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Vote For PCM in the Be More Awards!
 
A Special Congratulations to PCM Teaching Artists Peter Torsiello and Liliana de Leon!

The John Lennon Songwriting Contest is an international songwriting contest that began in 1997. The Contest is open to amateur and professional songwriters who submit entries in any one of 12 categories. The JLSC is open year-round and features two Sessions -- with 72 Finalists, 24 Grand Prize Winners, 12 Lennon Award Winners and 1 Maxell Song of the Year.

Peter and Liliana have been honored as a Session II Grand Prize Winner (one of only 12 in the nation and the Only Arizona Winner) in the Latin Category for their song:"Vamo Ya"

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To implement  the Rhythm of the Heart program, PCM had to aggresivley seek funding, being awarded it's first nationally competative grant, and gaining support from large local foundations for this program.  This partnership is now in its third year (it is still sustaining), and already the students, schools, teachers, and parents are more knowledgeable and respectful of musical genres being presented to them.  They are all very proud of the work that they have accomplished and are very thoughtful in their approach to their art forms.  Reports to The Arizona Department of Education after year one of the after school programs show that:

 

·            82% of participating after school students increased their grades in reading and math by half a grade or more. 

·            84% showed an increase in turning homework in on time

·            82% showed an increase in being attentive and participating in class, and over 50% showed an overall increase in behavior.

·            Student testimonials from this year found that 96% of the participating students want to continue next year, had fun this year, liked their teaching artists, and learned new skills. 

·            80+% were able to talk about their art form with appropriate vocabulary and discuss step by step processing. 

 

Individual statements include: "I learned that even if it's hard, you keep trying and it get's better and better.", "I was so proud to perform and be a part of the program.  When my Uncle came and he was right where I could see him, and he shouted my name, I knew that I wanted to do everything right, and I did!",  "Next year, I want to do this again, because it will make it better.  We already know what we are doing." 

 

"Just wanted to thank you again for helping to make this possible. Last nights performance was spectacular and I am very proud of our kids and school. Carl Zaragoza, Governing board member, was there with his wife and had a wonderful time. Tuesday night was attended by Dr, Charlotte Boyle, our Superintendent, and two other board members who reported excellent behavior from the kids and a top notch performance. Thanks again!" Jeff Geyer - Principal, Papago School.  

 
 
 
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The Phoenix Conservatory of Music has chosen to be more involved and submitted an application to be a recipient of a 2010 Be More Award!
 
Eight, Arizona PBS's Be More Awards shines the spotlight on 5 non-profit organizations throughout the valley that work around the clock to change our communities and make them a better place.

But it is up to the community to influence the voting board and vote for PCM through the Peoples Choice Poll. Community voting will be open from March 10 through April 12 and can be accessed at:

www. azpbs.org/bemore.

 
PCM StudentThe organization that receives the: Be More Award will not only receive the award title, but will also gain awareness for their organization through the Be More Inspired half-hour prime time television special!

So please show your support for The Phoenix Conservatory of Music and our mission to "Unleash the Power of Music" through music education.

For more information about Eights Me More Awards please visit www.azpbs.org/bemore

Be More...
The Project: Rhythms of the Heart!
 

During the 2008-2009 school year, The Phoenix Conservatory of Music (PCM) and Papago Elementary School joined together to facilitate and produce the project Rhythms of the Heart: A Celebration of Latin Music!  The project was a year long after school residency that was developed with the idea of providing this very underserved, impoverished community with the opportunity to be mentored by internationally acclaimed artists 3 hours per week for 29 weeks. The project was multi layered and included:

 

·            Two semesters of Flamenco: Dance and Music.  Students were led by two teaching artists, Peter Torsiello and Liliana de Leon from Flor Y Piedra (www.florypiedra.com).

·            Two semesters of Latin American folk music with artist Hector Martinez of Nosotrosound (www.nosotrosound.com). 

·            Two semesters of World music with artist Ruth Lara Vichules (www.ruthlaravichules.com).  They will learn about artistic processes in world traditional music while using technology and books to travel the globe.

·            All programs had a single family presentation in the winter on December 11, 2008 at Papago School for approx. 275 community members.

·            The flamenco and some of the guitar students, after learning the art form for one year, were able culminate their process based learning by working with a large professional performing ensemble, and participate in a professional level performance with original works.  The students had a hand in collaborating with the professional performers and choreographers to create never before seen musical pieces and dances.  The show was held at the Herberger Theater Center on May 13th and 14th.  There was a professional cast of 23 artists from the beginning performer to master craftsmen.  We had 38 student performers, and  396 community members attended the performance.

 

This project was developed by both The Phoenix Conservatory of Music and Papago Elementary School.  The urban area where the school is located is not a safe place.  Students didn't  have anywhere to go afterschool.  The school recognized this and applied for and received a 21st Century Community Learning Centers Grant.  PCM has been a partner in this project since its inception.  By having a safe environment that fosters learning; our hop was that students will be more encouraged to participate and do well with learning and they and the neighborhood will be safer. The school is an underperforming school with 80+% of the student population Hispanic, 35% (336/936 students) are English Language Learners, and 85+% are Economically disadvantaged.  Because of the huge need to foster safety after school and raise student performance, the students needed a program facilitated by people they can admire and identify with.  The parents, many who feel exposed or threatened by political climates and immigration issues, needed a program run by an outside organization that celebrates their culture to feel confident enough to put their student in a program that may bring attention to their student and through their student to their family.  Papago school recognized these elements, and they are advocates for and truly believe in the power of art to raise these underperforming, disadvantaged at risk youth's interest, behavior, and performance in school. 

 

Because of this, at the beginning of their 21st Century Community Learning Centers Grant, Papago School asked PCM to be a partner because of PCM's good experiences in community arts education and successful long term residencies of this kind with this population.  They specifically asked for a Latin American Music Program and a Flamenco program.  It so happened, that PCM was strategically positioned to move forward with their request; being in the last year of their own 21st Century Community Learning Centers Grant working with a similar population; and having teaching artists that were actively looking for a place to present and further develop their curriculum for Latin American Music and Flamenco.  Specific outcomes to students who are participated in the program: 

·            Students will have a safe place to go afterschool.  Achieved.  Students were able to have a safe place to go after school where they received tutoring in academics and sequential based learning in arts.

·            Students will have built a sequential step by step understanding of their art form of study.  Achieved.  80+% of the students that participated were able to learn new skills, and really sequence a piece of performance art. 

·            They will be able to create/play/dance to music of their genres with a competency and technique that is appropriate to their grade and age.  Achieved.  80+% of participating students were able to create music of their genre that was appropriate to their grade and age.  Documentation of this can be found online at:

 

http://www.youtube.com/user/phxconservatory

 

The partnership is part of the 21st Century Community Learning Centers Program, and the program, including it's partnership with The Phoenix Conservatory of Music, was recognized as the district's most outstanding program for school year 2007-2008.   The project, during the 2008-2009 school year received high praise form the school principal, district board members, and Superintendent.  Beginning talks of an addition of a new performing arts section of the school are underway. The impact of this project on the teaching artists and public school teachers is profound.  The public school teachers are being impacted by the changing culture of their school in regards to arts education, and this is huge for art specialists.  The classroom teachers are amazed at the change in the student's attitude and confidence in the classroom, and we have had teachers just drop in to the program after school to see what their students are up to.  The teachers encouraged "away from stimulus" practice time as the students are developing their craft and these at risk, underperforming students are being celebrated in the classroom as the teachers publicly ask the students how things are going, what they are working on, etc. 

 

We are not only affecting our teaching artists, but the guest artist who is stepping into the classroom and sharing their craft for the first time as a teaching artist with this age group.  Martin Gaxiola is the artistic director for Calo Flamenco.  He volunteered to come into the classroom and work collaboratively with the students in arranging and choreographing a piece.  The students had no idea that the artistic director of a major national Flamenco Company was hanging out with them every Thursday afternoon, but they excelled under his tutelage and he was an amazing role model, especially for the boys.    PCM's artists have had the opportunity to work with Master Level Teaching Artists Liliana de Leon and Peter Torsiello and they have been able to learn from watching them teach.   Teaching Artists who have been teaching for years are developing new ways of interacting in the classroom.  Liliana simply said that this is the most important work she has ever done.