It's not fair

There is a poster doing the rounds on Facebook of Bill Gates quotes, which encourages educators to tell their students that life isn't fair, so get used to it.  Whilst this is true it is also the responsibility of a teacher to attempt to iron out some of the inequalities.

In most primary schools there are, maybe one or two children whose parents have the time, means and enthusiasm to enable their children to play a musical instrument.

That's not fair.

 I try to give opportunities to all children who show an ability and interest in music. This takes some effort and I can see why it doesn't happen in most primary schools. I have managed to beg some instruments from our Music Hub; I have good connections with local teachers; I write and arrange music that is appropriate for each child - pushing each child appropriately for their progress. This is only possible because my school recognises the importance of music, employing a specialist music teacher for 3 days a week and because I am happy to work hard and try things that might not always work. Our music and musicians aren't perfect but they are playing.

But it seems that no matter how hard you try to equalise the system, children will perceive a hierarchy and an unfairness that doesn't exist. Children ask me, "When am I going to move up?", "What will I play when I've done the flute" . Some believe that sitting nearer the back makes them better. There are children who take the more simple music to the back row to give the impression they are better and I never stop them because I want them to play together, sitting where they feel comfortable, playing the music they can play as well as they can play it. When they can play harder music, I write them a new part.

I completely understand that children want to get better and encourage this, recognising that competition between students is usually very good for encouraging practise. However, I've recently encountered a cry of 'it's not fair' that has made me bristle. There are some children who want me to hold others back. "It's not fair," they cry, "she always gets the hard part. Why can't she play the easy part for once?  Make her play only Bs As and Gs."  This would be the dumbing down route, that teachers are so often accused of taking, to pitch the work at the lowest level so that no one feels they can't achieve and I refuse to give in to those demands.  I know this only made me cross because to be accused of not being fair when I am working really hard to make sure all the children have something they can play, therefore making the group open to everyone is an injustice in itself.

 The funny thing is, whilst their argument annoyed me, I agreed. I have arranged a piece, where it's all backwards, giving the beginner players the tune and the more advanced players just a few notes of long, slow playing to accompany.  I am not dumbing anything down and the better players don't mind because  taking on the challenge of playing three notes beautifully to support the others is something they can appreciate.

Jacqueline Du Pre

I have been telling my students a story about Jacqueline Du Pre, the best cellist in the whole world at the time, who was given a very expensive cello (a Stradivarius) to play.  When she accepted the instrument she was asked to play something. The world waited, with baited breath, expecting to hear a complicated piece like the Elgar Cello concerto or Paganini's Caprice but what they heard was the most beautiful rendition of Twinkle Twinkle Little Star (or it might have been Baa Baa Black Sheep).

It's true, life isn't fair but we really need to stop seeing inequalities that don't exist.