The Art for Progress music program at Humanities Preparatory Academy, now in it’s fourth school year, is the flagship of AFP’s arts education programs. Instituted in the Fall of 2012, the program serves two classes of 12-18 students four days per week, with each day’s lunch period serving as an additional class period enabling students to seek further instruction or individual practice time. The class is open to students of all high school years (9-12) allowing a rare occasion for teens of different ages to interact on a level playing field in a collaborative setting.

There are also two after school sessions per week, which give students an opportunity to either practice alone, or to join in group music-making, which is the ultimate intention of all AFP music programming. Faculty also participate, further enriching the overall experience of the students, and the teachers learn just as much as the kids!

The goal of the program is for every student to be able to play at least one complete song. Toward this goal, all students learn the basic mechanics of music in general, and to develop proficiency on least one instrument. Although much of the class time is spent building and developing skills, the focus of the program is ultimately on giving students the tools to express themselves.

The semester begins with discussions about students’ musical interests and experiences, with everyone having an opportunity to choose a song by an artist or group that they like to share with the class and then discuss. From there, we move on to explore the work of an iconic artist, such as Jimi Hendrix or Bob Marley, who exemplifies the ability of music to transcend entertainment. We discuss the historical, cultural, racial, and philosophical impact of that artist’s work, with the goal of expanding students’ concept of the meaning and power of music and art in general.

After this brief introduction, the class spends about three weeks learning the basics of music theory. Notation is introduced, but is not the primary focus. The main substance of the lessons is learning how scales are built, how chords are constructed, and the relationship between the two as relates to tonal centers, or key signatures. We also explore the elements of rhythm, including tempo, meter, and syncopation.

Once everyone in the class has a working knowledge of the building blocks of songs, each student is asked to choose a song to learn to play on an instrument of his or her choice. The underlying teaching philosophy, a departure from the methodology generally employed in more formal music education programs, follows the old adage “Give a man a fish, and he’ll eat for a day. Teach a man to fish and he’ll eat for a lifetime.” By peeking under the hood of musical structure, kids are quickly able to understand how songs work, and develop a functional understanding of their instrument which accelerates learning.

One young woman in my class, Luna, a senior, was particularly resistant to learning to play an instrument. She was learning to sing, but still had some struggles with self-doubt and shyness. Despite the fact that she had been making great progress, even singing in the talent shows, playing instruments intimidated her. After one full semester working on vocals alone, she finally asked if I would teach her one song on the piano. She struggled initially, but I wouldn’t let her quit on herself, and she was soon able to coordinate parts on both hands and to sing along with herself. Needless to say she was overjoyed to be able to do what she had moments before considered impossible, and has gone on to be able to play a number songs using just a chord chart and lyrics. I lent her a keyboard so she could practice at home, and she has since learned to accompany herself on piano to do vocal exercises at home as well. Ever since, partially as a result of her accomplishments through music, Luna has been more socially outgoing and confident, and generally seems happier.

Another young woman, Joey, a junior has, though sheer determination and hard work, learned to play classic lines on electric bass, as well as rhythm and lead guitar parts for a blues shuffle. She also fearlessly approaches the drum-set, and is able to intuitively provide a solid beat to back up what her classmates are playing when we have class jams.

The true proof, which as they say, is in the pudding, is clearly evidenced each semester in the school’s talent showcases. The student body, faculty and families alike at Humanities Prep are consistently blown away by the quality of the performances! We expect nothing less from the upcoming Spring talent showcase, and the school’s coffee house showcase at the Nuyorican Poets Café on Manhattan’s Lower East Side!

Art for Progress music programs have become the backbone of a music and arts culture that pervades Humanities Prep, helping to create and sustain an environment of acceptance, open communication, and creative collaboration that is the signature of the school.