Klarinet Archive - Posting 000117.txt from 2006/04

From: "Karl Krelove" <karlkrelove@-----.net>
Subj: RE: [kl] Business aspects of music performance & education
Date: Sat, 15 Apr 2006 15:14:14 -0400


> -----Original Message-----
> From: sarah elbaz [mailto:sarah@-----.com]
>
> > The pendulum will
> > eventually swing away from the nonsense of NCLB and, with luck, we
> > will be left with curricula that are more rigorous in all content
> > areas but within a balanced, broader framework than NCLB permits.
> >
> > Karl
>
> The Israeli educational system is complitly different from
> the US. The children are at school until 13:00 from age
> 6-14l and then in high school, they would get maximum 7-8
> hours, and will go home at 15:00.

Do you mean they start at 8:00 each morning? What is actually taught between
8:00 and 15:00 (3:00 PM)? Are the children in the younger group (6-14)
required to be involved in formal instruction in the afternoon, or is it
elective for each child?

> All the musical education
> as well as arts and sports is done at the afternoon in
> special music schools (there are about 700 schools of music
> in a country off 6 million citizens).

How many students are being taught in the 700 schools of music?

>
> When children are going to school for half a day only , it
> gives much more space for home education, and the parents
> are responsible for the education of the children as much as
> school is.
>
Well, this is a major problem - parents take little or no responsibility for
their children's learning at home, and then they come to school and
interfere with the teachers' efforts as well. My child needs this, my child
needs that and no, thank you, I can't do any of this at home for him/her,
that's your (the teacher's) job.

> It is possible that children have poor skills because their
> parents are not involved in their education any more. It is
> nice that the state is responsible ( "no child is left
> behind" ), but nothing would compare to the example that a
> child can get from his mother and father.

Parents' attitudes in the US are as varied as they and their children are,
but too often parents here give a great deal of attention to, and put a
great deal of effort into influencing, the teachers' *procedures* and
expectations - often to the detriment of the learning outcome. If more
parents considered more carefully their own contributions to teaching their
children, everyone would be better off.

Karl

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