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Mentoring Program Outline
The Westford Public Schools Music Mentoring Program began in 2007 as a collaborative way for elementary students to get extra help on their stringed instruments.~ Westford Academy Orchestra members who participate in a Training Session become mentors.~ The mentors work with elementary students to give extra help in topics ranging from switching to a new instrument to improving note reading to position and technique issues.
Mentoring Lesson Arrangements and Procedure
The Mentoring Program is open to all students currently enrolled in the Strings program. The teacher will recommend a mentor should the need arise or the student express an interest. The parent can request a mentor for their child by contacting the Strings teacher. The teacher will arrange for a lesson time with a mentor at one of the elementary schools between 2:30 and 5 pm on a school day, and will provide the menteeís parents and the mentor with each otherís contact information. The mentor lessons take place at no cost to the menteeís family, and the mentor receives community service credit for teaching the lessons.
Lesson Locations
Mentor lessons will be taught at the Abbot, Crisafulli and Day Schools on weekdays between 2:30 and 5 pm. They will be chaperoned by school principals and/or music faculty. Parents who have passed a CORI check in that school year are welcome to observe their childís mentor lesson at any time. When the mentor and mentee are alone the door to the classroom should remain open; if an adult is in the room the door may be closed. Menteesí parents must pick up their children promptly at the end of the lesson. No elementary school students are to be unsupervised at school in the afternoons.
Supplies
Mentors should bring their instrument and handbook to all lessons.~ Mentees should bring their instrument and music.
Documentation
Mentors must report to an elementary Strings teacher about each lesson. A note in Mrs. Corwinís or Mr. Hamelinís mailbox or an email to one or both is acceptable. The note should state the date of the lesson, the menteeís name, and the technical areas addressed in the lesson that day. Technical areas addressed may include but are not limited to:
Posture
Instrument position
Straight wrist
Ballerina fingers
Intonation
Note reading accuracy
Note reading fluency (speed)
Accurate rhythm performance
Bow hold
Bow speed
Bow placement
Arm weight
Musical performance (phrasing, dynamics, articulation, character, tempo, etc.)
Mentors can play an important role in the education of younger students.~ While there are great benefits of mentoring to the older student, the first priority must always be the needs of the mentee.~ Mentors and school music teachers should communicate about the progress of lessons (see below, Communicating with Strings Faculty); if a mentee progresses beyond an average fifth grade playing level, it is the duty of the mentor to end mentoring lessons and instruct the mentee to begin private lessons with a professional music teacher. A mentee needs to move on to a professional teacher when his or her position and playing habits are fundamentally satisfactory and
music reading is fluent, or if the student has stopped progressing through mentoring lessons. Mentees who can play the Performance Spotlight pieces on pages 34-37 of Essential Elements 2000 Book 2, or pieces at the end of Suzuki book 2 with good position, tone and intonation should be considered at or above an average fifth grade playing level.
Communicating and Cancellations
Mentors are representatives of the WPS Strings Program and are expected to reflect the high standards of the Music Department.~ Mentors should make every effort to respond promptly to parent and Strings teacher communications.~
If a mentor must cancel an afternoon of lessons for any reason, he or she must email the supervising principal, supervising Strings teacher, and mentee parents as early as possible so that children are not left unattended at school.
Communicating with Strings Faculty
Mr. Hamelin and Ms. Corwin are eager to help mentors with any challenges or surprises encountered in mentoring.~ Please do not hesitate to contact us if you have questions about how to address certain playing or learning issues or if you need background information on a mentee or a method/repertoire recommendation for advancing students.~ If you would like to speak by phone, send an email with the best phone number and times to reach you.~ We would like to help you with challenges and share in your successes!~ Stay in touch!
Documents for Mentors:
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