What is El Sistema? The programme in Venezuela offers musical ensemble participation from an early age according to a set of clear principles , which focus on intensive and joyful music making as a vehicle for social development.
El Sistema particularly looks to offer opportunities for the disadvantaged and is based in local nucleo centres, and is thus a manifesation of, and rooted in, each local community. Some of the basics about Venezuela's El Sistema The backbone of El Sistema training is participation in classical orchestral ensembles. We're seeking self-motivated, collaborative, positive-energied people with a heart for music and social justice! Therefore the person who plays in an orchestra begins to live the experience of agreement.
And what does the experience of agreement mean? Team practice — the practice of the group that recognizes itself as interdependent, where everyone is responsible for others and the others are responsible for oneself. Agree on what? El Sistema nurtures a powerful intrinsic motivation in learners, which fuels the ambitious work ethic and drives learners to deep commitment, to values and practices that change their lives over time.
Access and excellence. El Sistema includes as many children as it can, bringing young people into its centers whenever possible, as young as possible, for as long as possible, whatever their background or abilities. In this way and others, the ideals of access and excellence are maintained in a productive, dynamic balance that maximizes both the fullest success for all and highest accomplishment for some.
Those with the most celebrated accomplishments do not veer out of the Sistema into careerism and individual celebrity, but all their superstars feed their success back into the Sistema, pouring new energy and expertise back in for wider access and greater excellence. The music learning ecosystem in the U. The nucleo environment. The nucleo is a physical location, within or near the neighborhood where students live, that vibrantly embodies the values and goals of El Sistema.
It is a haven of safety, fun, joy, and friendship, with an ethos of positivity and aspiration, where all students are encouraged to explore their potential. The distinctive quality of the learning environment is more significant in achieving El Sistema-inspired success than any particular pedagogical practices used within it.
The atmosphere, created by all faculty, staff, students, and volunteers, and intensified over time through traditions developed in generations of commitment, is paradoxically safe and charged at the same time; indeed it is very safe and very charged at the same time. In Venezuela, students spend a lot of time at the nucleo, many hours per day, almost all days of the week, often over four hours per day, six days per week—with extra time for special opportunities like festivals, seminarios and camps.
Rehearsals are fast paced and rigorous, demanding a durable commitment, personal responsibility, and a strong work ethic. Through the intensifying boost of frequent performances, students have many opportunities to use performance to excel and to share their accomplishments with their peers, family and community.
The totality of the commitment, expressed in a delicate balance of personal responsibility within interdependent group aspiration, provides the internal motivation to make the intensity sustainable. The use of ensemble. The learning in El Sistema is based in ensemble experience, group learning and practice, sectional learning, frequent performance, and as well as consistent but strategic individualized attention within and beyond the group setting. Individual lessons are prized and do contribute especially as students develop into more accomplished orchestras , but the ensemble is the main learning tool.
The orchestra acts as a model society in which an atmosphere of competition between individuals is replaced by shared aspiration and investment. Those who work at the nucleo eagerly take on many jobs and multiple roles in relationship to the students, recognizing what it takes for a faculty to succeed in this inquiry, and accepting the responsibility of modeling flexibility and commitment to their students.
By acting as citizens, artists, teachers, and scholars the CATS model was a suggestion from the first cohort of Sistema Fellows , these adults encourage their students to develop holistically: as active musicians, helpful educators, inquisitive learners, and responsible civic contributors.
Students see their teachers pro-actively working in their communities to advance the work of the nucleo and for other social improvements.
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