OrcheStars: Creating, Comprehending, and Connecting the Arts

OrcheStars is an adaptable, sequential method using music to teach creativity. Designed for disadvantaged youth struggling with conceptualization, students analyze and comprehend how experts develop artistic expression and create their masterpieces. Students confidently apply this process to their own creations. OrcheStars’ skills and processes are transferable to other subject areas

Creativity is defined differently by educators, employers, and neuroscientists.

Educators claim problem-solving demonstrates creativity, while employers believe it’s problem-identification. In a survey of 155 school superintendents and 89 employers, both groups agree creativity is one of the top five skills needed in the workforce.

Studies from neuroscientists are discovering creative process draws on the whole brain, not just one side or using one technique. Their recommendations include 1) understanding the origin of creativity from research, 2) realizing the importance of teaching thought processes and attitudes of mind connected with creativity, and 3) examining the process along with the product. 

With seven years of experience using diverse student groups, data consistently shows 92-97% of students’ writing samples moving from basic to proficient or even advanced in just one year! Students demonstrate quantifiable improvement by using content-specific vocabulary, organizing thoughts to state conclusions, appropriately evaluating performances, and producing imaginative compositions.

Problem-identification and problem-solving are equivalent to the categories defined as choices and tools. Students experiment with patterns, collaborate with others, build communities and teams, and transfer knowledge to other subjects. Thus, these students become valued employees in the workplace and grow into educated patrons of the arts.

The discipline and careful preparation of music leads to teamwork and satisfaction. The ultimate goal is students who become life-long learners.

This solution was piloted with orchestra students.  Anecdotal research from teachers who have incorporated aspects of OrcheStars into their own program state student engagement and retention was much higher than previous years. My own retention rate has been above 85% with underprivileged, gifted, struggling, and conventional students.

The initial focus is Band, Choir, Orchestra, General Music, World Music, and private music studios. With partners from various fields, we have the potential to affect Art, TechEd, History, and Literature classrooms.  

Track the number of downloads tracked from the improved website and collect data from writing samples and rubrics of participating educators. - To reach 10,000 music educators and have them trained to use the materials.

Have, and track, a website available to educators where they can share curriculum, ask questions, and build a community. - Train 60,000 educators how to figure out problem, process, and product in their respective fields.

Collect data from educators using OrcheStars along with photos and files of students' creative products. - Increase children and and adolescents' educational achievement to improve employment readiness by collecting data on creative output.

With OrcheStars, students activate Bloom’s Taxonomy by working through efficient templates that guide instruction, organize students’ learning, and sustain a cohesive curriculum. The most important responsibility is making composers’ music come alive for the audience – rather than focusing on how well an individual play notes and rhythms.

The external focus on composers gives students opportunities to experience personal accomplishments and teamwork inherent in music, which are also essential in the workplace. Students feel they are valued team members as they make suggestions and queries, and they want their compositions treated with the same respect.

Every human greatly desires to be happy, and research substantiates the importance of music’s emotional connections. My students state they are involved with music outside the classroom. They feel connected with others as fellow creators, as a composer’s interpreters, and as explorers investigating genres, eras, and musicians from the radio, YouTube, or live performances. Analyzing Mozart, they realize he made the same choices when composing and they discover Beethoven’s uniqueness. They sing opera arias down the school hallway because they enjoy learning, are confident, and actively engaged. Parents also reap benefits by interacting with students with questions and sincere compliments. 

Since my classrooms only have basic technology, most materials are available in a PDF format.  Costs would be minimal for teachers who subscribe to the website and/or download materials. I have experimented with Google forms and having documents available for Smart Boards. For advanced students, an app could be developed to guide students in discussing aesthetic experiences by comparing and contrasting pieces. 

After presenting my materials at state and national conferences, educators are very interested in using OrcheStars with their students. However, more time is needed for them to become comfortable with the contextual knowledge needed to use materials.

With much encouragement and many well-wishers, I remain a team of one and will be continuing to teach and conduct youth orchestras. As OrcheStars enters the growth stage, I would expect income from downloads and purchases from the website from teachers in orchestra, band, choir, and the Suzuki method. Educational publishers would be another partnering option.

As there is a potential for growth, I anticipate developing a team to build more templates in other subjects. 

As with most innovative ideas, OrcheStars faces two challenges.

• Disseminating information in a manner that is effective and sufficiently convincing to address teachers’ cautiousness with this kind of paradigm shift.
• An efficient distribution system to generate sustainable revenues from a broad customer base.

This is where current technologies such as websites, You-Tube videos, and other apps can accelerate how these challenges are addressed by developing videos and publishing supportive materials.

My website needs to provide maximum accessibility to individual and groups. This includes responding to students and teachers in diverse financial circumstances, and varying levels of access to technology. 

Technology synonyms are skill, knowledge, and expertise. My innovative strategies revolutionize music classrooms and build enthusiasm for learning. The trial and error stage is done, research supports what I do, and OrcheStars is ready to become something more than a cute name for orchestra students.     

Music is a global phenomenon, and I would appreciate Solve partners to help distribute and publicize this method. I would also like Solve’s assistance in building OrcheStars’ curriculum ideas in other subjects and for other countries. I am seeking Solve’s expertise in computers, business savvy, and mentoring of the change-makers.

None at this time.

At this time, my solution is so unique, I have no competitors!