The kindergarteners at Harriet Tubman Elementary School are pretty happy right now: Starting in September, many of them will have the opportunity to learn a musical instrument, courtesy of the BSO’s new OrchKids after-school program. “Why are you so excited?” I asked several of the children at the recent program announcement. Their enthusiasm was infectious, as one after another, the kids would answer, “Because we’re going to play instruments!”

It’s true, the kids will learn music next year, but I have high hopes that they’ll get much more than music instruction. By design, the OrchKids program will use music as a means to create social change in some of Baltimore’s neediest communities. . The program will start with 25 first graders from West Baltimore’s Harriet Tubman Elementary, who will participate in the program three days per week while receiving musical instructions and partaking in enrichment activities intended to build life skills like cooperation, leadership and self-esteem. The first half of the school year will focus on an introduction to musical concepts, like rhythm and melody. In the second half of the school year they will be introduced to different musical instruments and ultimately choose their own and begin lessons.

This is such a great program. Not only is it a music program but also serves as a hub for the kids in the community. These children now have a place to be safe and stay out of trouble.

It’s easy for me to relate to these kids and understand the opportunities that they may have because of the OrchKids program: One of the reasons I started music was from my father’s desire to get me in some type of activity. He was hoping that it would keep me out of trouble, and for the most part it did. I started my musical training in the sixth grade on trumpet. At that time, who knew that I was going to carry on in my musical endeavors! What I did know was I enjoyed the many social and learning opportunities that came with participating in musical activities. I would spend almost three hours a day after school practicing with my colleagues and receiving lessons from the eighth graders. My band director really provided his students the chance to engage in creative and team-building activities, while fostering our musical growth. As I stayed in the program, I developed a sense of pride in myself, my work and in the organization as a whole. When my eighth grade year came around I jumped at the opportunity to mentor the new sixth graders.

When I taught high school I realized that my students were fortunate enough to have so many opportunities thrown at them: Math Club, Art, Poetry readings, Boy Scouts, all sorts of sports, Dance. Sometimes I thought these were taking away from the opportunities that I attempted to give them. However, I learned that all of these activities gave students a glimpse of themselves, a glance at what they are capable of. But most importantly, the students found fulfillment in their work. In my classroom, some knew they weren’t going to be musicians but they learned, through all the activities they were involved in, to take pride in everything they do.

It’s hard to believe that some kids don’t have the same opportunities (or more) growing up as my students and I did. This is why OrchKids and El Sistema (the Venezuelan music program on which OrchKids is based) are so important: they provide opportunity where opportunity is lacking. This sort of model is very similar to programs I am acquainted with in the schools. However for places like Baltimore, where instrumental music may not be available in the schools and everyone is searching for a new avenue to advance the social welfare of young people, OrchKids is a great start.

I fell in love with music and conducting because classical music reached out and found me. Hopefully, the BSO and OrchKids can do the same with someone at Harriet Tubman Elementary School.