There was a bit of unrest in my junior high orchestra, so I presented them with the following activity in an effort to shed light on some of the choices I’ve made:
One person should read the scenario below, which features three orchestra students. One person should serve as notetaker.
Scenario
Student A is in eighth grade. They play the violin and have been playing for four years. They own their violin and take private lessons. They can practice after school. Orchestra is their favorite class and they’re even thinking about studying music education in college. The music that they play with the orchestra is not particularly challenging for them. While they don’t read music very well, they can play pretty well by ear.
Student B is in seventh grade. They joined orchestra because they need a fine arts credit and just started playing a few months ago. They rent a cello and cannot practice after school because they take care of their little brother while their mom sleeps. Because they just started playing, the orchestra music is challenging for them, and they struggle with note reading. They’re willing to do the work but sometimes get frustrated because the other students seem to be so far ahead of them.
Student C is in ninth grade. They play the viola and have been playing for six years. They rent a viola and do not take private lessons. They do not practice after school because although they enjoy orchestra, they prioritize soccer. They stick with orchestra because they enjoy it and their best friend is also a viola player. The music that they play in orchestra is occasionally challenging, and they read music quite well.
Imagine you’re the orchestra teacher.
1. Is it fair to give all of the students the same note-reading worksheets? Why or why not?
2. How do you select music for this whole group to play?
3. Each student comes to you and says “What can I do to become a better musician?” Do you give each of them the same advice?
4. Each student comes to you and says “I want to be challenged.” How do you respond?