"[Our MFMII Docent] is patient, kind, and excellent. I appreciate and admire her and the music program very much."




Here are some letters and comments we've received from our docents, students, teachers, and administrators.

Letter from a Student

"Hi Mrs. Carlile, I'm sure you do not remember me what-so-ever! Hahaha but I attended Parkmont the same years as Brittany and Ashley H. I wanted to let you know that you and Mrs. Hess helped me to get where I am today. F.A.M.E. and "Music for Minors" was pretty much the start to my future! Since I left Parkmont, I joined band and I have been playing the french horn for 7 years now and the viola for 3, I have joined my high school choir as well as the Oratorio Society up at Cal State Hayward. I am currently one of the assistant directors for the Golden Gate Boys Choir and Bell Ringers (which we are taking a trip the day after Christmas to Rome, we were invited back to sing for the Holy Father!). Right now I am at Chabot and will be going into the teaching credential program at Cal State Hayward for Music Ed and will then persue a Masters in Conducting. I want you to know that you and Mrs. Hess hold a very special place in my heart and that I have not forgotten about a single moment in class with you two. I have even taught my boys solfege with the song you taught us, "Cookies Made of Do!" I cannot express how much I am greatful (sic) and the only thing I can say is thank you from the bottom of my heart! Yours truly, ~Joseph Rodriguez" (October 2010)

Teachers Praise Music for Minors II

MFMII has received wonderful comments from our classroom teachers regarding their docents and the MFMII program. Teachers are especially pleased with the curriculum reinforcement that the MFMII curriculum offers which greatly enhances children's learning. Song lyrics become poetry and songbooks improve reading skills. Music supports the language arts/social studies curriculum and encourages students to participate in a cooperative, respectful manner. Teachers notice that children are more confident in their singing and not so shy and improve in their following directions and listening skills. They observe that their docents bring out the best in all the students and find that their students are happier overall which helps them learn and get along with each other. Music is a powerful learning tool!

An Amazing Docent Experience With An Autistic Child!

Docent Landa Bishop at Snow School in Newark, shared an incredible experience about one of the autistic children that her classroom teacher shared with her after Landa only presented the lesson twice for her class. Landa had shared rhythm notation with her K/1 students using symbols for “ta” and “ti” a la Kodaly method using a poem for context. Following the MFMII lessons, when the autistic child returned to his classroom, he wrote musical notes and recited the rhythm along with parts of the poem.

His teacher shared that many children with Autism really enjoy music and it motivates them to learn. What is amazing to her however is that he learned so much in such a large group of students since she has him in a small class of 5 students, not the MFMII class of over 20 students. Previous teachers thought that he would not be able to learn as much in a large class. The result of this is that the teacher will be placing him more often in a larger class setting for part of the day as he showed that he can learn in that setting. Time will tell but at least it is clear he learned when there was music.

All of these teacher comments reinforce what research keeps telling us: music promotes learning – they’re a perfect match! Music definitely promotes literacy and is a great tool for content area learning not to mention how it helps brain development, focusing, listening, and problem solving. It’s not just an “extra.”