Diversity

BRINGING OUTSIDE MUSIC INSIDE MICHIGAN’S K-12 CLASSROOMS The classrooms of schools in the State of Michigan are segregated. There is a lack of diversity throughout the schools themselves, grades kindergarten through twelve (K-12), and the districts that serve as a conglomeration of the students, teachers, and administrations. As a state, Michigan has been historically segregated in several respects, be it geographically or socially. The education system is simply another contributing force to the preexisting segregated condition of Michigan. It is no mystery that Michigan is racially divided. This year provides the citizens of the state with a stark reminder of the history its of racial divide, as it is the fortieth anniversary of the 1967 Detroit riot. No matter how many anniversaries come and go, the reminders only serve as remembrances and rarely procure an improvement in the situation. If a social-change group takes a stimulating spark like the riot’s anniversary and uses it to move forward with race relations, that group rarely does so successfully targeting Michigan’s schools. The continuing problem of segregation in Michigan’s schools has yet to be solved. The first issue is that the schools are a direct reflection of the cities in which they stand. “In the early 1990s, 95 percent of the African American students attending segregated schools in Michigan were enrolled in central city public school districts.” (LandauerMenchik, 2006, pp. 2-3). To address that, the Michigan Department of Education developed a system of charter schools. This did not solve the problem, however. “In 2004-05 there were 87 segregated charter schools in Michigan, none of which had existed in 1992-93. This is part of a research paper by OMIA Musician, John Girdwood. You can view the entire paper “BRINGING OUTSIDE MUSIC INSIDE MICHIGAN’S K-12 CLASSROOMS” here.

Scholarship Winner Announced

The OMIA Foundation, staff, families, students, and benefactors

Pamela Jo

would like to congratulate Megan Root as the recipient of the 2008 Down the River Scholarship in memoriam of “Pamela Jo from O-hio!”

The scholarship committee was thrilled to receive Megan’s application and surprised by how aligned her enthusiasm is with Pam’s.  There simply wasn’t a more qualified, accomplished, and promising applicant in the pool.

Hailing from Kenton, Ohio Megan and Pam share the passion to learn through continued education.  Megan now attends Ohio Northern University

ONU logo

with plans to study Pharmacology.  We thank Megan for her application package and appreciate those who cast recommendations for her.

On behalf of the OMIA Foundation, congratulations Megan and keep on learning!

Scrabble increases literacy

Not many people realize how effective the board game Scrabble is in enhancing literacy in children aged 9 years to 18 years.  In fact, Scrabble is a game where collegians or PhD candidates can battle middle school students and the younger player may prove victorious because of the scoring system (and chance).  The OMIA Foundation recommends playing Scrabble in your classroom to increase literacy.  You can “make a game out of it” and the students won’t even know they’re learning in the process.  Also, in high school French language classes, please consider playing the board game “Choissisez Deux!”  Your students will be the better for it!

OMIA loves Scrabble

OMIA Band Plays for Brooke Johnson’s Elementary Classroom

Thomas & John Girdwood, of the OMIA Foundation, presented a lesson titled “Rock Band Tour” to Ms Brooke Johnson’s Lansing MI elementary school. The children mapped out a make believe rock band tour for the OMIA Band, including tour stops, meal planning, and financial reports.

Pre-K Music Man Lesson

Class Age Range: Pre-K

Planned Time Frame: 45 – 60 minutes

Introduction

• Lesson Point #1: Guitar
• Ideas for Use: Introduce the guitar’s main parts to the children–let them feel the strings/body.  Have them listen to the different sounds a guitar can produce (twang, bended notes, percussive, harmonics, etc) and talk about what each sound is like, ie. “the harmonics sound like bells”.
• Song #1 for Use: Play an instrumental song that incorporates the various sounds you’ve introduced.  Before you begin ask them to listen for each sound.

Body of Lesson

• Lesson Point #2: Harmonica & Vocals
• Ideas for Use: Introduce the harmonica, let them look closely at it, touch it, etc.  Play different sounds with it, ie. harsh squealing, smoothe train sound, single notes & chords.  Again, talk about what each sound is like, ie. trains, pigs, whistles.  Then, introduce the voice as a third instrument.  Discuss some of the same things and have everybody make different “musical” noises.
• Song #2 for Use: Play a song with just harmonica and voices.  Optimally one the kids can sing along with like “row, row, row your boat” or “happy birthday”.

Conclusion of Lesson

• Lesson Point #3: Putting it all Together
• Ideas to Use: Compare the instruments to a family, how each member is important and plays a different part.  Talk about how you would be different without your brother, sister, mother, father, etc.
  
• Song #3 to Use: Play two different songs using all three (or whatever various) instruments you’ve introduced.  Take a moment between songs to point out how differently the same three instruments can interact.

Author: Jacob A. Boyd, Professor of English

Formerly with Arizona State University

OMIA Music Man Program Opens Up

Music Man

The OMIA Foundation can work with you to bring outside music into your classroom. The “Music Man” will come in and tie any curriculum to a lesson plan filled with music. Send an [email] to book the Music Man today or view some of the free supplementary lesson plan material [here].