Issue link: http://educator.cta.org/i/1208082
of school districts cutting funding for music, arts and other noncore classes means that the relatively few music educators in public schools are constantly hustling and stretching paper-thin resources to give their students the opportunities they deserve. Flanzbaum recently took one of her bands to play in front of a local supermarket, asking passing shoppers to donate to the program and help buy a new timpani drum. And if prepping for seven different classes every day, overseeing practices and leading performances weren't enough on her plate already, now Flanzbaum is working with parents who are starting a booster group to save her growing jazz band class, slated to be cut next year for lack of funding. "e only way it can be a class next year is to raise about $20,000," says Flanzbaum, noting that there's no shortage of needs in her program. " We have so many instruments in need of repair or replacement, and we need a new music library." Even as a nationally recognized band director, and the long-serving music director for the Tournament of Roses in Pasadena, Hahn still has to grind and hustle for the funds his program needs. He works extra hard to keep it above water, making him a con- stant ambassador for his program, school and district as much as a music educator. "Last year, my budget was $1,000 for new instruments," he says, noting that 15 years ago, the budget was $8,000. "My school is 51 years old, and we have instruments that are just as old. We've had the same piano for 51 years." Ending funding cuts and investing in music education is a fight that requires partnership with parents and local commu- nities, Bartell says. She recommends that educators involve parents in their district's Local Control and Accountability Plan (LCAP) process to let it be known that music is a priority for the community. Her local is currently working through the LCAP to try to create a full-time elementary school music teacher posi- tion, so students have earlier exposure to music. "Using LCAP money to create sustainable music education positions would be huge," says Bartell, a BOTA mem- ber who has taught music in Brea Olinda Unified since 2003. "We haven't had any funding for as long as I've been here." What music educators want you to know All of these dedicated music educators were quick to mention that their students learn skills that help them in their core classes — a fact they don't always feel their nonmusic teaching colleagues appreciate. Willert says a big misconception is that music teach- ers want every student to grow up to be a professional musician. While he acknowledges that would be fantastic, the reality is there is so much more than pitch and time to learn as a part of his choir class. "It's more than music. It's getting students out of their shell," Willert says, noting that there are social and emotional benefits "I look at music as a way to teach life lessons. Students learn leadership skills and how to work together to accomplish things. It's about teaching them to grow as people." —Alex Willert, Brea Olinda Teachers Association Willert (center, in purple) says his choir students learn a lot more in the program than just notes and words. 34 cta.org Jim Hahn feature