What if...

[zaichiki]

What if...

 

Your child had a dream school (college) that wasn't a dream anymore, but a real possibility... But that child is 13.

 

My dd, when she thought about it (which she didn't, very often) had a couple of "dream schools" - music conservatories. One of her studio teachers, who also has a studio at one of these "dream schools." She asked did if she had considered applying early (to a conservatory that is, arguably, the most selective conservatory in the U.S.). The understanding is that she was referring to next year. Dd would be 14.

 

Well, of course it's a huge compliment. But still, as a parent, one must suspend one's disbelief... What would you do?

 

(I know some kids actually do this. I know some families move, too. There's no way she'd attend living on her own. We are not ready to move anywhere right now. I'm not sure I'd really consider this... At least not this year and not next year...)

 

It feels crazy to even be mulling this over, but I figured this was a place where others have mulled similarly strange ideas... and I'd appreciate your wisdom.

[wapiti]

If she would be competitive for admission at 14, surely she'd be even more competitive at, say, 17.  What would be the point of going so extremely early?  Would the experience yield the same level of talent development as if she waited?

[Laura Corin]

If she would be competitive for admission at 14, surely she'd be even more competitive at, say, 17.  What would be the point of going so extremely early?  Would the experience yield the same level of talent development as if she waited?

 

Does the teacher say that she has reached the end of local resources for her development?  Does she have to move or stagnate?

[hellojwolford]

I guess it depends on the program. I've looked at Curtis and dreamed for my son (but he's only 8). They provide mentors for the younger students and access to mental health professionals (I don't know how to interpret that). And I beleive that the younger students take class together as they are expected to be in grade school in the morning. Here are my two cents on the matter: I would jump at the chance just to help him find peers as devoted to music as he is. But I fear that it would define his future at too young of an age.

[EndOfOrdinary]

My son got an offer like this with recommendations from three very high level political people. He would attend at 14 a very selective school, one of his "dream schools." At this point, we are saying no. It might seem ridiculous, but the no is for my son to have a closer to typical college experience. At 14, he would have nothing even remotely resembling what could be one of the most positive peer experiences of his life.

 

He would like to basically take as many AP classes and CC foriegn language classes as possibke, keep working at his nonprofit, and be a bit of a slacker for the next couple years. If we chose the Dream School, he would be so consumed with academics that his life would not be balanced.

[quark]

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Edited December 29, 2015 by quark

[Runningmom80]

It would depend on how bad my child wanted it.  If they were ready, and wanted it desperately, I'd do it.

[MBM]

If your daughter has daily contact and support from you, then attending at 13 might be okay. I imagine you'd have to make sure she has met the requirements to apply which could include finishing a certain level of high school and possibly taking some standardized tests. All of the kids I know who attend(ed) a conservatory or music school applied around 17 and 18 even though many of them could have started earlier. The high school experience was important to them and I think their parents wanted them to wait until they were more mature.

 

I'm guessing that your daughter's teacher is thinking that she needs the next level of instruction and guidance? The kids I know who went on to conservatories (Paris, Juilliard, Curtis, etc.) all had access to excellent teachers and opportunities to study and compete abroad. Our high school also worked with them so that they could miss a lot of school in order to practice and travel. If you're homeschooling, then that wouldn't be a problem for you.

 

Maybe you could talk to the conservatory or other families who have BTDT and ask them for more advice.

 

Edited December 29, 2015 by MBM

[Dmmetler]

I would also keep in mind other interests. In my case, I decided to go the university track vs the conservatory track after attending a program at Carnegie Mellon and realizing how much I enjoyed being able to leave music occasionally, but still be surrounded by people who were passionate about what they were doing. I loved being able to take other classes and to "blend" (for example, a lot of my friends were the math/science/engineering folks, and I did my distribution requirements in majors classes in those areas. At music-only programs, I couldn't do that. In music, I had colleagues more than friends. It's tough being the only kid who is focused on a career at 13-14, but the professional world (and the conservatory world IS the professional world) is tough, too.

 

I would suggest doing a summer at Interlochen or a similar camp first, to see how much she likes the conservatory focused environment. If she loves it, thrives, and can't wait to get more, then I'd go for it. If she loves music, wants to do music, but also wants to be outside that world, I'd look for really, really good instruction (college level) for now and look for a great fit overall.

[zaichiki]

If she would be competitive for admission at 14, surely she'd be even more competitive at, say, 17.  What would be the point of going so extremely early?  Would the experience yield the same level of talent development as if she waited?

I'm not sure of the answers to these questions yet, wapiti.  I would assume that she would be even more competitive at 17, yes. The point of going so extremely early? I will ask the teacher who brought this up. The idea of going to this conservatory at an early age is...powerful. But is it necessary? Would it be the most beneficial thing to do? Can we even swing it as a family?

 

What about the level of talent development?

I don't know. (I'm not sure what that means, exactly.)

 

She would likely be studying with the same teacher, so, presumably, what she can get from the teacher there, she can still get where she is now...

[mathnerd]

In my area, where there are some kids performing in Carnegie Hall, Junior Van Cliburn etc., they do not seem to be entering a conservatory program early. They instead move on to study under local college professors who teach them at a college level - they seem to be working around their High School schedules in evening programs. These opportunities seem to abound in all the major metropolitan areas, so it is something to consider. Good luck.

[zaichiki]

Does the teacher say that she has reached the end of local resources for her development?  Does she have to move or stagnate?

I don't think she *could* stagnate where she is.  The only thing I can imagine right now is that the reason for a move would be to move to a bigger pond... which would appeal to me in theory (I don't want her to become the biggest fish where she is, too soon).

[zaichiki]

I guess it depends on the program. I've looked at Curtis and dreamed for my son (but he's only 8). They provide mentors for the younger students and access to mental health professionals (I don't know how to interpret that). And I beleive that the younger students take class together as they are expected to be in grade school in the morning. Here are my two cents on the matter: I would jump at the chance just to help him find peers as devoted to music as he is. But I fear that it would define his future at too young of an age.

She definitely has musical peers where she is -- lots of them.  It's a FABULOUS social scene, where she is, and she has many good friends near her age (her own age, some a little younger, and some a few years older). Considering this change would mean considering leaving them. I don't think she's ready to do that yet -- she looks forward to seeing them all week long. So there's a strong vote in the "not now" camp.

[Dmmetler]

One benefit of going to a conservatory is that she would have more than one expert instructor. I assume it's her applied instructor who is suggesting this, and a good applied instructor is very aware they're not an expert instructor for theory, or literature, or an expert conductor. Which is why if she doesn't do the conservatory route, seeing if she can take college level ensembles and classes, even if she's not doing it for credit, to provide that roundedness.

 

I will also say that there are pros and cons to being young. Young performers get more media attention, and that can let them make connections earlier. However, it's also a stressful situation to be under the microscope, and mistakes, even ordinary teen ones, get magnified. And it's easy to make such mistakes in an adult environment-which, make no mistake, a conservatory is. It's easier to blend in when you're not a foot shorter than everyone else-but that can also lead to not standing out in a field where you need to stand out.

Edited December 29, 2015 by dmmetler

[zaichiki]

My son got an offer like this with recommendations from three very high level political people. He would attend at 14 a very selective school, one of his "dream schools." At this point, we are saying no. It might seem ridiculous, but the no is for my son to have a closer to typical college experience. At 14, he would have nothing even remotely resembling what could be one of the most positive peer experiences of his life.

 

He would like to basically take as many AP classes and CC foriegn language classes as possibke, keep working at his nonprofit, and be a bit of a slacker for the next couple years. If we chose the Dream School, he would be so consumed with academics that his life would not be balanced.

Until this idea was brought up by the teacher, my daughter was still open to an academic college possibility. Now she has decided she definitely wants to go to a conservatory and not a typical university.

 

But you bring up a good point: going at a more typical age would be a entirely different social experience, and perhaps one that we don't want to write off just yet.

[zaichiki]

It would depend on how bad my child wanted it.  If they were ready, and wanted it desperately, I'd do it.

I don't think she wants it desperately... right now. She was taken by surprise at the suggestion and told the teacher "maybe." She and I chatted about it that evening, over Chinese food, and she is definitely taken by the idea... but she doesn't want it desperately.

[zaichiki]

If your daughter has daily contact and support from you, then attending at 13 might be okay. I imagine you'd have to make sure she has met the requirements to apply which could include finishing a certain level of high school and possibly taking some standardized tests. All of the kids I know who attend(ed) a conservatory or music school applied around 17 and 18 even though many of them could have started earlier. The high school experience was important to them and I think their parents wanted them to wait until they were more mature.

 

I'm guessing that your daughter's teacher is thinking that she needs the next level of instruction and guidance? The kids I know who went on to conservatories (Paris, Juilliard, Curtis, etc.) all had access to excellent teachers and opportunities to study and compete abroad. Our high school also worked with them so that they could miss a lot of school in order to practice and travel. If you're homeschooling, then that wouldn't be a problem for you.

 

Maybe you could talk to the conservatory or other families who have BTDT and ask them for more advice.

Yep: homeschooling.

 

I was thinking of talking with some parents whose kids have attended at pre-college ages... and another mom whose child has likely been considering it as well... but I don't want this getting out and getting around... classical music world is small and all that... and you never know what people will think, how they will feel, or what they'll say... I don't want there to be any negative reactions for dd.  (She's also not telling her friends, even though the thought itself is exciting.)  I'm still thinking about bringing up the conversation with one mom... if I can work up the courage and figure out how to word it well...

[zaichiki]

I would also keep in mind other interests. In my case, I decided to go the university track vs the conservatory track after attending a program at Carnegie Mellon and realizing how much I enjoyed being able to leave music occasionally, but still be surrounded by people who were passionate about what they were doing. I loved being able to take other classes and to "blend" (for example, a lot of my friends were the math/science/engineering folks, and I did my distribution requirements in majors classes in those areas. At music-only programs, I couldn't do that. In music, I had colleagues more than friends. It's tough being the only kid who is focused on a career at 13-14, but the professional world (and the conservatory world IS the professional world) is tough, too.

 

I would suggest doing a summer at Interlochen or a similar camp first, to see how much she likes the conservatory focused environment. If she loves it, thrives, and can't wait to get more, then I'd go for it. If she loves music, wants to do music, but also wants to be outside that world, I'd look for really, really good instruction (college level) for now and look for a great fit overall.

She has other interests, which she has time to indulge because we homeschool, but classical music is her passion. She doesn't want to blend. She LOVES spending all possible moments with music kids, like herself.  Her "colleagues" are her best friends. It seems conservatory will be the right fit for this child. (Maybe not right now, though.)

[zaichiki]

In my area, where there are some kids performing in Carnegie Hall, Junior Van Cliburn etc., they do not seem to be entering a conservatory program early. They instead move on to study under local college professors who teach them at a college level - they seem to be working around their High School schedules in evening programs. These opportunities seem to abound in all the major metropolitan areas, so it is something to consider. Good luck.

Thanks, mathnerd. This is the type of music environment she has now (a Saturday program). It IS wonderful for her.

[zaichiki]

One benefit of going to a conservatory is that she would have more than one expert instructor. I assume it's her applied instructor who is suggesting this, and a good applied instructor is very aware they're not an expert instructor for theory, or literature, or an expert conductor. Which is why if she doesn't do the conservatory route, seeing if she can take college level ensembles and classes, even if she's not doing it for credit, to provide that roundedness.

 

I will also say that there are pros and cons to being young. Young performers get more media attention, and that can let them make connections earlier. However, it's also a stressful situation to be under the microscope, and mistakes, even ordinary teen ones, get magnified. And it's easy to make such mistakes in an adult environment-which, make no mistake, a conservatory is. It's easier to blend in when you're not a foot shorter than everyone else-but that can also lead to not standing out in a field where you need to stand out.

If we considered this or not, she'd homeschool either way.

 

She has the expert instructors now, with challenging ensembles and theory. 

 

There ARE pros and cons to being one of the youngest.  I need to think more about this angle. She has more music peers her age right now. That's a huge plus. She gets along well with older kids (high school age), but her closest friends are 14 and 15, closer to her own age. I LIKE that she has a larger pool of age mates for socializing right now.

 

I don't want her to stand out within her instrument group too much, too soon (big fish syndrome and all that)... but it's really feeling like staying where she is right now is the best choice.  Maybe we'll revisit this in a year or two...

[Dmmetler]

It sounds like conservatory will be a great fit for her. Since she has a good setting and isn't wilting on the vine and has peers, I'd leave her where she is for now, but look for really good summer programs to let her have that intensive experience now. For me, I know there was a big difference between 14 and 16, and 16 is kind of a magic age-you're still young enough to have some of that prodigy vibe and attention, but by the time you're a strong contender for the performance gigs, you'll probably be 18, and be legally an adult. I wouldn't have wanted to do some of the pick up jobs I did at 18-19 at 15-16, because just because it's a classical gig doesn't mean adults behave like adults. It takes some maturity to be able to (for example) fend off drunken advances from the person signing your check while not making yourself unemployable in that world.

 

If she's a strong contender now, she'll be able to transition easily when she is emotionally ready for more. Since you're homeschooling, I'd look at trying to compress other coursework so that she doesn't have much, if any, high school to finish when she does transition over-the workload for a music student is heavy.

[zaichiki]

Thanks, dmmetler, for sharing your experiences. Dd has had summer program experiences. Her plan is to ensure that she doesn't miss a summer with that!

 

I hadn't thought of compressing her homeschooling coursework... I guess I need a 4 year high school plan before I can compress it, though. Where do I start...  (Where would YOU start?)

 

Thanks again, everyone!

[Dmmetler]

The things I'd include is at least one class in physics that includes quite a bit of acoustics, a good world Geography class that includes cultural knowledge (especially important in touring), and at least one language used heavily in music-Italian, French, Latin or German. Writing is an extremely important/useful skill set, because if she goes to grad school, she'll need it, and many non-performance jobs can be writing intensive. Music theory, literature and history, especially if you can work therm into other subject areas-for example, having a good World history sequence and also tying music history into it is good. Make sure there is a verbal presentation and communications component in humanities classes, because a performer needs to communicate well in person. Anatomy and physiology, with a focus on health and wellness (I was told by a sports medicine specialist when I was a grad student that he saw as many musicians as he did athletes-I'd injured my back during a concert while changing between instruments). Nutrition and quick cooking and making good choices food-wise (it was really easy to completely miss all hours the cafeteria was open and end up living on snack machines and coffee). Conservatory students tend to have few or no general Ed requirements (this differs from school to school), so consider each class as though it may be the last exposure to the topic in a formal classroom setting, and choose the content accordingly.

 

I would suggest making sure you have checked all the boxes required for a state university in your system as far as course distribution. I wouldn't worry about collecting AP or DE courses except where it's needed to further her goals (for example, taking four semesters of DE Italian may be a better choice than trying to do four years of high school French). Similarly, a 2400 SAT is less important than an amazing audition and an excellent interview.

[Donna]

I haven't read all the replies…skipped through a few. I would want to have a conversation with her teacher to see her reason for suggesting it. Why she would think it was a good idea as opposed to beginning at the end of high school or closer to the end of high school? Is there an advantage to doing this early as opposed to staying in the program she is currently in with the same teacher? Is it just to get a performance degree so she can "work" earlier or is there another advantage?

 

I would also want to know if she thought your dd would be competitive now (both maturity and performance level...not whether she would get in as I would think teacher has a fairly good idea of the level of student they accept so already thinks she'd get in or wouldn't bring it up) with the incoming class of students who would potentially be her peers. I think it is probably a completely different experience to be at the top of your conservatory class with the potential of being section leader of the orchestra you are participating in and opportunities for solos, etc… Would she need to be at the top of her conservatory class to be as competitive later for masters degree programs (most importantly scholarships for those programs) if she wanted to further her education?

 

As far as getting attention at a young age, if you consider it important, would going to conservatory early achieve the connections and notice or would that be achieved by participating in/winning more of the larger, international competitions…would homeschooling a condensed high school schedule allow more time for practice than a conservatory schedule might (I don't have any idea what the weekly schedule looks like for conservatory students so just asking)?

 

I know there are family considerations, sibling needs to consider, etc... With the "right" answers from her teacher it would be tempting if dd really wants it now and you feel she is emotionally ready to handle the pressures, time management factors, etc… Would she be happier going early and being with a new set of much older "peers" or would she be happier with some of her current friends in her classes with her?

 

What would I do?

 

In your position, I honestly don't know.  

 

A few months ago we visited the university with the only program available in my dd's genre of music (there are various conservatories with programs in "contemporary improvisation" or similar that she also considers now and then), met with the head of the department, and dd absolutely loved everything he had to say about the program. When he asked dd to play for him at the end of the tour, he mentioned her current level as being highly competitive with those already attending and for a moment the idea of applying early was entertained because she could realistically complete the general university requirements for admission in another year. She and I talked about it all the way back to where we were staying and decided on "not yet" for so many different reasons.

 

The "right" choice is different for everyone though.

[Dmmetler]

Actually, if she's on a trajectory to be concert master in 3-4 years, easily, that's a reason IMO to go sooner rather than later. It's really not good for a musician to be in a situation where they're the uncontested best constantly, and for many young musicians, the first time they face real competition is either in competitions or at conservatory. If your DD is the best among her peers, and isn't doing the big competitions, I can understand an instructor suggesting conservatory now. I've known a few kids who really did sail into university level music instruction as the best of the best from Freshman year-and a lot of them ended up not doing well professionally, not for skill reasons, but attitude ones. You want to enter a post high school music program when you can reasonably be concert master by, say, your Junior year, and ideally when there are four or five other people of a similar skill level coming in. Then, your hard work and effort and extra bit of you can shine through so that, by the time you get to that 3rd year, you're the one recommended for chamber music gigs, getting solos, and sitting at the head of your section, and so that by 4th year, you're the one having orchestra managers and conductors slip you their cards to contact them later. Musicians tend to have a good work ethic in general, but if your work always lands you on the top of the heap, it can be hard to come down to essentially being high-class Muzak-which is what many jobs are. It's a lot more like being the 4th stand, fighting to be noticed by the conductor while not getting on his bad side than being the unquestioned soloist. That is important experience to have.

 

Graduate fellowships for music performance are few and far between. They do exist, but normally exist in composition or are TAships for teaching non-majors or lower level undergraduate classes, and for those, you want to be someone they want-but you also want documented teaching experience. Which is one thing that it's easier to get if you start later. A 14-15 yr old usually can't teach in the prep department for pay, for example, and some of the teacher training programs require that you be a minimum age to be certified (I think it's 16 for Suzuki book 1, and 18 for Orff level 1). A teen who is still in the age range to go to Interlochen or Blue Lake won't be hired to work there. It's sadly a fact of life that the less well paying, on average, a field tends to be, the less likely grad students are to get grants and scholarships, so usually it comes down to who can fill the roles the university needs filled (50 sections of music appreciation and music reading for elementary school teachers), while also being the kind of kids they want in the program. Which may be a world class violinist this year, but next year be a pretty good oboist. If grad work is in the likely future, taking time to build that resume can pay off. The more common your instrument is, the more helpful this is. I would strongly suggest that all pianists and violinists who like little kids get Suzuki training and then apply to grad schools that have big Suzuki programs. At my university, at least, certification and experience teaching pre-twinkle to about book 3 gets you pushed to the top of the "we want this grad student" stack because we can hire a grad student with a big part of the compensation being tuition and fee waivers. Just expect that you're going to spend a lot of time showing preschoolers how to hold a cardboard violin.

 

In general, the really, really big awards in music come from competitions, and that's kind of like planning to fund college by winning Miss America. (Which can happen-I had a classmate who was a Miss America state winner and was a talent winner at the national pageant, although she hadn't won overall. Those scholarships and the ones she got from state and community organizations due, mostly, to being so high profile, funded her undergraduate study).

 

All told, there are benefits to going early and costs to doing so. It comes down to what meets a child's needs at that point in time best.

[zaichiki]

The things I'd include is at least one class in physics that includes quite a bit of acoustics, a good world Geography class that includes cultural knowledge (especially important in touring), and at least one language used heavily in music-Italian, French, Latin or German. Writing is an extremely important/useful skill set, because if she goes to grad school, she'll need it, and many non-performance jobs can be writing intensive. Music theory, literature and history, especially if you can work therm into other subject areas-for example, having a good World history sequence and also tying music history into it is good. Make sure there is a verbal presentation and communications component in humanities classes, because a performer needs to communicate well in person. Anatomy and physiology, with a focus on health and wellness (I was told by a sports medicine specialist when I was a grad student that he saw as many musicians as he did athletes-I'd injured my back during a concert while changing between instruments). Nutrition and quick cooking and making good choices food-wise (it was really easy to completely miss all hours the cafeteria was open and end up living on snack machines and coffee). Conservatory students tend to have few or no general Ed requirements (this differs from school to school), so consider each class as though it may be the last exposure to the topic in a formal classroom setting, and choose the content accordingly.

 

I would suggest making sure you have checked all the boxes required for a state university in your system as far as course distribution. I wouldn't worry about collecting AP or DE courses except where it's needed to further her goals (for example, taking four semesters of DE Italian may be a better choice than trying to do four years of high school French). Similarly, a 2400 SAT is less important than an amazing audition and an excellent interview.

 

This is great food for thought, dmmetler.

Dd's doing chemistry this year and I would guess physics would be a logical next step, but she'll only have had Algebra I and Geometry by then. I think it's preferable to study physics along with calculus, right? If we put it off for two more years (while she studies Alg II and Pre-Calc), what should I consider for science for those two years? (We did Biology last year.) When it comes to science, her favorite thing is the experiments. She's a hands-on kinda gal. I'd love to do more of that for her...

We do a lot of geography as a part of our history and literature studies. Our life lends itself naturally to a heavy emphasis on cultures, which weaves easily into our history studies.

She's finishing her last year of Latin. (I promised her. She's not a big fan.) She's started French, which we'll continue.

 

I agree that writing is important. What is a favorite approach and/or curriculum?

Music theory is well-covered by her music school, thank goodness. (I couldn't handle this.)

I'd love her to join a Debate class or team, like her older brother did, but she is resistant. It was amazing for his public speaking skills, self-confidence, and logic skills. Love Debate! Maybe I should bribe her... Heh.

She and I should sit down and rough out a 4 year plan... And then talk about whether she wants to compact it. Honestly, I cannot imagine doing that... But I guess there should be some idea of how to do it, floating around in the background, just in case.

[zaichiki]

I would want to have a conversation with her teacher to see her reason for suggesting it. Why she would think it was a good idea as opposed to beginning at the end of high school or closer to the end of high school? Is there an advantage to doing this early as opposed to staying in the program she is currently in with the same teacher? Is it just to get a performance degree so she can "work" earlier or is there another advantage?

 

I would also want to know if she thought your dd would be competitive now (both maturity and performance level...not whether she would get in as I would think teacher has a fairly good idea of the level of student they accept so already thinks she'd get in or wouldn't bring it up) with the incoming class of students who would potentially be her peers. I think it is probably a completely different experience to be at the top of your conservatory class with the potential of being section leader of the orchestra you are participating in and opportunities for solos, etc… Would she need to be at the top of her conservatory class to be as competitive later for masters degree programs (most importantly scholarships for those programs) if she wanted to further her education?

 

All of these questions are good ones. Most of them can wait until we are ready for dd to audition.  When the conversation comes up with dd again, I will be sure to bring these questions up. When/if dd feels she wants to audition, I will encourage her to talk to her teacher about teacher's motivation in the suggestion, the advantages and disadvantages, etc, in greater detail.

 

I think a key topic for discussion would be the differences between attending this conservatory as one of the youngest vs. beginning studies there at a more typical age. I'll suggest dd asks her teacher directly. I'll also make it my main focus for discussions with those who have considered (and those who have chosen) this same experience for their kids.

 

From my interactions with this teacher, I believe she has dd's best interests at heart and wouldn't suggest something that would put dd at a disadvantage, long term.

 

 

As far as getting attention at a young age, if you consider it important, would going to conservatory early achieve the connections and notice or would that be achieved by participating in/winning more of the larger, international competitions…

 

From what I have seen of another young student's experience, these are not mutually exclusive. Students at this conservatory (even those pre-college aged) regularly enter and win international competitions, though whether or not they enter competitions at all seems to be related to how much their individual teachers value a competition win.

 

 

 

I know there are family considerations, sibling needs to consider, etc... With the "right" answers from her teacher it would be tempting if dd really wants it now and you feel she is emotionally ready to handle the pressures, time management factors, etc… Would she be happier going early and being with a new set of much older "peers" or would she be happier with some of her current friends in her classes with her?

 

For now, I don't think she wants to leave the large group of kids who are closer to her age. Attending this conservatory would mean a much smaller set of "colleagues," let alone age peers.  Talking this through on this board has helped me to consider that her social world is very important to her as it is right now. This social situation will be changing every year, though, as some of her friends graduate and she makes new friends from among incoming students... So we'll likely revisit this thought of an early audition in the future.

 

I think I'm ready to shelve the idea, confident that I'm armed with some good "discussion starter" questions when the suggestion comes around again.

[Dmmetler]

Can you find a luthier? that's a great add-on to a conceptual physics class for a musician, and string instruments make it so easy to see (and it's much easier to find someone doing the sort of work that really demonstrates principles for strings. For Winds, that mostly happens at the factory level). You can also build a dulcimer or lap harp from a kit. Even a good repair technician who does set up would be a good resource. Making a set of boom tubes would be another good project, and a chance to work at small tolerances (either the boomwhackers type ones, made from golf club covers, or the big Blue Man Group type instruments made from PVC pipe). And one project I lust after (but lack the mechanical skill and tool use to really do) is building a marimba-I know a middle school that has this as an elective (they have one of the top Orff clinicians in the country as a faculty member, and he's also very hands on. So, when they closed their middle school shop class, he offered to teach a period a day on instrument building, which ends up being a mix of kids. That's the kind of project that I wanted to homeschool to allow-except that DD is more interested in frogs than in marimbas or mechanics)