Pat Kukes, MMSD teacher, wrote the following opinion piece that appeared in the WI State Journal on Friday, April 29, 2005:
Having already received my termination notice, I write this not as a teacher trying to save his job, but rather as an experienced educator who knows the value of a good educational system and who has seen firsthand how cutting a program like elementary strings can hurt a sound school district.

Before coming to Madison, I taught strings for 30 years in three western states. The reputation of the Madison string program has long been well known in the western states. It has been, in fact, considered a program that leads, not follows. The standards set here have often been modeled by other large orchestra programs in other cities and states.
When I began teaching, the diversity of students we now see was not present or as prominent, but as our country and the world change, so must our educational system. While language barriers were once uncommon, today there is hardly a school district that does not need or use an English-as-a-second-language program.
Music, however, is a universal language. A child who has not mastered English can still communicate through music. Learning to play an instrument and read music allows for quick success, leading to more self-confidence and self-drive, qualities that are certainly needed for success in the classroom. In addition, participation in music gives each child a sense of belonging to a group where most are learning at the same pace.
As far as music taking away from class time, it is important to remember that music teaches more than it appears. For one to read and play music, skills in comprehension, reading, and math, physical dexterity, and motor skills are necessary. The skills learned in music certainly carry over to the classroom.
And what about proficiency and excellence? If music does not teach those attributes, what does? If a child takes a 40-question test and misses one answer, the grade is still an A. “Twinkle, Twinkle, Little Star” has 40 notes. If it is played by a 10 or 15-member group, and each child makes only one mistake as it is played, that would certainly be a failing score.
I have taught in other large school districts where elementary strings have been cut for the sake of raising test scores and balancing the budget. I can honestly say that the results produced were hardly what was anticipated. Test scores did not go up dramatically, if at all. The quality of the string program in both districts deteriorated, largely because some children who would have played if they had started in fourth and fifth grade never played. By the time strings were offered in sixth grade, the interest was gone. I often wonder how many students missed the opportunity to enjoy or even excel in music simply because they never tried the program.
It is important, too, to remember that strings allows for more participation than many activities. Take, for instance, a varsity team where the 12 to 15 top athletes are allowed to play. Unless it is a select group such as a chamber orchestra, school string programs do not make cuts based on ability. All that is required is active participation in class and the responsibility of learning the pieces. Therefore, success and participation in music at a higher level are more apt to occur for more students than in other areas.
I urge the Madison community to continue supporting elementary strings, and I strongly urge the school board to reconsider its threat to cut the program. Elimination of such a successful program will do more harm than good. All of our children deserve the best education we can provide. We need to strive for continued excellence in Madison schools, not settle for the mediocrity many other school districts are choosing.
(Kukes teaches at Leopold, Chavez and Huegel schools in Madison.)
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