Archives for category: Arts Education

The Daily Beast wrote with amusement that the Trump-branded Kennedy Center in D.C. has listed its coming attractions, and several of them feature drag performers. This, despite Trump denouncing the previous management for permitting anything that included drag actors.

Some shows that were originally scheduled cancel to protest the Trump takeover, including “Hamilton” and the Alvin Ailey Dance Theater.

The new schedule includes one of Trump’s favorite shows, “Les Miserables.” You have to wonder whether he knows what the show is about.

But others have men playing women! Does he know?

The Daily Beast reported:

The Kennedy Center has announced its upcoming season lineup. For a theater that has supposedly banned performers wearing drag, its shows include an awful lot of men dressed as women. 

When President Donald Trump purged the Kennedy Center’s bipartisan board of directors in February and took over as chairman of the new board, he announced an immediate ban on events featuring performers in drag.

“Just last year, the Kennedy Center featured Drag Shows specifically targeting our youth — THIS WILL STOP,” he wrote in a Truth Social post announcing a return to a “Golden Age in Arts and Culture” for the storied theater.

And yet the 2025-26 season announced Monday will include Chicago, Moulin Rouge! Mrs. Doubtfire, and Monty Python’s Spamalot, all of which typically feature performers in drag, The New York Times reported.

Mrs. Doubtfire

The entire plot of Mrs. Doubtfire revolves around a man dressing as an elderly woman in order to pose as a nanny and spend time with his children after he and his wife divorce. 

Spamalot pokes fun at the medieval practice of male actors playing female parts with a number of drag bits.

In Chicago, a character named Mary Sunshine is typically a male soprano in drag whose wig is dramatically removed to emphasize a character’s assertion that things are “not always as they appear to be.”

And Moulin Rouge! features a literal drag queen named Baby Doll who is one of the courtesans performing alongside Satine at the Moulin Rouge cabaret.

Moulin Rouge and Chicago are sexually charged.

Trump said the new program would feature “family-friendly” shows. Hahahaha. I have seen all of these shows. Some of them are definitely NOT for children.

Elon Musk recently became the first person to post a net worth of $400 billion. Tax laws require foundations to give away 5% of their assets every year. Surely, a man with that kind of fabulous wealth must be a major donor to the arts, medical research, homelessness, or education? Not him.

The New York Times reported that Musk’s foundation has repeatedly failed to meet the 5% mark. It gives only in its own neighborhood and to the private school that Musk intends to create.

The Times reports:

For the third year in a row, Elon Musk’s charitable foundation did not give away enough of its money.

And it did not miss the mark by a small amount.

New tax filings show that the Musk Foundation fell $421 million short of the amount it was required to give away in 2023. Now, Mr. Musk has until the end of the year to distribute that money, or he will be required to pay a sizable penalty to the Internal Revenue Service.

Mr. Musk, in his new role as a leader of what President-elect Donald J. Trump is calling the Department of Government Efficiency, is promising to downsize and rearrange the entire federal government — including the I.R.S. But the tax records show he has struggled to meet a basic I.R.S. rule that is required of all charity leaders, no matter how small or big their foundations.

Mr. Musk’s is one of the biggest. His foundation has more than $9 billion in assets, including millions of shares in Tesla, his electric vehicle company. By law, all private foundations must give away 5 percent of those assets every year. The aim is to ensure that wealthy donors like Mr. Musk use these organizations to help the public instead of simply benefiting from the tax deductions they are afforded…

The I.R.S. appears to be among Mr. Musk’s early targets as a leader of Mr. Trump’s government efficiency initiative. The tax agency serves as the federal government’s charity regulator and thus oversees Mr. Musk’s foundation.

Mr. Musk, who on Wednesday became the first person with a net worth of over $400 billion, has been an unusual philanthropist. He has been critical of the effectiveness of large charitable gifts, and his foundation maintains a minimal, plain-text website that offers very little about its overarching philosophy. That is different from some other large foundations that seek to have national or even worldwide impact by making large gifts to causes like public health, education or the arts.

The Musk Foundation’s largess primarily stays closer to home. The tax filings show that last year the group gave at least $7 million combined to charities near a launch site in South Texas used by Mr. Musk’s company SpaceX.

Mr. Musk’s charity, which he founded in 2002, has never hired paid employees, according to tax filings.

Its three directors — Mr. Musk and two people who work for his family office — all work for free. The filings show they did not spend very much time on the foundation: just two hours and six minutes per week for the past three years.

By giving its foundation Tesla stock, Musk has saved about $2 billion in federal taxes.

Musk gives away as little as possible.

Do you think the IRS might investigate him in the next four years?

Governor Ron DeSantis vetoed all arts funding for ALL Florida because of two performing groups that he considers “sexualized.” Six hundred groups lost $32 million in state funding, in some cases jeopardizing their survival.

The two groups that offended the prudish DeSantis offered to give up state funding so DeSantis could restore funding to the others.

Leaders of two performing arts festivals said Thursday that they would gladly give up their grants if Florida Gov. Ron DeSantis restores the $32 million in state funding he nixed for more than 600 Florida arts groups, explaining the reason for his veto as being because the two theatrical events were “a sexual festival.” 

Leaders of The Orlando Fringe and Tampa Fringe described the governor’s description as inaccurate on Thursday at a news conference, but they said it was important for the state’s arts groups to be funded because they play critical roles in their communities. The Orlando festival had been slated to get $70,500, and the Tampa festival was in line to receive $7,500 before the veto.

Howard Blume of the Los Angeles Times writes about union complaints that arts funding approved by voters is being misused.

Blume writes:

Powerful unions have joined forces with former Los Angeles schools Supt. Austin Beutner to call for state intervention to stop what they allege is the misuse of voter-approved funding to expand arts education in California.


In a letter to Gov. Gavin Newsom and other state officials, Beutner and the unions claim that some school districts are taking funding, approved by voters in November 2022 to expand arts education, and are using it for other purposes. This year that funding totals $938 million.


The unions that signed the letter are California Teachers Assn., the largest state teachers union, and CFT, the other major statewide teachers union. Also signing the letter are the largest unions in the L.A. Unified School District: Local 99 of Service Employees International Union, which represents the greatest number of non-teaching school employees, and United Teachers Los Angeles, the second-largest teachers union local in the nation. Other unions include Teamsters Local 572, which also represents L.A. school district workers, and the teachers union for Oakland Unified.


“Some school districts in California are willfully violating the law by using the new funds provided by Prop. 28 to replace existing spending for arts education at schools,” the letter states.

Under the new law, the money must be used by schools to increase arts programs and each school can decide how best to add on to their programs. The arts windfall is drawn from the state’s general fund — at an amount equal to 1% of all money spent on schools serving students in transitional kindergarten through 12th grade. Thus the money is ongoing and will generally increase each year.

The letter lists no specific examples and does not name districts that are suspected by unions of being in violation of the law. Beutner said there is concern that whistleblowers could become targets for retaliation.


The unions and Beutner are calling on the state to require that districts certify within 30 days “that Prop. 28 funds have not been used to supplant any existing spending for arts education at any school.” In addition, the signatories want the state to require school districts to list “additional arts and music teachers” employed by each school district in the current school year and “how that compares” to the prior year.

Secretary of Education Miguel Cardona has been nearly invisible these past three years, other than lamenting test scores. Veteran educator Nancy Bailey has some suggestions about how he could help kids, schools, and teachers right now. This post was reposted by the Network for Public Education.

The secretary keeps talking about raising the bar. Nancy Bailey has some thoughts about some bars he could work on. Reposted with permission.

She writes:

Education Secretary Cardona focuses on reducing absenteeism, tutoring, and after-school programs. And he refers to raising the bar, which sounds like A Nation at Risk talk.

Yet there are so many K12 issues that Cardona and the Biden administration could address, lead, and support the states and local school districts.

Here are some educational issues Cardona should drive this new year. If you have more, please share.

1. The Arts

Poor public schools have gone without the arts for years. Cardona should push for qualified art and music teachers for every school.

The arts help students struggling with mental health difficulties, and jobs exist in the arts.

Every child in K12 should have access to a vital arts program.

2. Career Education

Career-technical education is essential, but companies pushing their agendas into high schools to get workers raises concerns.

Tax dollars should help students decide what careers they want, giving them the chance to experience high school, not creating schools for corporate preparation.

3. Class Size

Reducing class sizes would help students with disabilities in inclusion classes and is essential for student safety. Cardona must endorse lowering class sizes and showcase schools that do.

If schools can’t lower every class (classes like P.E. wouldn’t be necessary), give students access to at least one small class where they are known.

Lowering class sizes in K-3rd grade would also help children get a good start. See the STAR Study.

4. Corporal Punishment

In 2023, The Washington Post reported that 15 states still permitted corporal punishment in schools (St. George, 2023). Like Florida, which vaguely gives a nod to it. Teens who wear the wrong kind of prom dress or misunderstandings resulting in paddling are examples.

Cardona deserves praise for standing against corporal punishment last year in schools, claiming educators should favor evidence-based approaches and that there should be no spanking, hitting, or paddling.

5. Data

Cardona must study and draw attention to child privacy laws which are currently inadequate.

In 2018, the NEPC published Educating All Our Children: Your Kids, Their Data, No Privacy by Linda McSpadden McNeil.

She stated:

When children’s privacy is violated in ways that are overt, visible, and knowable, the violation is unquestioned. It is unacceptable. In most cases, it is illegal.

So why is it different when the violation is hidden, opaque, electronic, commercial, and complicated?

6. High-Stakes Standardized Testing

President Biden promised teachers and parents he’d end harmful high-stakes standardized tests. Instead, he pushed assessments even during the pandemic.

Can Cardona show the American people who want these tests reduced or eliminated what, if anything, the Biden administration will finally do to end high-stakes standardized tests?

7. Lead in School Pipes

The Biden-Harris team promised to repair the lead pipes in homes and schools. They’re to be commended for this. It would be nice, however, if Cardona presented a report.

No amount of lead is O.K. for developing children, and it can lead to learning disabilities.

8. Reading

Reading has become a volatile issue, and Cardona has been mostly silent. Many commercial programs with little independent study, but nonetheless called the Science of Reading, are being pushed into classrooms.

The subject of reading deserves a better forum than short, often hostile debates on X.

Cardona should call for a new National Reading Panel to study programs and address reading instruction. The panel should include teachers who teach reading since they were left off the last panel. This panel should consider the concerns of the last NRP member, the only educator on the panel, Joanne Yatvin (Yatvin, 2002). Parents should also be given a voice on this panel. A new NRP would allow for a better collection of the research, old and the latest findings, and a review of the work of the last NRP.

9. Recess

Every public school in the nation should give children several unstructured breaks throughout the school day, supervised, on safe, well-designed playgrounds.

Driving students to work nonstop with mindfulness training or a dozen other excuses to bypass recess should not be permitted.

10. School Buildings

Americans need to know the status of their public school buildings. How are the HVAC systems and air quality? How many school facilities are still falling apart? Are public school buildings safe?

Are new schools being built to support teachers?

11. School Choice

The Biden administration discussed regulating charter schools (Lieberman, 2022). But concerns about vouchers, educational savings account, nonprofit and for-profit charters, and religion in schools needs to be better addressed.

In addition, the Biden administration should describe what they mean by community schools (often called charter schools), partnerships, and social impact bonds and how these schools are still public.

12. School Libraries and Librarians

It’s an abomination to drill children to learn to read in poor schools, and then not provide them a school library with a qualified school librarian.

Closing school libraries has been a disaster in many school districts, see Philadelphia as an example.

13. School Safety

The gun lobby is unfortunately influential, so despite shootings in this country, don’t hold your breath for meaningful gun laws. It was thoughtful of Cardona to visit Parkland.

In the meantime, school administrators must devise creative ways to make schools safe and identify students in their schools who need mental health help. See class size above.

14. Social-Emotional Learning

Concerns about the data collected on students includes social-emotional learning. Teachers always want their students to be socially and emotionally healthy, but social-emotional learning seems more about collecting unnecessary sensitive data about students.

Who is using this information and why?

15. Special Education

Parents are in danger of losing special education services. The All Handicapped Children’s Act reauthorized to IDEA should have evolved into a more inclusive and better programs for students with exceptional needs, but instead it has been hijacked by those who don’t want to pay for it.

Cardona should look into special education and create a task force to study it and determine exactly how much special education funding schools receive and the kind of services students receive. He might start with Tammy Kolbe’s work and the National Education Policy Center report Funding Special Education: Charting a Path that Confronts Complexity and Crafts Coherence.

16. Teacher Preparation

School reform has changed teacher preparation dramatically. There needs to be more effort to oversee these mostly fast-track nonprofit or for-profit programs often connected to charter schools.

Cardona should step up here to promote fully university-prepared teachers, and he should work with university education programs to improve their coursework and degree offerings. The United States Department of Education might provide scholarships to attract young people who want to pursue a teaching career in university education programs, not unknown nonprofits or charter school preparation.

Fast-track groups like Teach for America are a concern because they turn those without real qualifications into the system with little understanding of child development or what’s needed to teach well, and Grow Your Own programs are ill-defined.

17. Technology

While technology is useful to learning, a recent Columbia University study indicates that children read better with paper print not online.

The Guardian cites MIT neuroscientist John Gabrieli, skeptical about the promises of big tech and its salesmen.

Gabrieli states:

I am impressed how educational technology has had no effect on scale, on reading outcomes, on reading difficulties, on equity issues.

Is Cardona behind teachers or for replacing them with technology? Actions matter.

18. Third-Grade Retention

Third-grade retention is unnecessary. No child should be made to feel like a failure. Children can still learn to read in third grade, can still grow and become great learners. Speaking out on this issue would help end it.

References

St. George, D. (2023, August 10). In over 15 states, schools can still paddle students as punishment. The Washington Post. Retrieved from https://www.washingtonpost.com/education/2023/08/10/school-paddling-corporal-punishment/.

Yatvin, J. (2002). Babes in the Woods: The Wanderings of the National Reading Panel. Phi Delta Kappan, 83(5), 364–369. https://doi.org/10.1177/003172170208300509

Lieberman, M (2022). Lawmakers, Education Secretary Clash Over Charter School Rules. Education Week, https://www.edweek.org/policy-politics/lawmakers-education-secretary-clash-over-charter-school-rules/2022/04

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The school board of Sherman, Texas, was faced with a dilemma. The theater department of the high school had planned for months to put on a production of “Oklahoma,” a standby of American musicals. The cast was selected, the students built a set, the play was scheduled. But when the lead left the cast, the director replaced him with Max Hightower, a transgender student. The district superintendent promptly canceled the production; the set was demolished. But then something amazing happened.

The New York Times reported:

A school district in the conservative town of Sherman, Texas, made national headlines last week when it put a stop to a high school production of the musical “Oklahoma!” after a transgender student was cast in a lead role.

The district’s administrators decided, and communicated to parents, that the school would cast only students “born as females in female roles and students born as males in male roles.” Not only did several transgender and nonbinary students lose their parts, but so, too, did cisgender girls cast in male roles. Publicly, the district saidthe problem was the profane and sexual content of the 1943 musical.

At one point, the theater teacher, who objected to the decision, was escorted out of the school by the principal. The set, a sturdy mock-up of a settler’s house that took students two months to build, was demolished.

But then something even more unusual happened in Sherman, a rural college town that has been rapidly drawn into the expanding orbit of Dallas to its south. The school district reversed course. In a late-night vote on Monday, the school board voted unanimously to restore the original casting. The decision rebuked efforts to bring the fight over transgender participation in student activities into the world of theater, which has long provided a haven for gay, lesbian and transgender students, and it reflected just how deeply the controversy had unsettled the town.

The district’s restriction had been exceptional. Fights have erupted over the kinds of plays students can present, but few if any school districts appear to have attempted to restrict gender roles in theater. And while legislatures across the country, including in Texas, have adopted laws restricting transgender students’ participation in sports, no such legislation has been introduced to restrict theater roles, according to the National Conference of State Legislatures.

The board’s vote came after students and outraged parents began organizing. In recent days, the district’s administrators, seeking a compromise, offered to recast the students in a version of the musical meant for middle schoolers or younger that omitted solos and included roles as cattle and birds. Students balked.

After the vote, the school board announced a special meeting for Friday to open an investigation and to consider taking action against the district superintendent, Tyson Bennett, who oversaw the district’s handling of “Oklahoma!,” including “possible administrative leave.”

Suddenly, improbably, the students had won.

“I’m beyond excited and everyone cried tears of joy,” Max Hightower, the transgender senior whose casting in a lead role triggered the ensuing events, said in a text message on Tuesday. He and other theater students were at a costume shop on Tuesday, a class trip that had been meant as a consolation after the disappointment of losing their production. Instead, it turned into a celebration. “I’m getting new Oklahoma costumes!!” he said.

Before the school board vote Monday night, high schoolers and their parents had gathered at the district’s offices along with theater actors and transgender students from nearby Austin College. Local residents came to talk about decades of past productions at Sherman High School of “Oklahoma!,” which tells the story of an Oklahoma Territory farm girl and her courtship by two rival suitors. Many scoffed at the district’s objections to the musical, which school officials complained included “mature adult themes.”

“‘Oklahoma!’ is generally regarded as one of the safest shows you could possibly pick to perform,” said Kirk Everist, a theater professor at Austin College who was among those who came to speak. “It’s almost a stereotype at this point.”

Every seat in the room was filled, almost entirely with supporters of the production. Some lined the walls while others who were turned away waited outside. Of the 65 people who signed up to speak, only a handful voiced support for the district’s restrictions.

The outpouring came as a shock, even to longtime Sherman residents.

“What you’re seeing today is history,” said Valerie Fox, 41, a local L.G.B.T.Q. advocate and the parent of a queer high schooler. Ms. Fox said she was taken aback by the scene of dozens of transgender people and their supporters holding signs and flags outside the district offices. “This is one of the biggest things we’ve seen in Sherman.”

The town, a short drive from Dallas, has been a place where many conservatives have gone to escape the city. Some were supportive of the superintendent’s initial decision to restrict the musical.

“Adult content doesn’t belong in high school; they’re still kids,” Renée Snow, 62, said earlier on Monday as she sat with her friend on a bench outside the county courthouse. “It’s about education. It’s not about lifestyle.”

Her friend, Lyn Williams, 69, agreed. “It doesn’t seem like anyone is willing to stand up for anything anymore,” she said.

At a local shoe store, no one needed to be reminded of the details of the controversy. One shopper, shaking a pair of insoles, said that she believed that God made people either male or female, and that the issue was a simple as that.

Inside the courthouse, Bruce Dawsey, the top executive for Grayson County, described a rural community coming to terms with its evolution into a place where urban development is altering the landscape. Not far away, more than a half-dozen cranes could be seen towering over a new high-tech facility for Texas Instruments. The high school, with more than 2,200 students, opened on a sprawling new campus in 2021, its grass still uniform, its newly planted trees still struggling to provide shade. With all the growth, the school is already too small.

“The majority is Republican, and it’s conservative Republican,” Mr. Dawsey said. “But not so ultraconservative that it’s not welcoming.”

Still, some in and around Sherman have chafed at the changes. When Beto O’Rourke, a Democratic candidate for governor, campaigned through the county last year, he was met with aggressive protesters who confronted him over gun rights, some carrying assault-style rifles. A few wore T-shirts suggesting opposition to liberal urban governance: “Don’t Dallas My Grayson County.”

But the controversy over “Oklahoma!” came as a surprise. The musical had been selected and approved last school year, casting was completed in August and more than 60 students in the cast and crew — as well as dozens of dancers — had been preparing for months. Performances were scheduled for early December.

Max, 17, had been cast in a minor role. But then, in late October, one of the leads was cut from the production, and Max got the part, the biggest he had ever had. He was elated.

Days later, his father, Phillip Hightower, got a call from the high school principal, who told him that Max could not have the part because, under a new policy, no students could play roles that differed from their sex at birth. “He was not rude or disrespectful, but he was very curt and to the point,” Mr. Hightower recalled.

The district later denied having such a policy. But the principal also left messages for other parents whose children were losing their roles, one of which was shared with The New York Times.

“This is Scott Johnston, principal at Sherman High School,” a man’s voice said on the recording. “Moving forward, the Sherman theater department will cast students born as females in female roles and students born as males in male roles.”

The message diverged from the rules for high school theater competitions in Texas, which allow for students to be cast in roles regardless of gender.

The district did not make Mr. Johnston or the superintendent, Mr. Bennett, available for an interview.

In his previous role as an assistant superintendent, Mr. Bennett had objected to the content of a theater production by Sherman High School, according to the former choir director, Anna Clarkson. She recalled Mr. Bennett asking her to change a lesbian character into a straight character in the school’s production of “Legally Blonde” in 2015, and to cut a song entitled “Gay or European?”

At the school board meeting on Monday, theater students from the high school described how things had become worse for gay and transgender students at school since the production was halted. Slurs. Taunts. Arguments in the halls.

“People are following me around calling me girl-boy,” said Max.

Kayla Brooks and her wife, Liz Banks, arrived at the meeting bracing for a tough night. Their daughter Ellis had lost a part playing a male character, and they had been actively working with other parents to oppose the changes.

“We were both nervous, because we live in Sherman,” said Ms. Banks. Then they saw the large, supportive crowd outside. “We began weeping in the car,” Ms. Brooks said.

The school board sat mostly stone-faced as dozens of people testified in support of the theater students, sharing personal histories. A transgender student at Austin College said he had not before come out publicly. Sherman residents lamented the way the school district’s position had made the town look.

“I just want this town to be what it can be and not be a laughingstock for the entire nation,” one woman, Rebecca Gebhard, told the board.

After nearly three hours, the board went behind closed doors. The crowds left. Few expected a significant decision was imminent.

Then, after 10 p.m., the board took their seats again and introduced a motion for a vote: Since there was no official policy on gender for casting, the original version of the musical should be reinstated. All seven board members voted in favor, including one who had, months before, protested against a gay pride event.

“We want to apologize to our students, parents, our community regarding the circumstances that they’ve had to go through,” the board president, Brad Morgan, said afterward.

Sitting in their living room on Tuesday morning, Ms. Banks and Ms. Brooks recalled how their daughter delivered them the news. “She just said, ‘We won,’” Ms. Brooks said. “She was beaming, smiling ear to ear.” The musical would be performed in January.

The couple decided, for the first time, to hang a pride flag in the window of their home. For now, they felt a little more confident in their neighbors than they had a day before.

There are some wonderful things happening in our public schools. HBO is featuring a film about the music created by students at the Hill-Freedman World Academy. HFWA is a public high school for high-performing students.

**TUNE-IN**TUNE-IN**TUNE-IN**

Presents

STAND UP & SHOUT: SONGS FROM A PHILLY HIGH SCHOOL

Debuts Tuesday, NOVEMBER 7 on HBO and Max

From Get Lifted Film Co.

NOW AVAILABLE TO SCREEN UPON REQUEST

StandUpandShout@id-pr.com  

The HBO Original documentary STAND UP & SHOUT: SONGS FROM A PHILLY HIGH SCHOOL , directed by Emmy ® and Peabody winner Amy Schatz (HBO’s “We Are the Dream: The Kids of the Oakland MLK Oratorical Fest” and “In the Shadow of the Towers : Stuyvesant High on 9/11”) and executive produced by the award-winning team at Get Lifted Film Co., Emmy ® and Tony ® winning producer Mike Jackson, EGOT recipient John Legend, and Emmy ® -winner Ty Stiklorius, debuts TUESDAY , NOVEMBER 7 at 9:00 pm ET/PT on HBO and will be available to stream on Max.

Synopsis: The film follows 10th graders from Hill-Freedman World Academy (HFWA), a Philadelphia public school, who take part in a unique songwriting collaboration. Working in teams with local musicians, students come together to create an album of powerful original songs that capture both the challenging times they’re living in and the joy that music brings.

Back in the classroom after two years of pandemic isolation, the teenagers find a way to express their experiences and feelings in stirring songs that come straight from the heart. HFWA offers a unique music program teaching students to write, compose, produce, and perform, their own work. Although many are new to music, they learn to trust their voices and lift each other up. STAND UP & SHOUT: SONGS FROM A PHILLY HIGH SCHOOL explores the transformative power of music and how arts education can unlock creativity and be a source of hope and healing.

Featured Participants: Joining the courageous and talented students of Hill-Freedman World Academy High School are award-winning musical talents Kristal Oliver, Andrew Lipke, Bethlehem Roberson, and program director and music technology teacher Ezechial Thurman.

Credits: HBO Documentary Films in association with Get Lifted Film Co. presents STAND UP & SHOUT: SONGS FROM A PHILLY HIGH SCHOOL. Directed and produced by Amy Schatz; executive produced by Mike Jackson, John Legend, Ty Stiklorius, and Tommy Benjamin for Get Lifted; For HBO: executive producers, Nancy Abraham, Lisa Heller, and Sara Rodriguez.

On her blog called “Teacher in a Strange Land,” Nancy Flanagan describes the heartwarming story of a high school marching band that carried on after their teacher quit and explains why the story is not heartwarming after all.

She writes:

It’s a sad but kind of sweet story:a little rural school (282 students, total, K-12) in West Virginia has a small but mighty high school band, enthusiastically supporting the home team on Friday nights. Over the summer the band director leaves the district. First day of school, the principal shows up in the band room, offering the 38 band members the option of dropping out and taking another class. Ten of the students, however, decide to stay and teach themselves (with the principal’s permission, noting that he had already set money aside in the budget for a band program).

The rest of the story, in the Washington Post, praises the students for making their own rules, playing the fight song and chants at games, and generally keeping the ball rolling, with two bona fide teachers serving as advisors.

The story dedicates half a sentence– West Virginia is experiencing a certified teacher shortage like many states nationwide—to the real, underlying problem. The headline is particularly annoying: A high school band teacher quit. Now, the students teach, direct themselves.

Imagine a first-grade classroom, with a dozen adorable, willing children. Their teacher quits, in August. So the principal decides that a couple of adult wranglers can manage them, because she’s set aside money for new reading books and computers, and because they all learned their letters in kindergarten. Maybe a new teacher will turn up. In the meantime, they can be kept busy doing what they did last year.

Perhaps you’re thinking that the national shortage of teachers is limited to certain sub-specialties, or geographic regions, that no responsible school leader would leave a group of six-year-olds to “teach themselves.” If so, you ought to take a look at the percentages of students, especially in charter schools, with unqualified substitutes. There are uncertified subs everywhere, in all subjects, k-12, and unfilled jobs in prestigious private and suburban schools, two months after the start of the school year.

The loyal-to-band kids in West Virginia do not surprise me. Band students, in my thoroughly biased opinion, are THE BEST, and these kids appear to be like band kids everywhere—self-starters, and leaders. Good kids.There are, of course, good kids in all grades and disciplines, in every school, those who can be trusted to carry on when the chips are down.

But here’s the thing that doesn’t get mentioned in this feel-good story: the band kids in WV learned how to do the things they have done—writing rules, running rehearsals, playing tunes—from a teacher. By all indications, a pretty good teacher, someone who instilled a spirit of cooperation that led students to try to balance out the band sound by switching instruments.

Once football season is over, who will be moving their music education forward, teaching them the new skills and music they deserve? Who is preparing younger students there, who will take become the high school musicians when these amazing kids graduates? There is no building process, no pipeline of activities that lead to cycles of growth. Without a teacher, this program is headed toward a dead end.

Please open the link and finish the story.

Recently a bus carrying members of the Farmingdale (Long Island), New York, high school marching band to band camp in Pennsylvania crashed through a road barrier and rolled down a 50-foot deep ravine. Two people were killed: the marching band director, Gina Pellettierre, and a retired teacher who was a chaperone, Bea Ferrari.

Their deaths brought an outpouring of grief from the community. Especially touching were the tributes from Ms. P’s former students. She made an indelible imprint on their lives. She also modeled the life of a great teacher, an inspiration to her students.

This article appeared in the North Fork Patch, a local newspaper. See this one too by Michael DeSantis, a reporter for The Patch.

FARMINGDALE, NY — Gina Pellettiere, the director of the Farmingdale High School marching band and wind ensemble, left a lasting impact with every student-musician she ever taught and every person she ever worked with, all agree…

Joanna McCoskey Wiltshire, class of 2010

“Gina, or Ms. P as we called her, was a force to be reckoned with, with a smile that lit up the room. She made me believe that anything I wanted to do was possible, all while being able to make me laugh until my sides hurt. I looked to her as the inspiration to go into music teaching, especially with an emphasis on wind conducting. She encouraged this love in me by giving me conducting pointers anytime I was on the podium and giving me multiple opportunities to practice in front of the band. She loved her job but most importantly, we knew that she loved us. Gina made band our home and safe space. I will never be able to thank her enough for the impact she had on my life and for showing me an example of the educator I want to become — someone who was passionate and dedicated to her craft and the music, all while never forgetting to stop and live in the moment with her students. I will miss her terribly and I mourn her loss along with the rest of the Farmingdale community

“I just am grateful to have ever had her as my teacher and to have known her. As a music teacher in another state now, I kind of took for granted how amazing our music education truly was. Her education and passion for music prepared me for a lifelong love for music, so much so that I made it my career. I can only hope to be half the teacher she was for us one day.

“My favorite memories of her were her pranks. One day when we were on spring break, it happened to be April Fool’s Day, and Joanna and I went to visit the high school and Ms. P during 9th period band. Before class started, she told us she had dipped Mike Tuzzolo’s mouthpiece in salt, so we just kept an eye on him for his reaction, and it was so funny. She fell over laughing. I think her joking around and pranking kids just made her bond with them that much stronger.”

Brian Entwistle, class of 2012

“Her love of The Office is the reason I’m a professional musician today. That piano arrangement she threw at me in music theory one day led to everything I’m doing now.

As for memories… The biggest, on a personal level, will always be the time I performed Ewazen’s ‘Pastorale’ with her and Mr. K. It’s such a beautiful piece of music, but it’s forever going to be special to me for that reason.

As for some fun memories… aside from ‘Hey Joe’ and the muffin joke, that faculty vs. student volleyball game in 2011 will always be a highlight.

And the time she got scolded by Ms. Lindsley for throwing a mannequin leg onto the stage from the pit during Prank Day.”

Alex Cox, class of 2013

“Ms. Pellettiere didn’t stand out for just a few moments of the years she was with FHS. She made every memory just by being her energetic and intense self. A passionate person without limits and made sure everyone was valued for who they were.”

Joe Pantorno, class of 2009

“Ms. P always had a knack for speaking to students on the same level. There was no air of superiority or that traditional, ‘I’m the teacher and you’re the student, do as I say,’ dynamic. She always had a way of getting the very best out of her students and knew the right buttons to press for each individual, whether it was motivation, tough love or a nurturing pat on the back. It was always so clear that she wanted us to succeed and improve, because she legitimately cared about us — and every year she seemingly had an army of 100 during concert season or 300 during marching band season that would run through a wall for her because of that.”

Deborah Kick, class of 2011

“I was in wind ensemble all four years and marching band all four years. What I loved the most about Ms. P is that she saw all of us collectively and individually as musicians and human beings.

You were a wonderful teacher and human being. You saw your students as individuals while also recognizing what we can accomplish as a group. You made band fun, even during the most grueling moments of band camp and the tensest rehearsals before concerts or NYSSMA Majors. How lucky I was to learn under you. Your lessons carry me through my career today.

I will forever miss your warmth, your great hugs, your bright smile, and shout of ‘Deb Kick!’ when you saw me (I was never just ‘Deb’). I hope I can bring a fraction of the welcome, joy, and kindness to those in my life that you brought to everyone.

I hope all of us Dalers can find some peace in ourselves and in our community soon.”

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Nancy Bailey, retired teacher, has been blogging for ten years. She reflects on the continuing efforts to destroy public education, based on a false narrative, hubris, and in some cases, the profit motive.

Nancy and I co-authored a book that serves as a glossary about fads and “reforms.”

She begins her new article:

School reform continues to privatize and destroy public schools. August marks ten years since I began blogging. Within that time I have written two books and co-authored a third with Diane Ravitch. I’m proud of all this writing but Losing America’s Schools: The Fight to Reclaim Public Education is the book title that especially stands out today.

Many Americans still don’t understand or value their ownership of public schools, and how they’re losing one of the country’s great democraticinstitutions. Instead of working together to build up local schools, to iron out difficulties, they’re willing to end them.

Thank you for reading my blog, commenting, and for those of you who have written posts. I am amazed at the wonderful educators, parents, students, and policymakers I have met. I have appreciated debate.

Here are some of the main education issues still of concern.

The Arts

School arts programs help children thrive. Those with mental health challenges benefit. Students might find art jobs. Sadly, many poor public schools ditched the arts. Some schools might get Arts Partnerships or entrepreneurships (Hansen, 2019). These programs aren’t always consistent. Public schools must offer well-rounded and fully resourced K-12 arts programs.

Assessment

Assessment is important for teachers to understand students. But high-stakes standardized tests push a narrow, one-size-fits-all agenda used to drive parents to private schools which, on the other extreme, have little accountability. Tests have been harmful to students.

Class Size

Children deserve manageable class sizes, especially for K-3rd grade (STAR Study), and for inclusion andschool safety.

Common Core State Standards

Controversy originally surrounded Common Core State Standards, promoted by the Bill and Melinda Gates Foundation in 2010, but Common Core continues to drive profiteering, especially in online programs.

Stan Karp of Rethinking Schoolssaid CCSS are:

A massively well-financed campaign of billionaires and politically powerful advocacy organizations that seeks to replace our current system of public education which, for all its many flaws, is probably the most democratic institution we have and one that has done far more to address inequality, offers hope, and provide opportunity than the country’s financial, economic, political, and media institutions with a market-based, non-unionized, privately managed system.

Corporations and Politicians

Corporations and politicians continue to work to end public schools and drive teachers out, transferring tax dollars to nonprofit and for-profit entities.

Nancy covers many more topics that have been harmful to public education.

Open the link and read her article in its entirety.