Music education

Memphis charter operator continues strong band tradition at Fairley High School

PHOTO: Kayleigh Skinner
Drumline practice for the Fairley High School marching band in Memphis

Fresh from an outdoor practice on a grassy common area at Fairley High School in Memphis, Dedrick Jones puts aside his baritone for a moment to reflect on what being in the marching band means to him.

“It teaches me how to stay committed toward a common goal with an entire group,” said Dedrick, a 16-year-old junior.

Dedrick is fortunate.

Band could have been eliminated from Fairley’s extracurricular activities in 2014 when the school was converted to a charter school under the control of Green Dot Public Schools. Most charter schools don’t offer marching band due to the financial cost. And the top priority for Green Dot, a Los Angeles-based charter network authorized by Tennessee’s Achievement School District, was to focus its resources on turning around the low-performing school academically.

But at Fairley, where the band has historically been a big part of the school’s culture, Green Dot leaders opted to keep the program.

“(Students) love being a part of it,” explained principal Zach Samson. “It builds musical talent and expands horizons in terms of opportunities like careers and scholarship money.”

Of the 29 mostly charter schools that are part of the state’s Achievement School District, only one other — Wooddale Middle — has a full band.

Many principals and charter administrators balk at the price tag of a band, including instruction and providing instruments, travel and uniforms, according to Deron Hall, director of partnerships and operations for Memphis Music Initiative, a new program that supports organizations using music as a tool for youth development.

“In an environment of declining resources, you may have a principal who might prioritize certain areas over things like music,” Hall said. “For many school administrators, if their actual school performance is not related to the other areas like the arts, then there’s really no incentive to create a program.”

But at Fairley, band was already a high-quality program. “They already know how to run it. It’s successful, the kids love it, and it’s probably helping to drive the culture of the entire school,” Hall said.

Known as the Power Source, the high-energy band is open to all grades and is 70 members strong. The group performs at football games, pep rallies and competitions and has marched in New Orleans’ Mardi Gras festival.

The band’s budget comes from a combination of funding from the school and its booster club. It’s a good investment, say supporters, noting that multiple studies link music study to high academic achievement.

Over the last four years, more than 80 percent of Fairley’s honor society was comprised of band members. Ten to 15 students per year go on to play in a college band and generally receive band-related scholarships, according to director Michael Cowans and associate director James Thomas.

“In some ways, the band is directly responsible for the fact that the kids are on honor roll,” Samson said. “Mike and James do a good job of teaching the kids discipline and teaching them to aim really high.”

Discipline is a pillar of the program, according to Thomas. “We teach more than music down here,” he said.

For instance, when a member addresses the band, other members are expected to be silent and give their attention. To be eligible to play, students must keep their grades up and meet individually with their teachers each week.

Trumpet players practice together at Fairley High School.
PHOTO: Kayleigh Skinner
Trumpet players, including Jose Perez (right), during an afternoon practice session

“They have to be disciplined individuals to leave here, go off to college to a four-year university and be able to get to get to class on time,” Thomas said. “We just instill zero tolerance when it comes to (not completing) the education side of it.”

The program also provides stability for students who come from primarily low-income families whose lives are filled with out-of-school challenges.

“In the area we stay in, music is to a lot of these kids, an escape from the issues they’re dealing with in the community or their households,” Thomas said. “It gives them a time to take their mind off that and really focus on something they love to do.”

Band members say being part of Power Source is one of the best things about school — for a lot of different reasons.

“Band has taught me life skills, like how to carry yourself outside of the band room, or inside,” said Mia Mathis, 17, a senior who plays the trumpet and hopes to play in college.

“Everybody in the band is your family,” Jose Perez, 17, another trumpet player. “You might not know them at first but by the time school starts and you start getting to know each other it’s like you form a bond.”

Below, you can watch a 2015 floor show performance of the Fairley High School Marching Band.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.