABSTRACT There is something remarkable happening in the field ofmusic education, and it is turning young musicians into agents ofsocial change and social justice. Children are lining up outside of music schools worldwide in order to embark on a journey that will help them to become good citizens, and give them an opportunity to change their life trajectory dramatically. A prophetic Venezuelan leader named Jose Antonio Abreu unlocked the potential for music education as a social program by envisioning and creating an inspiring nationwide program that is teaching half a million Venezuelan children to thrive in harmonious community. This program is called El Sistema, and it is changing the way that the public engages with classical music worldwide. This project report details the story ofEl Sistemaand begins a discussion about the social change that such a program might bring about in our global society. The white paper in this report is designed to serve as an advocacy tool in Sonoma County, to gather the support and momentum needed to create a thriving program for youth. Three major themes are consistently addressed in this report, they are: social justice, ecological issues, and the moral and psychological dimensions ofchange. These themes are the backbone ofthe Sonoma State University Master ofArts program, Action for a Viable Future, for which this report partially fulfills the requirements. M.A. Program: Interdisciplinary Studies Sonoma State University IV ACKNOWLEDGEMENTS The committee that supported me through this process deserves recognition for their guidance, thank you to Francisco H. Vazquez, Karin Demarest and Andy Collinsworth. Also, the following people provided the support and direction that was needed to bring this project to completion. Without their enthusiasm, the vision may never have been realized. JaradPetroske Benjamin Gustin Carly Nacmanie v Table ofContents Abstract. ..........................................................................................................iv Acknowledgements ...................................................................................v Table ofContents ............................................................................................vi Introduction.............................................................................................1 Part One: Music Education for Social Change: A LiteratureReview Introduction...............................................................................................3 Music Education for Social Change ................................................................5 EI Sistema, Breaking Cycles of Poverty with Music Edu.cation ....................5 Structure... ............................................................................6 Curriculum/Pedagogy................................................................8 Adapting the model for Sonoma County ........................................l1 Defining the Social Change that is Needed .........................................................13 Music Education and the Environment ..............................................13 Principals of Ecology in the Ensemble ... ...........................................17 Preservation ofDiversity..........................................................18 Inter-connectedness................................................................19 Limits to growth ... .................................................................20 Stewardship........................................................................20 Music as a Powerful Agent ofChange ...................................................................21 Human Development, Democracy and Music Education ........................................21 Works Cited .....................................................................................................28 Part Two: White Paper: El Sistema, Fighting Poverty with the Orchestra at the Center of Society Introduction .................................................................................37 The importance ofEI Sistemafor Sonoma County ................................... .41 Recommendations.........................................................................44 Part Three: Reflections Social Justice ..............................................................................45 Ecological Issues .........................................................................46 Psychological and Moral Dimensions ofChange ....................................47 Appendices 1. Transcription: TED Talk, Jose Antonio Abreu ........................................50 2. NAjMEAdvocacy points .. .................................................................54 3. NAMM Research Briefs Didyou Know? ...................................................66 4. Directory ofEl Sistema-inspired programs and consultants ........................71 Vll 1 Introduction This report is a culmination ofstudy and passionate pursuit that began in 2008 after I witnessed a performance by the Simon Bolivar Youth Orchestra at Davies Symphony Hall, in San Francisco. I was working for the San Francisco Symphony at the time, and I was offered free tickets to see a youth orchestra I'd never heard of. I was very seriously considering refusing them, but I commuted from near San Francisco State, and I needed a bike ride, so I decided to attend. Thankfully so, as this performance laid the foundation for a newfound, deep and meaningful sense ofpurpose that has been my guide ever since that 2008 performance. This Youth Orchestra, as it turns out, was a beacon for a monumental system of youth orchestras that was both reviving classical music, and saving the lives ofchildren by the thousands. I promptly wrote my undergraduate thesis on the Venezuelan program these young performers represented, and realized once it was complete, that I must further investigate the tenets ofEl Sistema. The Action for a Viable Future special Master's degree program at Sonoma State University was perfectly aligned with the study ofthis Venezuelan system oforchestras. This program focused on three major themes which inform the white paper recommendations in this document: Social Justice, Environmental Justice, and the Psychological and Moral Dimensions ofChange. There, in that program, is where I began to study a movement, Music Education for Social Change. The intention for this report is that it be used as a resource for anyone who is interested in music as a means to address the needs ofunderserved students in Sonoma 2 County. Since the project's inception, my goal has always been to develop a music program in Sonoma County for underserved youth. Consequently, this project report provides first a literature review that addresses the major themes ofActionfor a Viable Future and then reflects on the nature ofthe social change that is sought by leaders ofthis movement, and others like it. The literature review serves to frame the white paper, which is intended to serve as a tool to inform and advocate for music education as a social program in Sonoma County, using Venezuela's phenomenal program El Sistema as a model for best practices. The two appendices include first a transcription ofthe founder ofVenezuela's orchestral program Jose Antonio Abreu, making his wish after winning the 2009 TED prize. And secondly, Facts and Insights on the Benefits ofMusic Studyfrom the National Association for Music Educators and Research Briefs from the NAMM Foundation, highlighting the benefits ofmusic education. 3 Part One: Music Education for Social Change: A Literature Review Introduction A growing movement is inspiring music educators and advocates for social change across the world. It is a movement in that it is not centrally organized but calls on a central idea for inspiration; provide quality music education to children as a means of fighting poverty. The movement picked up momentum after Jose Antonio Abreu, the founder ofEl Sistema-a revolutionary social program in Venezuela-was given an award for his innovative, federally funded, nationwide network of youth ensembles and localized music centers, called nuc/eos in Venezuela. He was granted a "wish" by TED Conferences, in which he asked for 50 young musicians, passionate about social change, to be trained to create and run new programs inspired by El Sistema, across the world, beginning with a training program in the United States. The formation ofEl Sistema USA, a partnership between New England Conservatory of Music, TED, the League of American Orchestras, Fundacion del Estado para el Sistema Nacional de las Orquestas Juveniles e Infantiles de Venezuela (FESNOJIV) and several other stakeholders in 2009 caused an influx ofliterature
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