Education Through Music, Inc.

Education Through Music (ETM) was formed in 1991 with a mission to promote the use of music in inner-city schools and schools in disadvantaged areas, as a means of enhancing students' academic performance and general development. At ETM, we believe every child deserves a well-rounded education: one that includes music both as a subject in its own right and as a means of supporting learning in other areas. ETM makes music education a reality for thousands of children who would otherwise have limited or no exposure to the arts, uses music instruction to strengthen students' ability to learn in all areas, and works to build schools' capacity to sustain programs.
Apr 20, 2016

Because of Music, I Believe in Myself

Two bassists concentrate on their music making!
Two bassists concentrate on their music making!

Happy Spring from ETM! As we transition into warmer weather, our partner school students are also experiencing marvelous transformations because of your generous support. Thanks to you, nearly 27,000 children at 48 partner schools in all five boroughs of New York City are using music as a means to grow academically and emotionally through exciting, interactive learning experiences.

Music class provides a safe, nurturing environment that promotes self-expression in children while also improving analytical reasoning, fostering language development, and strengthening social skills. Music teachers serve as champions for students’ growth, supporting their social and emotional development. For Miguel, a 7th grader from the Bronx, encouragement from his music teacher helped him overcome his shyness and build self-esteem.

Because of his introverted nature, Miguel was a very quiet student who often seemed sad and was apprehensive about expressing himself. Nonetheless, Miguel was an undeniably talented trombone player—but in the middle of the year, he began to feel uncertain about his place in the school’s band and considered quitting. His ETM music teacher knew that Miguel had natural musical instincts and decided that perhaps a simple change in instrument could be the boost Miguel needed for his self-confidence. His teacher suggested the tuba since it requires similar technique to the trombone. And it worked!

His teacher shared, “The tuba hooked him. We had our first tuba lesson, and he was a natural.  He not only sounded great on the tuba and picked up reading the lower written music quickly, but you could see an excitement in his eyes that had not been there before.” Playing the tuba reignited Miguel’s love for band and inspired him to become more present in school. Now he is performing better academically and is bonding with his bandmates. “Miguel’s grades have improved tremendously,” explained his teacher, “He is in honors classes and was at the recent honors assembly, but most noticeably, he is beginning to open up. It is tough for a quiet person to open up, but band has helped him do that. And now the band has an awesome tuba player who is excited to be there! Band is the only class in the school where students stay together for all three years, so the kids develop their own relationships that they wouldn't have anywhere else.”

That music was able to transform Miguel into a child who has a stronger sense of self-esteem and self-worth is a wonderful testament to the opportunities made possible by your generous support. The impact you have had on Miguel has put him on a path towards a successful life both in and out of school. Because you believe in our students, they are starting to believe in themselves, too! Show your support for ETM by sharing this report with a family member or a friend. Let them how far their generosity can go.

5th graders are eager to start their band concert!
5th graders are eager to start their band concert!
A saxophone player gets into the groove!
A saxophone player gets into the groove!
A trumpeter plays with dedication!
A trumpeter plays with dedication!

Links:

Feb 18, 2016

Music Helped Me Focus My Energy

Band students pose after a concert!
Band students pose after a concert!

We’re halfway through the school year, and because of your generous support, our partner school students are fully immersed in their in-school weekly music classes. By now, music instruction has begun to take a clear shape, with teachers sculpting students’ minds through new musical concepts and skills, and students transferring this knowledge beyond the classroom and into their daily lives. These experiences can transform a child’s personality and their attitude towards school, most especially the students at our first-year partner schools—many of whom are receiving music for the first time.

For instance, Arianna, a second-grader at PS 8 in the Bronx, is using music to focus her energy and to develop stronger social skills. Arianna is a very rambunctious and energetic child. During the beginning of the year, it was difficult for her to sit still and to follow directions. Arianna’s outbursts would distract her classmates during instruction and she would have trouble connecting with them, often feeling isolated from peers. Participating in movement and group activities in music class is giving Arianna a means to channel her energy and helping her stay at the same pace as her classmates. Arianna also now happily assists her ETM music teacher, Ms. Feinberg, in passing out worksheets and collecting homework during class. Because music has given Arianna an outlet for her energy, her focus and concentration have improved significantly. She is positively engaging with her peers and listens carefully to directions.

One day, at the start of class, Arianna called out happily, "Music! We have music!" Then Arianna ran over to Ms. Feinberg and gave her big hug, offering her a drawing. Ms. Feinberg shared, “It was a picture of me smiling, and it said ‘Music Teacher’ at the top. Arianna said, ‘It's you! Do you like it?!’ I told her that I loved it and that it warmed my heart. I thanked her and told her that I couldn't wait to show it to all my friends and family. I gave her a big hug and said, ‘Let's start music class!’ Arianna nodded joyfully and sat in her spot, and has been able to stay in her spot during every class since.”

Arianna’s school, PS 8 is a first-year partner school located in the Fordham Manor neighborhood of the Bronx. The partnership between P.S. 8 and ETM began when the school’s principal had a dream of bringing music education to the K-5 school’s nearly 1,100 students. After learning about ETM’s music programs, she turned her dream into a reality. Now every student receives weekly music instruction provided by two music teachers, and this past December every student performed in a winter concert. Because of wonderful donors like you and your kind contributions, schools like PS 8 who have never before had music are now able to share the gift of music education with their students—deserving children like Arianna.

We thank you for supporting our mission and believing in our students! Help us promote music education in inner-city schools by sharing this report with your friends and family. Let them know just how far their support can go!

A saxophone player gets into his groove!
A saxophone player gets into his groove!
Band students play with dedication!
Band students play with dedication!
Young students sing at a holiday concert!
Young students sing at a holiday concert!

Links:

Jan 21, 2016

Every Child Deserves The Gift of Music

Our students are so grateful for your support!
Our students are so grateful for your support!

Happy New Year from ETM! We are so grateful for your generous investment in our partner school students. By supporting ETM’s in-school weekly music classes, you are allowing thousands of children in need to develop the intellectual dexterity and emotional sensibility needed for a bright and prosperous future.

One of our core values at ETM is that every student—regardless of their talent or ability—deserves to receive quality, comprehensive music education. This is especially meaningful for our partner schools’ special needs students, who can cultivate vital skills through a nurturing environment that encourages them to persevere through their personal challenges.

For example, Ritchie is a partner school student in the Bronx who suffers from behavioral and mental challenges that make it difficult for him to be fully engaged during the school day. At the beginning of the school year, Ritchie was unable to sit through music class without causing a disruption to his classmates and often had to be removed for instruction to continue. Ritchie’s ETM music teacher could see that he was fascinated by music, and there was an opportunity to use Ritchie’s curiosity to teach him how to behave in class and connect with his peers. She and the classroom teacher decided to gradually increase the amount of time Ritchie spent in music, raising his degree of involvement with each class. After a transition period, Ritchie was able not only to behave in class for the entire period, but also to share positively and contribute to the learning experience.

His music teacher commented, “Recently, Ritchie was able to dance with a scarf to symphonic music without causing any disruptions. He sang one of our songs for this unit with all the right words, pitches, and actions all by himself. He has been actively participating and learning with the rest of the students in his class. It is a great feeling to watch a student who struggles so much with group activities learn how to appropriately interact with his peers. When I passed Ritchie in the hallway this week, I heard him singing the song he performed by himself in music. It's exciting to watch this student take what he is learning outside the classroom!”

Music has inspired Ritchie and given him the motivation to engage deeply with school and to bond with his peers. These are valuable skills that will serve Ritchie beyond the school setting and help him thrive as an adult. The future for children like Ritchie is instantly brightened when music enters their lives. It empowers them to believe in themselves, boosts their self-esteem, and transcends any barriers that stand between them and learning. Without you, Ritchie and students like him would not have access to quality music education and the opportunity to experience such dramatic transformations. Ritchie and all our partner school students performed in concerts in December, showcasing their new talents and abilities for family and friends. We hope you enjoy the pictures!

Thank you for your support and belief in our students! Help us promote music education in inner-city school by sharing this report with your friends and family. Let them know the impact their donation can have on deserving students like Ritchie.

Students smile triumphantly after their concert!
Students smile triumphantly after their concert!
Two cellists play with heart and soul!
Two cellists play with heart and soul!

Links:

 
   

donate now:

An anonymous donor will match all new monthly recurring donations, but only if 75% of donors upgrade to a recurring donation today.
Terms and conditions apply.
Make a monthly recurring donation on your credit card. You can cancel at any time.
Make a donation in honor or memory of:
What kind of card would you like to send?
How much would you like to donate?
  • $12
    give
  • $25
    give
  • $60
    give
  • $100
    give
  • $140
    give
  • $260
    give
  • $600
    give
  • $1,000
    give
  • $12
    each month
    give
  • $25
    each month
    give
  • $60
    each month
    give
  • $100
    each month
    give
  • $140
    each month
    give
  • $260
    each month
    give
  • $600
    each month
    give
  • $1,000
    each month
    give
  • $
    give
gift Make this donation a gift, in honor of, or in memory of someone?

Reviews of Education Through Music, Inc.

Great Nonprofits
Read and write reviews about Education Through Music, Inc. on GreatNonProfits.org.
WARNING: Javascript is currently disabled or is not available in your browser. GlobalGiving makes extensive use of Javascript and will not function properly with Javascript disabled. Please enable Javascript and refresh this page.