Making of Music
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January 14, 2016

Making of Music, Inc. believes in, and is actively engaged in, the following:

1.The minute a student walks into a public school he/she should be thought of as an "author”, inherently capable.

2. Sources of intrinsic reward must be built in with the same attention that is poured into sanctions. Teachers need to recognize and find the will to do this difficult work. Nothing runs on empty. Extrinsic rewards - salary raises, extra compensation, promotions, are important and every skilled teacher deserves them. But no school reform budges until there is an infrastructure of motivation and intrinsic reward: reliable sources of pride and satisfaction that allow both students and teachers to experience themselves as inherently capable. Emphasis on teaching and learning.

3. There must be candor among stable groups of educators - teachers, mentors, coaches, principals - who are willing to critique their work, even though it already "looks and smells successful.

4. There must be demands balanced with supports: everyone engaged in whole-school change needs a balance of opportunity and accountability.

5. There must be a mutual compact with community partners to collaborate at more than a cosmetic level so that each partner becomes a better educator.

6. Arts education is effective and well worth studying for the ways in which it provides equitable access to excellence. This is partly so because it can provide challenging work for currently low-performing students. A second concerns the need to replace heavy-handed strategies of remediation with an instructional repertoire - a range of ways of reaching students.

7. There is a need to "rethink accountably". In a concerted effort to create reform there must be on going inquiry into what works and why. This requires careful and pubic examination of data and the mutual commitment to use data to inform and possibly change current practice.

8. Begin with Permanence in Mind. It is never too early to begin to survive". It takes time to develop good practices. Time, they say, will never be devoted to gathering and refining good practice without the stability afforded by ongoing funding and community support.

9. In exactly the same way that every student deserves physical health and academic opportunity, we owe young people the skills and experiences to become contributing members of the cultural communities in which they live. This form of well-being has to become an integral part of the mission of public education.

10. Students require more than schools to become contributing members of their cultural communities. They deserve a broader learning system that allies schools with libraries, museums, community centers and many other cultural and community resources. They also deserve the time, mentors, and means of access that help them become creators and thoughtful critics. Young people have the right to be more than consumers and witnesses.