From Zero to Mariachi: Starting a Mariachi Program in the Barrow County, Georgia, Public Schools

by Kerry Bryant, Fine Arts Coordinator for Barrow County Schools, Georgia

MENC members can attend this summer’s week-long Mariachi Workshop for only $95. For information visit the Music Education Constultants Web site.

Last spring, MENC advertised that they were hosting a week-long Mariachi Workshop for music educators at their home office in Reston, Virginia, over the summer, and it caught my attention immediately. After attending that workshop, held in partnership with Yamaha Corporation, I felt completely prepared pedagogically to move forward and start teaching the class.

The workshop was presented by Marcia Neel, Adam Romo, and Michael Sital—all from the Clark County School District (CCSD) which implemented a full-time mariachi program in the fall of 2002, now serving 15 secondary schools in Las Vegas. They recommended that instead of implementing the program as an after-school club (which was my initial intent), the best way to initiate the program was as a standards-based course meeting during the school day commensurate with other credit-bearing courses. The unknown was how I was going to make this happen, and the information below reflects my experience in getting the course adopted as part of the regular school curriculum. Hopefully, this will assist others looking to include classes in Mariachi as part of a comprehensive, standards-based music course meeting during the school day.

Overall Start-up Strategy

Course planning occurred in these three (3) areas:
I. Course adoption/administrative support
II. Funding
III. Instruction

I. Course Adoption/Administrative Support

“A journey of a million miles begins with a single step.”

The first step was to meet with my immediate supervisor. This position would, of course, vary depending on the organizational structure of the individual school district.

The best way to go about this was to introduce Mariachi as a curricular offering because we would see the students daily and have the leverage of grades as opposed to voluntary attendance as in an after-school club setting. In Georgia, we must refer to the state’s curriculum framework in determining the course description, and in our case, the state course that would be used is titled Large Instrumental Ensemble—a catch-all course title for instrumental classes that don’t fit the more traditional model. When I came to the realization that we were going to use the Large Instrumental Ensemble as our course, we went forward with proposing both Mariachi I and Mariachi II courses. At the district level, these are the official course titles that were adopted and are the course titles that appear on student schedules.

To turn this into a course, I used the materials provided at the MENC Mariachi Workshop. Marcia Neel, the CCSD Music Supervisor who oversaw the implementation of the district’s Mariachi Program, provided examples of her district’s standards-based Mariachi curriculum documents, which were of immense value. One of the most helpful items in assisting me with making the curriculum even more relevant to Georgia’s Quality Core Curriculum, however, was the ¡Simplemente Mariachi! Methods Series published by Northeastern Music Publications. The teacher edition of this method includes a disk which has printable PDF versions of a standards-based lesson plan for each of the lessons. Each lesson plan specifies the following:

• Concepts Taught
• National Music Content Standards Addressed
• Teacher Performance Objectives
• Student Assessment Objectives.
   

The above elements are exactly those needed to write a course for any music class and having this specific lesson-by-lesson information for Mariachi made the process much easier in organizing the presentation for my immediate supervisor. I spent the time to go through the method book and correlate the national arts standards used in each lesson to the corresponding Georgia state standards.

As the Music Supervisor of Barrow County, I was able to select a school for the pilot Mariachi program. We considered very carefully which administrator and which music educator would be open to and supportive of offering a course that is new and unique and something “way off the radar screen” for Georgia. It was determined that Apalachee High School (AHS) would be the home of our first Mariachi program and that we would grow the program downward. Apalachee’s principal, David McGee, holds the view that “If it’s good for kids, I’m all for it,” and his support has been immeasurable.

Once it was established that the first program would be placed at Apalachee HS, the next step in the process for our school district was to work with the principal in writing a letter of support to the school board officially requesting this new course. His overall concept was that he wanted to have increased student involvement, and a Mariachi course would provide just this type of engaging learning experience. It was soon discovered that having a Mariachi Program also increases parent involvement—something that every principal in America is looking to achieve. Additional items addressed within the proposal included the facts that Mariachi Programs

• Give students a high-quality musical experience
• Help keep students in school
• Provide an effective bridge to parental involvement
• Enhance effective use of multiple intelligences
• Serve as an impetus for learning life-long skills
• Increase student self-esteem and self-confidence
• Provide an opportunity for students to serve as role models to younger students (Ref: Academic Service-Learning later in this article)
• Celebrate cultural diversity and heritage
• Strengthen K-12 Performing Arts Departments through increased enrollment
• Enable high/positive community visibility and outreach
• Create a school’s “Mosaic of Musical Experience.”
   

In addition to having a standards-based curriculum, it is important that a sound rationale for offering the program is also provided within the course proposal. The above-listed items served this purpose.

In addition to securing the “blessing” of the high school principal, it was also important to get the support of our English Language Learner Specialist, Julie Elmore, who was thrilled about the idea of offering Mariachi. I also enlisted and continue to gain the support of our Migrant Learner Specialist and professional translator, Mr. Scott King. Julie went with me to meet Claire Miller, our Assistant Superintendent for Curriculum and Instruction, who also readily gave us her support. The support of both of these people was important and continues to be so as the program develops.

The next step was for the curriculum proposal to go before the school board for consideration for adoption. One thing I stressed was that we were not targeting a special ethnicity, but that we were providing a new course offering that even though it is rooted in the tradition of folk music from Mexico, it has evolved, over time, from a variety of cultural influences. In addition, the following helped our Board Members understand that Mariachi is a legitimate course of study.

• MENC, our professional association, has officially embraced Mariachi as a style of music to be studied within the school setting.
• A standards-based Mariachi method series is available for use in the school setting.
   

Another valuable tool provided at the MENC Mariachi Workshop was a video of the CCSD Mariachi Conference which was shown at the initial presentation to the school board. We used the Clark County video so that students could see other students playing mariachi. The video includes the CCSD’s School Board President speaking, in school board terms, to the value of a standards-based Mariachi Program. The video allows those who know nothing about Mariachi to see what it is, how students participate, and how students, parents, and the community respond to it so enthusiastically. The intent of offering Mariachi was to draw new students to the music program, so we made presentations to ELL and Foreign Language instructors as well. Their support helped to generate increased interest. Spanish Department Chair Jennifer Carter and ELL/ESOL Instructor Emmy Scruggs at AHS continue to enthusiastically support the program.

A survey was given to see how many students might be interested in seeing a Mariachi Program offered at AHS, and we received a positive, cross-cultural response. I reiterated to the board that developing the Mariachi Program is similar to how Jazz Band became more mainstream back in the 60s (then called Stage Band). In hindsight, it would have been helpful to have the student survey numbers prior to the initial course proposal to the Board to demonstrate how many students were interested in enrolling in Mariachi.

Survey responses were overwhelmingly positive, and the Mariachi I and II courses were subsequently adopted in December 2008 with the first class starting in January 2009. On May 5th, the ensemble is going to perform before the school board meeting, and we expect an enthusiastic response to their support in allowing this program to move forward.

Our superintendent, Dr. Ron Saunders, has supported the implementation of the Mariachi program because it is great for kids. He says this repeatedly and even provided the funding for me to attend the MENC Workshop initially. Another community member who was the source of great support was Marybel Garcia, an employee of the district, who is highly regarded within the Hispanic community. When she found out that we were going to offer Mariachi, she hugged me and told me how much it meant to her to have this program in the schools. Every community will have an advocate like Marybel once the word gets out that Mariachi is being considered. She has already offered to assist us with performing at her school, one with an active cultural awareness program. See below for a powerful message from Marybel after she attended a student concert. 

PR has been huge for us. Local papers have been all-over it— even the Hispanic version of the Atlanta Journal Constitution, Mundo Hispanico, as well as various local and regional newspapers have published articles on the AHS Mariachi Program.

Kerry Bryant works with a student on mariachi technique.

II. Funding

One source of funding available is school-based instructional money, which is provided to each school for instructional purposes. It can be textbooks (including methods books), equipment, supplies, etc. Another source of funding is from the district level. Private sector donations and grants are other possible revenue sources.

Barrow County had a Character Education Grant where Academic Service-Learning is a major part. In a nutshell, Academic Service-Learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. (More info here.)

The Mariachi Program fits in that it uses the students-teaching-students model. When we started in January, we enlisted the help of one violin student, one trumpet student, and one guitar student with prior experience and playing ability to help with instruction. All of our high school Mariachi students will eventually do lecture/demo concerts at the middle and elementary feeder schools with the entire program being organized and presented by the participants themselves. They will cover mariachi history and performance techniques as well as perform representative music from the genre. This is the students-teaching-students model at its finest.

For information on grant possibilities, visit www.servicelearningpartnership.org.

The Harrison Foundation, a local supporter of education and the arts, provided the Character Education-based grant that made the Mariachi program funding possible. I was aware that they had awarded our district substantial funds for Character Education for another program, so I asked if additional funds could be made available for Mariachi. We were awarded $7,000 from this grant. $500 from these funds paid for the teacher and student level methods books (¡Simplemente Mariachi! Method Series and Libro Acompañante Músical de ¡Simplemente Mariachi!, which is a book of ten (10) mariachi songs that go along with the method books). The balance of the grant was used to purchase three (3) guitarrones, three (3) vihuelas, eight (8) guitars, and three (3) violins—all purchased through Candelas Guitars in Los Angeles, which offers quality instruments at a reduced rate to school districts. We have three (3) trumpets assigned to the program, but we already had them in the school inventory.

An important item worth noting is that until this course, Barrow County did not have a beginning level instrumental music course at the high school level. Mariachi represents the only place a high school student can enter an instrumental performance-based music course with no prior playing experience whatsoever. The funding for this program thus provides an opportunity for any high school student who has not participated in music thus far to begin. Music Educators should embrace this concept all across the country. There are so many high school students who have yet to be introduced to the magic of music-making because they simply missed starting it, for whatever reason, at a previous level. We’ve found that students who learn music beginning in high school move much more quickly than do younger students, and thus, they discover joy of music-making much earlier-on in the process. In fact, they may have a deeper appreciation for it.

Finally, our Music Department sought out funds through a grant from Wal-Mart. Of the $1,000 awarded, $250 went toward the Mariachi Program to assist in travel expenses for performances as well as for the purchase of moños (approximately $10 each) to lend some authenticity to the beginning-level Mariachi uniform. We currently use black pants, white shirts, and gold moños purchased from Mariachi Connection.

It is absolutely necessary that a budget be provided in the course proposal. Below is the start-up budget for the Barrow County Mariachi Program. The majority of these costs are not annual expenses.

III. Instruction

Matt Fuller, Apalachee’s band director, has been wonderful and says that teaching mariachi is the highlight of his day because of the enthusiasm that has emanated from everyone involved. There are new students involved, new instruments to learn and play, and a whole new awakening to teaching music.

We are learning “on the fly.” Any music educator can teach mariachi. It’s like reading a recipe. The music is easy enough.

What were Matt’s fears? He never had to teach violin, guitarrón, or vihuela, but he is over it and doing a great job. The beauty of the music is that students can play a number of songs once they get to a basic level of proficiency. He simply followed the book, and “off he went.” Having a flexible, successful, experienced (Matt has 22 years experience as a band director), and enthusiastic person like Matt Fuller is essential to the initial success of the program.

We drew students from Foreign Language Classes, ESOL/ELL Classes (placed by ELL teachers), and the General Student Population. We chose to not actively recruit from the band or choir programs, though three students that could schedule both did take Mariachi additionally. We have found that Mariachi has brought new students to music and that the other courses have not lost enrollment as a result. Mariachi has actually strengthened, diversified, enriched, and added valuable new clientele, both students and parents, to the overall music program at AHS.

I can’t tell you how valuable the Mariachi Program is and how it has had such an incredible impact on our community! In these tough economic times, enrollment is key. Directors are faced with dwindling or static numbers and offering new and exciting music courses like Mariachi, is a way to pump up the enrollment as well as the level of excitement for the Music Program.

As a result of our very first Mariachi Concert on April 14, I was moved to write the following to my superintendent. Any educators starting a Mariachi Program will feel the same.

After 23 years in the business, I don't get too excited, or should I say emotional, anymore very easily. Sadly, I am somewhat "jaded" to that kind of response I suppose. But, last night was a unique musical experience for me. I truly witnessed how the power of music CAN bridge the gap that exists between us as people everyday (I know that sounds really “gushy"). The divide between us is one that we all pretty much are resigned to until something like a performance like last night comes along to shake things up a bit.

When the Mariachis launched in to "Cielito Lindo," the crowd went nuts. They sang along, swayed, and had a look on their faces that I can't describe, but it was something like total acceptance and validation, like this place, right here in Winder, Georgia, was a place they really feel a part of...maybe I'm reading that into it, I don't know. Then, as the tunes progressed, the whole crowd, regardless of culture or race, began to really buy into it. Standing ovations after "La Bamba," "Des Colores," and the rush to the stage by parents for pictures after it was over—it was too much! And, Marybel Garcia's tearful speech to the kids. So there's Ms. Garcia last night, crying because she saw that kind of acceptance and validation from everyone. It was really special.

So, I was reminded of how closely tied to who we are and what we our music is, especially music so closely identified with culture. How powerful a message of acceptance and equality we can send by involving ALL our kids in that. I doubt that most, if not all, of the Mariachi kids think about these things—they just do it because it's fun and engaging. But how valuable is a class that can project that kind of message and be fun, engaging, participatory, cross-cultural and educational all at the same time? Do we have that kind of opportunity with math or science?

OK...sorry to go on and on...I just am very pleased, to say the least, at what we've accomplished, and what I feel is only a small step on a much broader and longer journey.

Thanks to all for your support and encouragement!

The following is an e-mail from Marybel Garcia, a Hispanic community leader, to Kerry Bryant after seeing the Barrow County students perform a mariachi concert:

Good morning,

What a performance!!!

I am so glad and proud of all the Mariachi Band members, specially the ones that do not have Hispanic Heritage. It takes a great amount of courage to step in, play and SING in another language that is not your first one. Only people with noble hearts can feel and emerge into such a diverse band.

For my PAISANOS (citizens from the same language speaking countries), what a joy and blessing to see such proud young fellows! To see them play and sign in Spanish was a delight. How special and talented are they! To be able to show a part of your culture and heritage is something not everybody gets to do. Only selected ones do it. By doing it, that selected person is making a difference in the world. Amazing job guys!

Excuse all the tears, the EXTRA hugs and my poor speech, I could not speak. I got so emotional that I even forgot my own first language. That presentation brought back memories that have a very special place in my heart.

I see a marvelous future for the Mariachi Band Program. I look forward to see how above and beyond this program will succeed not only in Apalache High School but in Barrow County as a whole.

Kerry Bryant, Fine Arts Coordinator for Barrow County Schools, Georgia, can be reached at 678-425-2815 or via e-mail. He has indicated that he would be ready and willing to visit with any music educators considering starting a Mariachi Program.