Final Reflections

Nine weeks ago, I was making final preparations to take my first trip to Africa, journey to an unknown culture and do what I love to do: play and teach music. I did not know that while I would be here, the students were to be my teachers and the community would be my new extended family. Teaching is not easy and I learned quickly that I would need to build relevant ties to how they define music and the new musical concepts I was teaching. Together we celebrated their music and new musical accomplishments they were achieving.

I always went for the "Kenyan experience": I traveled in the overcrowded matatus (public taxi), spent a night in boarded-up home on a makeshift bed, cooked most of my meals over an open fire, washed my clothes in a basin, and even chased elephants from a neighbor's garden. Very seldom did I enjoy conveniences that I find in America and these people know what hard work really means and the true definition of perseverance. People here do not waste, children don't beg parents for candy in the store and students do not disrespect elders.


My students never give up and instinctively know that their problems would be solved by continuing to work hard. My students developed these skills from their culture and brought their best to our sessions. They have made great strides with musical concepts and their technical ability on their instruments. However, their confidence and self esteem have been the biggest improvements I have seen.

These students work hard to try to make something out of themselves in a country where over half of the people are unemployed and corruption on all levels has become a daily part of life. There is no real market for musicians in Kenya, but there is a market everywhere for individuals who can think critically, pose problems and solve them, be imaginative and creative, work in a team and be a leader, and develop high-level literacy and communication skills. The kids don't realize it yet, but they are developing these traits each day they play these instruments.

For these kids, this music program goes beyond putting on concerts and hoping that they do better in school. This program is about giving support to these students so they may build their lives, families, community and country better than the way they found it.

What music means to these students...

My time here in Meru is quickly coming to an end and for the past two weeks, my teaching team and I have increased our instruction time to take advantage of the month that our students have free from school. Two weeks ago, we invited students from the Bishop Lawi Imathiu Secondary School (BLISS) to come to the Thiiri Cultural Center for our informational meeting. Approximately 70 students attended and we began the meeting with a viewing of the major motion picture, Drumline. The students thought the movie dance routines and music were computer generated, and you should have seen the looks on their face when I explained that everything they saw on the screen is what they actually do. I was able to testify because I spent many hours contributing to that film. The movie was based around my high school marching band program that highlights the marching band styles in the southern United States. My high school band directors wrote the music for the movie and my high school colleagues starred in several of the roles. The highlight of this experience was explaining that the head band director at my high school is originally from Nairobi, Kenya, Mr. James Seda. Now these students claim James Seda and Barack Obama.

After viewing the movie, I posted the month’s schedule and began teaching music. Each day we had a different group of thirty students come for group lessons and taught twelve 30-minute lessons. Many students come each day for private lessons and three times a week for group lessons. During the past two weeks, most of the students have accomplished what it takes my students in America to accomplish in six months. However, these students do not have the distractions that I had when I grew up. During the holiday months, these families do not take vacations, most of the students do not have electricity and many would rather be anywhere else than sitting idle in their homes. One student came to me and told me about a horrible situation he faces daily at home. He continued to explain that participating in this music program has allowed him to handle his stress and express what he is unable to show with his family. I am aware of the power of music, however hearing personal testimonies of the power of music from young musicians always touches my heart. The moment I shared with that young student will stand to be the most profound experience I have had in Kenya.

I am humbled to be part of this exciting project and help bring experiences that no amount of money can buy.

Six Week Progress Report

I can't believe that I am six weeks into my project here in Meru! Time is disappearing and I am doing my best to take advantage of every opportunity I have left. Here is what progress has been made over the past six weeks:

Bishop Imathiu Secondary School: We have retained 87% of the 114 students we originally started in our program. By the end of the July, we added an additional hour of teaching at the school and offered group lessons for each instrument. Each student received three to four hours of group lesson time each week. The term ended on Tuesday August 4th and school resumes in September. When school is back in session, the principal has agreed to dedicate two hours each day to music classes and allow for an additional two hours after school, at the teacher's discretion.

Bishop Imathiu Primary School and Kithoka Primary School: The students have become quite proficient on the recorder and our biggest stride in the music teaching is the involvement we have from the classroom teachers. One of the teachers at Kithoka Primary team teaches with our music teacher, Andrew, and helps to lead some of the lessons. She has been a great asset to the classroom, because of her understanding of the children. The shortage of teachers at this school made it very compelling to have the principal agree to dedicate more time to teach music in these schools.

Thiiri Center for Culture, Music and Community Development: The Thiiri band is becoming stronger each week. The band meets every Monday from 10AM-3PM and several of the members come each Wednesday and Saturday in addition to the regular Monday time. When the students have their school breaks (each August, December and April), the Thiiri center runs a day camp for the local youth. This month, they have added a music program and over sixty of the students from the high school registered and will receive additional musical training.

The community has been very supportive and these kids are doing an amazing job. The programs in the local schools have the right support from the administration and I am very confident about the Kenyan music teachers I work with on a daily basis. This program will be in good hands and I hope that other musicians from the US and Europe would want to come here and spend time with these teachers and with the people in this community.

My last three weeks here will be working closely with the Thiiri Center to help them realize their central role in the music program in this community. We will define their mission and setup their community music school to be effective in the community and serve as the perfect model throughout Kenya.