Exploring Arts Leadership with the National Youth Orchestra of the USA

On July 16, we recorded a show with the National Youth Orchestra of the USA (NYOUSA). Our friends at Carnegie Hall bring this orchestra of amazing young musicians together each summer, and the result is pretty incredible. (You can listen to the show here, if you’d like. We highly recommend it!) The next day, From the Top staff took the entire orchestra through our Arts Leadership Workshop, led by Director of Education & Community Partnerships, Linda Gerstle. We asked Linda to share some of her favorite moments.

PS: It’s worth noting that normally, a From the Top Arts Leadership Workshop has less than 20 young musicians involved. This time, there were a few more.

NYOUSA Arts Leadership Workshop July 2014
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REQUIEM! Classical Music is Dying in America!

120 members of the National Youth Orchestra of the USA debated this with conviction – from strongly agree to strongly disagree with shades of gray in between. A chorus of voices engaged with the big issues at play in their world – what it means to take it beyond the concert hall as 21st century musicians, how an orchestra can be a resource to a community – an apt illustration of the overall tone of the arts leadership workshop for Carnegie Hall’s NYOUSA.

Orchestra member (and From the Top alum) Audrey Chen summed it up best:

It was amazing seeing everyone speak out and voice their opinions. The whole orientation really went so far to show that all of us can not only play great music but can also communicate our ideas really well!

Exploring the ways music can transform lives – as individuals, small and large ensembles – was viewed from many perspectives, using an array of From the Top alumni examples. Whether raising dollars to benefit a rare blood disease like alum Stephanie Block, or mobilizing an entire community to address the gap in musical opportunities across a district’s schools like alum Thomas West, it was inspiring to watch pre-collegiate musicians tell their stories to empower others. Michael Dahlberg, an alum of the radio show and now a member of From the Top’s education team, narrated his personal journey, helping the audience to define their own version of success for themselves, envisioning the possibilities in their lives.

NYOUSA Arts Leaders at work

This workshop was just the beginning; with outreach opportunities built into the five week NYOUSA tour schedule, each participant was asked to take a question or thought from the orientation that they wanted to explore throughout the course of the tour. One of From the Top’s primary goals for the arts leadership workshop was to leave orchestra members feeling as excited and curious about the opportunities outside the concert hall as those that lie within. Many expressed an eagerness to take a next step – and we look forward to showcasing their leadership moments that we know will inspire current and future audiences.

In the meantime, check out the incredible array of thoughtful responses to a simple question:

“Music has the power to…?”

 

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PS: Editor’s Note – It’s pretty clear that classical music is alive and well thanks to these young people.

Notes from Aspen

Well, there’s no doubt that being in a place as gorgeous as Aspen gets the creative juices flowing. I mean, really, how can you not feel inspired when this is your view?

Mountains, pond, Aspen

Tonight (8/3/14), we’ll record a show of From the Top with host Christopher O’Riley. We’ll feature a host of incredibly talented musicians who are here at the Aspen Music Festival and School. Seriously, these kids will blow you away with their talent, and we’ll tell you more about them later on.

But today, what strikes me the most about this experience is being poised on the edge of something, and I don’t mean all the cliffs around here. We are surrounded by young people, at the top of their musical game, who are experiencing the ultimate training and music-making experience. And we grown ups are smack in the middle of the swirl of energy and potential, pondering how best to help these incredible young people bring their talents and viewpoints to a larger audience.

The folks from the “What Would Beethoven Do?” documentary crew have been following us around, asking us all kinds of questions about why classical music is relevant, how we can bring more people to it..all those questions that those of us in the classical music field tackle on a daily basis. Not surprisingly, we’re finding that the young musicians have some incredible answers.

Just a few moments ago, we heard flute player and From the Top alum Anthony Trionfo talk to the documentary crew about his experiences as a young musician.

Anthony Trionfo interviewed

Anthony, age 19, already a teacher and a young philosopher who believes that “music is about healing”, is full of ideas and thoughts on how classical music can make life better. Here’s my favorite quote of his, when he was asked how musicians can help bring more people to classical music. “We can play in parks, anywhere,” he says. “The world is (our) concert hall.”

Right now, 16-year-old cellist Lucy Ticho is telling us of her love for movie soundtracks, and how, when she’s in an angsty mood, she likes to listen to Shostakovich; it lifts her up. “Imagine if everyone had that,” she says. “Imagine if they could use classical music to change their mood.”

For anyone who has doubts about the intelligence and compassion of young people today, I wish you could be here with us, listening to these kids. They are inspiring, energetic, and thoughtful. Luckily, you can hear them on the week of October 6 on the radio, on our website, or via our podcast.

Arts Leadership Plans from the Performers from Show 280, Wingate, North Carolina

Each of the performers on Show 280 attended an Arts Leadership Orientation Workshop, where they explored their own personal leadership pathways. Learn how they are taking their music beyond the concert hall in their own communities:

Hannah Wang is reigniting an idea that she tabled in the fall. She plans to bring together local musicians for a jam session and instrument petting zoo at a local park or school in the spring or summer.

Clara Gerdes wrote us an email about her plans to visit a local assisted living facility:

“For an arts outreach activity, I would like to organize some friends and acquaintances with whom I often sing and play instruments to do a few informal concerts at a nursing home early next month.  We would present a variety of different styles of music, from classical to folk, and include some familiar songs the residents could sing along to–this is something I’ve noticed elderly people often really respond to and enjoy.  Also, I would like to go in the weeks after Christmas and New Year’s; many places seem to get a lot of attention before but not right after the holidays. “

Qing Yu Chen will be organizing a visit to a retirement home in New York City in the springand she hopes to involve other From the Top Alumni. Currently in the initialn planning stages, she is thinking over the goals and gameplan for her project as well as brainstorming the resources she would need to make it happen.

Olivia Staton has jumped into her own arts leadership projects since the taping. Through the music honor society at her school, she began assisting with an after-school music program in a local elementary school. The program, called Bridges, provides group music lessons and ensemble rehearsals. Recently, she demonstrated flute and assisted with one of their band rehearsals, and she envisions extending the program to other area elementary schools.

She said of the experience: “Until From the Top I had not really realized the significance of promoting classical music, and I had not really thought about what I could do to help, but now I am so excited to be doing more arts leadership activities.  Especially since there are opportunities for me to do so in my neighborhood!”

Olivia also performed in a student recital at a retirement home and took the lead in initiating an engaging conversation after the performance when everyone was afraid to speak. Following the performance, she said, “the audience seemed very engaged and happy to speak with all of the musicians and then they asked if we would be able to come back to give another recital!”

Alum Devon Naftzger’s Profound Musical Experience in Vietnam

Vietnam was the unlikely location where violist and Princeton Sophomore Devon Naftzger (Show 256) of Lincolnshire, IL had a profound musical experience brought about when she played her viola for a classroom of Vietnamese students. This past summer, Devon participated in a three-week program called Coach For College which brought her to southwestern Vietnam and the rural village of Hoa An located in the Mekong River Delta region.

Devon performs for students in Vietnam, modeling how hard work can pay off in the long run.

Devon performs for students in Vietnam, modeling how hard work can pay off in the long run.

Devon taught everything from English to volleyball at a Vietnamese summer day camp where kids studied academics and sports. At the end of the day she loved teaching what they called a “Life Skills” class.

“I loved incorporating playing my viola into my teaching,” Devon recalled. “The Vietnamese children had never heard any stringed instrument played live and they had never attended a music concert. A lot of children worked in the rice fields with their parents when they weren’t at school, so none of my students had the time or money to pursue hobbies like music. We had a rowdy group of kids who were getting to the fun age where they like to challenge authority, but everything changed the week I brought out my instrument. They were completely silent because they were so intrigued to hear me play, and I gained so much respect after I played for them.”

In her Life Skills class, Devon launched a discussion on the topic of “setting little goals to achieve big dreams.” They discussed the perseverance and dedication it takes to reach those goals, especially when you have setbacks. “ I thought this topics related perfectly to my experience with music, so I did a little demonstration. The older Vietnamese college students, fluent in English, translated.  “You can’t just pick up a violin for the first time and expect to play the toughest concerto right away,” I explained. “Instead you have to start with baby steps and pick up different techniques through easier pieces.”  To demonstrate she played the first piece she performed when she was 5 years old: ‘Twinkle Twinkle Little Star.’

“I explained that I started learning classical music, but had to take it slowly. I played Bach’s Transcribed Cello Suite No. 1 Prelude. They ‘oohed’ and ‘aahed’.  Next I played a movement that was a little faster, telling them that I had to learn all kinds of different bow strokes and finger patterns before I could learn a piece that incorporated many of them: Paganini’s La Campanella.  After playing them a showy passage from Preludium and Allegro (which I performed on From the Top Show 256) I told them that after you’ve put in all the hard work, then you can play things simply because they are fun.  I finished with a fiddle tune, which they danced to excitedly.”

Devon also described how many hours a day she spends practicing, and how many years she’s played without giving up. She told them about competitions she lost which crushed her. “I turned those losses into a positive motivator that made me want to practice harder,” Devon shared. “That resulted in winning some competitions, achieving my dream of performing at Carnegie Hall, and getting into Juilliard. And it was all because I started slowly all the way back at ‘Twinkle Twinkle’!”

Back at Princeton this fall, Devon plays in the Princeton University Orchestra and last year she participated in a string quartet as well.

Tatum Roberston Introduces Kids to Opera

“…being an arts leader means teaching some of what you have learned as an arts student, so that the passion for learning about the arts is ignited and to show that education in the arts has a reason to continue.”

After appearing on our now-famous Boston blizzard taping this past February, soprano and Jack Kent Cooke Young Artist Tatum Robertson, 17, shared her passion for opera with kids in her hometown of New Orleans, LA. Read about her experience below:

Why did you choose this project?

For my outreach project I decided to teach solfege, and to show how the lyrics to opera are very similar to the lyrics of many popular songs. I presented my outreach project to the kids of Camp Impact, which is my church’s summer camp…because I wanted to introduce opera and aspects of classical music to children who never had the opportunity to learn about this.

What did you include in your presentation?

I presented my project in two 10-minute segments. The first segment, I introduced myself as Slide5a classical vocalist, and that I would be teaching them solfege. I taught them that solfege is used to help musicians sight read and that sight-reading helps musicians to be able to pick up any piece of music and play it rather quickly. Next, I went through the solfege syllables with them as they repeated after me. Then I showed them the hand signs that corresponded with the solfege syllables. To finish off the first segment we sung a  “D “major scale together.

Kids

For the second segment of the presentation, I talked to the older children of the group. I began that segment of my presentation by asking them what type of music they listened to, and what the music they listened to was about. They gave responses like gospel, R & B, Hip-Hop, and Pop.

I explained to them that I would be showing them a favorite Italian opera song called “Libiamo” from an opera called La Traviata. After showing them a video of Anna Netreko singing “Libiamo” I showed them the English translation to “Libiamo”. I then explained to the children that classical music talks about all the same things as the music they listen to – that opera has love songs and party songs.  And since some of them mentioned they liked Rihanna I told them that “Libiamo” is a party song like the party songs Rihanna makes. Lastly, I told them that now they can enjoy opera the way they enjoy their favorite music, and that all they have to do is look up the translation of the opera song they want to listen to

as they watch or listen to the song. To close the presentation, I asked if any of them had questions, and they asked to see a video of me singing. I showed them a video, but they wanted more and asked me to sing “in person”. Before I sang, “Give me Jesus,” I told them that there are songs about Jesus in classical music as well.

What impact do you think this had on the students? Tatum

After I finished my presentation the kids all returned to their classes separated by age. I was happy to hear the children excitedly departing trying to sing opera. As the parents started to come in to pick up the children many of the children kept pointing at me saying “Mommy she taught us opera today!” Also, the next day one of the teachers at the camp was teaching the children a gospel song, and the kids asked her if she could teach them opera. I was very pleased with the children’s responses and reception to my presentation as I got them excited to learn more about classical music -opera in particular.

What did you learn from this experience?

Through my presentation, I learned that children are extremely impressionable and that when you enthusiastically present something to them, they respond with enthusiasm. I also learned that if you relate something children enjoy to the information you are teaching, the children are more likely to pay attention and be captivated.

What does being an arts leader mean to you?

The children’s response to my presentation really showed me what it means to be an arts leader. They showed me that being an arts leader means sharing what you do with others in the community, and displaying what has inspired you to do what you do because the community cares and is excited by exposure and opportunities. Lastly, they showed me that being an arts leader means teaching some of what you have learned as an arts student, so that the passion for learning about the arts is ignited and to show that education in the arts has a reason to continue.

Kristina Zlatareva Sparks Students’ Imaginations

“As a young artist and leader, I firmly believe that it is my responsibility to inspire and connect with the public through classical music.” 

After appearing on Show 263 in Davis, California, with The Angeles Trio, 19-year-old violinist and Jack Kent Cooke Young Artist Kristina Zlatereva created a powerful musical experience for students at the St. Anne Catholic School in Santa Monica, California. Read her beautifully written account of the experience below:

Kristina AL Photo 4

Music — the Gateway to Eternity

by Kristina Zlatareva

Albert Einstein once said: “Imagination is more important than knowledge. For knowledge is limited, whereas imagination embraces the entire world, stimulating progress, giving birth to evolution.” As a young artist and leader, I firmly believe that it is my responsibility to inspire and connect with the public through classical music. Art is a universal language, whose impact endorses every individual’s ideas, regardless of their cultural background, socioeconomic status, age or personal beliefs. Art abolishes class and race, and in its essence is hidden the idea of universal validation of every human’s imagination, no matter how different and unconventional it may seem in the eyes of society. Inspired by Einstein’s words, I decided to dedicate my Arts Leadership Project to working with children, and that led me to the music students of the St. Anne Catholic School in Santa Monica, California.

A K-8 school, St. Anne consists of more than 200 students from which the majority come from low-income families, who cannot afford to make art their children’s priority. The 40 music students whom I met with are so-called “lucky,” because they are permitted by the school and their parents to participate in the music program. Although they have an advantage to have music classes at their school, I found out that for them sitting in a classroom with eight to ten other kids for one-hour music sessions deprives them of individual attention which is needed to unlock their talent and potential. For many of the St. Anne students, learning an instrument seems like another ordinary activity at school.

Witnessing this, I decided to organize an informal event, where the children did not have to feel obliged to sit quietly and listen to music which they cannot understand, but where they could have their voices heard and opinions valued. Together with three of my musician friends, I performed a concert, including pieces for violin, piano, and cello from different classical periods.

Kristina AL Photo 2Before each performance we talked about the different composers and history of every piece and at the end we opened a discussion, where the students had the opportunity to share their individual comments — what they liked or disliked about the music, how it made them feel or what it made them think about. Lupita, a violin student, shared her honest opinion about the beginning of Chopin’s Prelude No. 15, Op. 28: “It’s like I could see a million bubbles floating in the sky. However, I liked it only until the loud part started in the middle. It should have been quieter all the way through, don’t you think?” How funny, I thought, that Chopin gave “Raindrop” as the title to the Prelude and Lupita imagined flying bubbles; and it was not coincidental, because music inspired a connection between a child’s imagination and an adult’s artistic vision. Despite the different eras they lived in and the differences in age and knowledge, I think Lupita felt the music the same way Chopin did. So, here is a proof that art is timeless — be it a painting, a poem, or a musical piece, it carries an eternal message that never alters throughout the ages.

I learned from the St. Anne students more than I could have ever imagined. They inspired me to see music in a simpler way, in a purer form, based solely upon human feelings. They reminded me that music is not always meant to be theoretically analyzed and critically evaluated, but its main purpose is to bring joy and emotional freedom to people. The main idea behind my project was not to teach dates or facts about composers and pieces, but to show that music and its power to give freedom can be trusted. I hope that the children will use it in the future as a tool for discovering inspiration and expanding their imagination. I truly hope that they will use music as their ally where words are powerless to resist the circumstances.

I have learned that in this material world, so fragile and filled with uncertainties, there is nothing more comforting than to know that music exists for the purpose of giving abundance to one’s soul and lifting one’s spirit. I have learned that music gives wings to the human imagination, thus breaking the boundaries of reality and allowing one’s dreams and ideas to flourish and come to life.

Kristina AL Photo 3

But I Don’t Like to Write!

By Jingxuan Zhang

Since this is my first blog post upon the esteemed pages of the Green Room Blog, I thought it fitting to write about, well, writing. I hated it. There you go, the end… except not really: That was just a hook. I learned that particular technique in an SAT class, in addition to discovering my love for writing – who said love cannot be cultivated?

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Jingxuan Zhang
Show 199: El Paso, Texas

To know Jing the writer, it is of utmost importance to know Jing the musician. My parents asked what instrument I wanted to play when I was five with the accordion in mind, in order to speed along the development of my intellect. To their financial despair, I stubbornly insisted on one of the two instruments I knew, “Piano!” So buy one they did, and thus started the lessons. I have come a long way from my first teacher in China who slapped my hand every time she found its position distasteful to my current professor at Juilliard. But no one wants to hear about such steadfast love. Where’s the Hollywood drama? In my case, maybe Bollywood would be more appropriate.

Compared to my deep obsession with music, my relationship with writing was like a lukewarm arranged marriage. It all started in ninth grade, when the SATs loomed overhead for all students diligent, Asian, or otherwise. For a Chinese student like me, one can safely assume that the parents would meddle copiously in the SATs. As a burgeoning pianist who studied with a much sought-after professor at Jacobs School of Music in Indiana University’s precollege program, I did not even consider an academic career path. That was particularly difficult when fantastic visions of performing in Carnegie Hall thrashing about like Lang Lang played through one’s thoughts like a film reel. My parents, though, were more realistic, for they knew that the combination of skill and serendipity necessary for breakthrough is too risky without a backup, which defaulted to academics excellence. Do not think for one single moment that I was a slouch in high school. To list all my accomplishments would be impossibly futile; however, a quick synopsis is manageable: I graduated sixteenth in a class of over a thousand students, a record that can almost guarantee placement in any college I wanted when combined with the slew of honors under my belt as a musician.

My dear parents just wanted to secure my place at the top, so when they heard from an acquaintance at the end of ninth grade that a certain Dr. Zhang who taught a weekly SAT class helped his daughter get into Duke University, they suffered through oceans of fire and various other hardships to get me signed up. I was not too pleased with the arrangement, since the weekend classes took precious time away from the keyboard. Furthermore, this awkward ménage a trois I caught myself in between music and writing was not exactly morally upright.

As expected, Dr. Zhang loved me. I was almost legendary in the Asian community, with my accolades disseminated like wildfire among parents as the paragon of excellence. But that did not stop him from abhorring my writing. I still remember his utter condemnation, “This is childish.” I could not say I was particularly distraught, as I did not care much about writing, but that he found in me some imperfection irked me to no end. Dr. Zhang was no fool. He knew I did not care about writing; however, he also knew my weakness: music. Under his guidance, I insidiously began to realize the parallels between the arts of writing and music. The correlation was so blatant that it shamed me to not have noticed earlier. Words and sentences are like the notes and phrases of music. The theme of an essay is like the harmonies that holds the music together. Finally, the same meticulous attention to detail a writer must practice, all the while without losing sight of the “whole picture,” ignited my love for this art.

I was exposed to From the Top when I played on Show 199 in El Paso, Texas, as a Jack Kent Cooke Young Artist the summer after ninth grade. Ironically, fate has brought things full circle. Having discovered this show and writing concurrently, with love and hate respectively, I am now honored to unite them as the new Summer Contributor to the Green Room. Ultimately, I have derived an important life lesson from this journey: a relationship with both music and writing is not necessarily a ménage a trois.

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