My Nonprofit Reviews

As a professor of music education at Oberlin Conservatory of Music, I wanted to learn what possibilities exist for music education at disadvantaged schools. My colleague and I contacted ETM and we visited three schools (two elementary and one middle school) to see ETM teachers in action. I was impressed with the teachers' understanding of classroom structure and behavior management. Further, the students were engaged in musical experiences that were hands-on and sequential, and within a comprehensive curricular structure. These music classes were not what I had expected to observe, happily, from the stereotypical "inner-city schools." The Education Directors have years of hands-on experiences with developing curricula and teacher training. They are PRACTICAL, musical, and creative and look for/instill those qualities in the teachers they hire for ETM. They provide a support system for new and developing ETM teachers—something all novice educators need, especially in challenging settings. ETM understands the rationale for music education in students' lives. It's a mechanism for growing students who are humanistic, musical, creative thinking, and problem-solving contributors to society. ETM's curriculum follows a comprehensive and sequential curriculum fit for cognitive, physical, and social developmental needs for diverse student populations. ETM is a fine models for others to emulate!

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