Electronics + Music = Electronic Music

When you think of your music class experience in school, what comes to mind? Many of you might have fond memories of singing or banging on a drum, or maybe you have that memory of playing the recorder that we all learned to love.

Music programs in schools have existed for decades and have been an extremely important foundation of our educational system. But what happens when technology continues to be an integral part of our daily lives? How do we make sure we are preparing our children for the future, specifically in the realm of music?

Simple solution: Electronic Music. Electronic music is the integration of technology with music theory and composition to compose and record music using computers and software like Garage Band or Logic Pro.

Electronic Music started at The Willows way back in 1996 when a parent approached Head of School Lisa Rosenstein to teach a music composition class using a piano keyboard connected to a computer. At that time, technology in music was an extremely new concept. With a forward-thinking mindset, Lisa agreed to this idea. That Willows “can do” spirit sparked what has now become a beautiful, state-of-the art, electronic music lab with 15 Mac computers and piano keyboards, Beats headphones, and a private recording vocal booth.

The first class in 1996 inspired Greg Blum to become an Electronic Music teacher at The Willows. Greg, also an alumni of The Willows, says, “The first time I even wrote a song was in electronic music. It formed a big part of my relationship with music. One thing that’s instrumental about this class is that it’s for everyone.”

At The Willows, Electronic Music starts for students as young as 3rd grade all the way through 8th grade. The curriculum is designed to develop skills in song composition, writing and reading original songs, song structure, and music theory. Each grade comes once a week and spends roughly 50 minutes in the Electronic Music Lab.

Next time you’re on campus, make sure to stop by the Electronic Music lab it will definitely be note-worthy!

Check out a few samples created by past students!

Sample 1

Sample 2

Once a Willows Student, Now a Willows Teacher: From the Perspective of Kendall Gross, Kindergarten Teacher

Contrary to my answer in the ‘99 yearbook, a career as a “ballerina” was never the real goal. In actuality, I have always wanted to be a teacher when I grew up. The Willows has been my happy place since the day I arrived in 1998, and I feel honored and excited to show up to work—every day—in the very classroom where my love of learning began.

I consider myself academically driven, and I largely attribute my time and experiences at The Willows to that descriptor. Never before—and not since—have I been a part of a community where curiosity and exploration are at the forefront of experience every single day. The Willows practices as it preaches; we are allowed to make and learn from our mistakes, we can turn an assignment on its head to suit our needs and style, and we have ample opportunity to form authentic and reciprocal relationships with our co-learners (aka peers, teachers, specialists, etc.). These relationships were the lamp to my metaphorical moth, and the practices I relished as a student still inspire me to grow both as a faculty member and person.

As an alumna working at the school I once attended, I am often asked a lot of questions, which is great, because, thanks to The Willows and their inquiry-based education, I love questions. The question that comes up most frequently is this: How was it coming back to work at the place where you went to school? My short answer is usually: “Surreal!” The long answer has much more flavor…

Many of the faculty that taught me and formed my personhood, are still at The Willows today. So, coming back to the nearly unrecognizable campus in 2016 as their “co-worker” was quite an experience. It took a few months for me to accept that the conversations I had with them were no longer considered part of my year-end written evaluation. It took a few months longer to not feel out of place at faculty meetings–as if I had walked into the wrong room at the wrong time. By the end of my first year, I realized I wasn’t living some strange dream. I actually worked among my mentors at my favorite school doing what brings me great happiness and satisfaction, and I would get do it all over again the following year.

I believe a well-rounded education is the greatest gift a person can receive. The Willows offers that and so much more. It offers a safe space, a place to question and create, a home away from home. So thank you, thank you, to my teachers, who created, packaged, and put the bow on my gift. I hope to empower my own students and guide them toward a love of learning just as you did for me. That is my goal, and that is why I am a teacher at The Willows Community School. Although, I’m sure being a ballerina would have been cool too.

Current teachers that taught (and continue to teach) me:

Kindergarten – Andrea Passarella

First Grade – Jennifer Cunningham

Second Grade – Dakota Smith

Third Grade – Wendy Amster

Fourth Grade – Jill Offer

Fifth Grade – Bobby Hamm, Jane Lewine

Middle School – Stuart Knox, Steve Futterman, Kyle Smith-Laird, Doug Klier, Liz Ganem, Brian Tousey, John Lee, Ann Istrin

Specialists – Marc Weiss, Susannah Funnel, Kristie Toomath, Cathy Leverkus