The document outlines the components and planned activities of a music program for 5th grade students. It involves weekly string instrument instruction provided by graduate students from the University of Michigan School of Music, Theatre & Dance. Over the course of the school year, students will participate in group lessons, performances, and attend other musical events to develop their musical skills and sense of community through ensemble-based learning. The goal is for students to learn musical literacy and self-development while also providing teaching experience for graduate students in non-traditional music settings.

1. Resources Major
Components
Planned Activities Short Term Outcomes
At The End of the Program
1.1 Eligible Students
5th
grade students receiving
string instrument instruction as
a standard component of
Mitchell Elementary music
curriculum.
1.2 Resources
• Children
• Musical instruments and
resources
• School music teacher
• U-M School of Music,
Theatre & Dance (SMTD)
music instructors and
instructor interns
• SMTD instructors have
experience in El Sistema
• U-M School of Social Work
(SSW) graduate students
• Parent and community
support
• Performance audiences
• Elementary school
• Safe environment
• Professional development
• Transportation by bus
• Afternoon snacks
1.3 Funding
• U-M Third Century Initiative
1.4 Partners
• Ann Arbor Public Schools
• U of M SMTD
• U of M SSW
• U of M School of
Education
3.1 Instruction planning time
3.2 Four days per week of music
instruction October-April
3.3 Group lessons provided by
SMTD graduate students
• Violin/Viola Instructor
• Cello Instructor
3.4 Principal and Music Teacher
offer support and instruction
with student participation,
supervision, and family
connections
3.5 Transportation home by bus
3.6 Instructors plan all student,
guest, civic & performances
3.7 4 music performances held at
Mitchell Elementary
3.8 Program performance finale
hosted at U-M April 22nd
3.9 Guest musical performances
3.10 Students attends community
musical performances
3.11 SMTD students provide
music instruction using an
emergent curriculum
3.12 SMTD uses a train-the-
trainer model
3.13 Instructors and trainees serve
as role models for students
3.14 Bus parents to attend student
performances
3.15 Parents ensure students
attend the program
3.16 SMTD will capture the
community buzz through
media publications
Theory of Change: If children participate in regularly and extensive in high-quality, ensemble-based music education, they will develop a strong sense of personal agency and sense of
community through developing musical literacy. Landin, A., et al (2013). Say Yes to Assess: An Exploration in El Sistema-Inspired Assessment Practice, Sistema Fellows Program at New England Conservatory.
Need for Program: Most children in this community don’t have the resources to obtain private lessons and don’t have opportunities for arts or culturally enriched extracurricular
activities. This community experiences varying levels of poverty, social fragmentation, and limited opportunities to participate in musical/cultural performances. There is also a need to
development a Social Engagement curriculum of greater depth for SMTD students.
El Sistema Program Logic Model: October 2013 (FINAL)
Elementary Students
4.1 Learn to read and
comprehend music
4.2 Develop collective music
making skills
4.3 Develop an appreciation for
music
4.4 Build friendships and
relationships
4.5 Experience community
through ensemble music-
making
4.6 Experience achieving success
through hard work
4.7 Actualize self-development
4.8 Improve executive
functioning skills
4.9 Demonstrate personal
responsibility, self-care,
respect for themselves and
others.
School Community
4.10 Establish a connection to a
national movement
4.11 Develop stronger connections
with students, families, and the
community
4.12 Generate additional resources
SMTD Graduate Students
4.13 Obtain experience teaching
diverse populations/communities
4.14 Obtain experience working in
school communities
4.15 Develop an increase interest as
part of the community.
4.16 Recognize the intrinsic value of
working in non-traditional music
settings.
Long-Term Outcomes
Thriving performance-
based and collective musical
culture
• Strong music and cultural
curriculum
• Active participation in
music-making
• Reductions in attrition
rates among music
students going to middle
and high school
Stronger schools
• Reductions in disciplinary
actions
• Improved attendance
• Improved overall school
performance
• School pride
Individual and collective
empowerment
• Improved academic
outcomes
• Improved relationships
Enriched Social
Engagement curriculum for
U-M SMTD’s students
• Increase opportunities for
students to provide
instruction across
community settings
• Increase students
employability through
traditional and non-
traditional curricula
• Enhance SMTD
curriculum by developing
social engagement
training modules
Intermediate
Outcomes
2.2
Performances
2.4
Parents
&
Community
2.3
Graduate
Student
Instruction
2.1
Music
Instruction
Graduate
Students
Develop a
Sense of Social
Consciousness
Sense of
Personal
Agency
Sense of
Community
Musical
Literacy
Cultivate a
Strong Sense
of School
Pride