More than half of students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education.
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I teach at a small middle school in West Virginia, which is considered "inner city" for the surrounding area. This year, our school should finally be finished with all of the much needed renovations. I teach sixth, seventh, and eighth grades, six classes a day in forty-five minute periods. My students are vivacious learners, but are unfortunate in that they have limited instruments to work with in the general music classroom. They have a small collection of drums and percussion equipment but virtually no melodic instruments to use. Therefore, learning musical elements outside of rhythm becomes difficult, and my students tire of singing every day. They absolutely love playing the instruments that we do have. I wish I could give them more room to explore their creativity!
About my class
I teach at a small middle school in West Virginia, which is considered "inner city" for the surrounding area. This year, our school should finally be finished with all of the much needed renovations. I teach sixth, seventh, and eighth grades, six classes a day in forty-five minute periods. My students are vivacious learners, but are unfortunate in that they have limited instruments to work with in the general music classroom. They have a small collection of drums and percussion equipment but virtually no melodic instruments to use. Therefore, learning musical elements outside of rhythm becomes difficult, and my students tire of singing every day. They absolutely love playing the instruments that we do have. I wish I could give them more room to explore their creativity!