Preparing to start the performance at the 2003 Athabascan Fiddle Festival

Who are they?

The Fairbanks Junior Fiddlers are a group of Alaska Native students ranging in age from kindergarten through high school. There are thirty students from ten different schools involved at this time. They receive private violin instruction for one half-hour per week at their school during the school day. This group performs at many events during the year such as the Athabascan Fiddle Festival, potlatches, school board meetings, etc.

Why was this project developed?

It is about staying in school. This program was originally started as an attempt to do something positive about the disproportionately high dropout rate of Alaska Native students. My hope was that with private lessons, these students would be able to develop the skills to compete with other students and win a spot in their junior high and/or high school orchestra, thereby developing a connection to their school and staying in school.

It is about building self-esteem. I knew that these beautiful and vibrant children in my classroom, as children of a minority cultural group, were going to need to be strong. I felt that if they could develop their talents, such as on a violin, they would develop a stronger sense of pride and self-efficacy.

It is about developing skills. Students who learn to play a musical instrument do better academically. They learn to work hard, to persevere when things are difficult, to remain motivated, and to focus on the task at hand.

It is about being involved. These students will have the skills to get as involved as they want to in school, family or community music.

What methodology was used?

This is teacher research. It is an ethnographic study of school and community cultures and multiple literacies. I used the constant comparative model of research design. I gathered data from the following sources: a parent response form, a student response form, comments made to me by parents and students, observations by teachers, and report card grades. I have used the same forms for the past four years, which is when I started seeking responses from parents and students.

The parent form asks:

The student form asks:

I gathered the comments given by each group and then coded them. I also have been gathering the participants' grades each year. The grades included in this report are those of the students who stayed in the program for the full year plus the grades from previous years for those students who have continued with the program. I averaged all of the Junior High grades but for students in grades 4-6, I average only the grades in the academic areas of reading, mathematics, writing, spelling, science and social studies. It was more difficult with the primary report card because they have a system of H (honors), S (satisfactory), and N (needs improvement). I converted these grades to the corresponding letter grade and then averaged them for the same subjects.

Because obtaining grades had been difficult for students in other school buildings, I asked parents to sign a contract this year when their child started lessons so I could present it to school personnel at the end of the year.

How do parents feel about this program?

"This program helped my child to think more independently and complete her homework with very little assistance. She has the focus and initiative to tackle new math problems and she is learning to look for patterns in math. She is an excellent reader and she enjoys many different subjects. ____ is the top Accelerated Reader in the entire school at Barnette."

"I believe that the program has had an academic impact on my child. She has done well in her studies and it appeared that she was motivated to accomplish her tasks and studies."

"My child has grown so much through it."

"This program is worth having. I cannot stress how important I feel this is for all students. This practice requires that the senses work together, eye, ear, hand, posture and mental coordination. Most students aren't fortunate enough to get this. I strongly encourage you to continue to support this program in the future."

"I look at this as such a positive thing for the kids. Fiddling is such an important part of the Native culture and for them to be a part is wonderful."

How do the students feel about this program?

"I feel pretty good about myself. It helps me to show my talent."

"I feel great because I accomplished something this year."

"It teaches me how to pay attention, to read better."

"I used to have very bad grades and now I'm doing satisfactory work, which is exceptional!"

"It helps me from being in bad crowds."

"I learned responsibility about taking care of something."

"I liked the clapping."

"It is important to learn about my Athabascan culture through music and art."

"I have enjoyed playing the violin and my family supports my learning."

What are the plans for the future?

It is clear to me that the program is here to stay. But it is also clear that there is a good deal more to be learned from this project. So at this time, I am inviting participation in the leadership of this program. I have organized a Fairbanks Junior Fiddler Program advisory board, composed of teachers, parents, a principal, and a representative from the Fairbanks Arts Association, the Athabascan Fiddlers Association, the Native Alaskan community and the FNSBSD Alaska Native Education Program. And most importantly, an Athabascan elder will join us. Tasks will include planning performances, fund raising, purchasing violins, strings, books, tuners, etc., and serving as educational and community liaisons. At the time of this writing, we are in the process of giving away a violin, which was donated by Doyon, Ltd., the local Native corporation, to a student based on scholarship and cultural involvement. We are also planning for a performance at the 23rd Athabascan Fiddle Festival.

There is much this program can contribute to these children. I will continue studies in the areas of culture and literacy, so that the children can be given that which will ensure their success in school as well as being a strong member of their cultural community. It is truly an exciting project!

This is where the Fairbanks Junior Fiddler program stands at this time.
It is truly a joy to be a part of it!

After performing at the Barnette potlatch, two Fiddlers share a moment
of pride, friendship and joy.

 

Bibliography

Assembly of Alaska Native Educators. (1998). Alaska Standards for Culturally-Responsive Schools. Anchorage, AK: Assembly of Alaska Native Educators.

Akin, J. (1987). A Study of Evidence that Music Education Is a Positive Factor in K-8 Student Academic Achievement, California State University.

Bogdan, R. C. & Biklin, S. K. (1992). Qualitative Research for Education: An Introduction to Theory and Methods. Needham Heights, MA: Allyn and Bacon.

Carlo, Jean Flanagan (2003). Fairbanks, AK.

Gallego, M.A. & Hollingsworth, S. (2000). What Counts as Literacy: Challenging the School Standard. New York: Teachers College Press.

Grantham-Campbell, M. (1998). Its Okay to be Native: Alaska Native Cultural Strategies in Urban and School Settings. In American Indian Culture and Research Journal. p. 385 - 405, Vol. v. 22.

Hornett, D. (1990). Indian Children. Action in Teacher Education (Fall 1990).

Jensen, E. (2001). Arts with the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development.

Larson, M. (1999). Bill Stevens: Reserving the Gwich'in Athabascan Fiddle Traditions. In Fiddler Magazine, Vol. 2.

Luftig, R. L. (1993).Effects on Schooling on the Self Concept of Native American Students. The School Counselor (March 1993).

Mishler, C. (1999). Athabascan Fiddlers and Dancers: An Alternative Musical Standard. In Fiddler Magazine, Vol. 6.

Neito, S. (2000). Culture, Identity, and Learning - Chapter 3. In Affirming Diversity: The Sociopolitical Context of Multicultural Education. P. McGeehon, Ed. New York: Longman.

Noll, E. (2000). Literacy and American Indian Students: Making Meaning Through Multiple Sign Systems. In What Counts as Literacy: Challenging the School Standard. New York: Teachers College Press.

Sanders, D. (1987). Cultural Conflicts: An Important Factor in the Academic Failures of American Indian Students. Journal of Multicultural Counseling and Development (April 1987).

 

Comments or questions may be directed to mallan@northstar.k12.ak.us

 

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Last modified by JLW March 2, 2004.