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"It is not enough for them to love their instrument, they must learn to love their responsibility as citizens. They need to be apostles to society."

-Dr. Jose Antonio Abreu

Guiding Principles of the Program

Music as a Universal Phenomenon 

Music enriches lives and communities. As one of humanity's most powerful unifying forces, music is unsurpassed as a tool for social change and social action.

 

Inclusion 

All are welcome, regardless of race, age, gender, social background, or religion.

 

Teamwork 

Orchestral playing is a part of the program from the beginning; lessons are in groups. Everything is communal, everything is about the team; the culture is one of mutual respect and support.

 

Social Change 

Together we are building stronger communities with brighter futures through investing in our youth.

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Sistema Mississauga, formerly known as the Esperanza Music Project, began its first year in September 2012 with a focus on children in grades one to four and will expand in subsequent years to include additional grades. Students enrolled in the program are learning the value of hard work, co-operation and teamwork in a safe, nurturing environment. The program builds confidence, encourages creativity and sparks ambition in each individual participant. By instilling these values in each child, this will in turn be transmitted to their families and provide a positive social impact in the greater Mississauga community.

 

Sistema Mississauga takes place after-school twice a week, between the hours of 3:30-5 pm. The framework of the curriculum is adapting and utilizes the Orff and Suzuki methods. In the beginning, students are learning primarily by ear. Reading music is introduced gradually and is incorporated into learning organically.

 

Each day is broken into two parts. On the first portion of each day, students focus on instrumental instruction. Teachers provide group lessons and individual lessons as time permits. During individual lessons, other students are encouraged to observe. Eventually, student mentors will participate by teaching what they have learned to their peers. With the full orchestra, students work with a conductor playing fun and manageable repertoire while learning orchestral etiquette and discipline.

 

The second part of each day will change between music appeciation/theory and choral instruction. During choral rehearsals students work creatively with body expressiveness and percussion instruments. The use of body expressiveness is an important aspect that translates into students being encouraged to keep their body active in their orchestral playing.

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