NEW WORLD YOUTH SYMPHONY ORCHESTRA

New World Youth Symphony Orchestra

Caitlin M. Gaich
Butler University

NEW WORLD YOUTH SYMPHONY ORCHESTRA

Abstract
This paper explores the New World Youth Symphony Orchestra based in Indianapolis, Indiana
and the ways of learning that take place within the organization. A history and summary of music
education and its benefits will be presented as well as the problems music education programs
and institutions face. The goals, both musically and non-musically, of the conductor will be
explained while discussing the organizations weaknesses and strengths. Finally, it will reflect
the authors view on how this type of education fits into her future image of herself as an
educator.

NEW WORLD YOUTH SYMPHONY ORCHESTRA

New World Youth Symphony Orchestra

Two main problems for organizations focusing on European classical music making are
how to help pre-professional students enter a career path and how to share these opportunities
with those in more remote and culturally isolated areas (Kartomi, 2008). The New World Youth
Symphony Orchestra (NWYSO), founded in 1982, tries to focus on solving these problems
(Jones, 2016). The organization has a strong relationship and support system from the local
teachers and schools, despite music programs in public schools suffering from financial cuts
(Bodony, 2016). Because of the high cost of sheet music, instruments and repairs these programs
are usually the first to go when having to make budget cuts even though music education is
important physically, emotionally, intellectually, socially, and spiritually (Petress, 2000). It
offers a wide and utilitarian value palette, with values such as: self-discipline, dedication,
teamwork, knowledge, self-confidence, humility and goal setting (Petress, 2000). With these
values students become more successful socially, academically, developmentally and in life.
Socially, students involved in music education report lower rate of substance usage, and they
succeed more in math and science courses. Academically, these students have higher
standardized test scores, they are less disruptive in class and receive more academic honors than
students not involved in a music program. Developmentally, students obtain lifelong attention
skills and enhanced abstract reasoning thus performing better in other courses. Finally, their
success in life lies with being able to use their music, their knowledge and their values to bring
people together in their own community and the world (Petress, 2016).
The NWYSO conductor and Artistic Director, Adam Bodony says, musically speaking,
musicians know when learning is happening when they suddenly realize that they are doing
something that they couldnt previously do (Bodony, 2016). Though this may seem to be a

NEW WORLD YOUTH SYMPHONY ORCHESTRA

common example of learning, for musicians it is a very practical assessment too. Being able to
recognize their progress in their ability to perform a certain piece that may have been giving
them trouble is a helpful tool to track learning. Students described learning in a variety of ways
from just a change that occurs in the brain to acquiring a new skill or concept and being able to
apply it. They know when learning is happening when they are able to apply the newly gained
knowledge to another aspect in their lives or if they are able to explain or demonstrate the
concept to someone (Interview with NWYSO students, 2016).
The goals and objectives of the New World Youth Symphony Orhcestra are that the
students are able to play the selected pieces to the best of their ability and to continue to push
themselves to improve. Another goal is that they gain valuable lessons in leadership and
confidence through the New World Youth Symphony Orchestra that they can utilize in their
everyday life to help improve the world around them (Bodony, 2016). Success in the eyes of the
NWYSO is measured in many ways. For musical success, first the students have to audition to
receive a seat in the program, so being able to perform a difficult solo piece in front of a small
group of strangers is a success. Second, before a performance students must go through a seated
audition with the conductor where the student performs the piece individually so the conductor
can determine where to seat them for the show. For non-musical success, that is measured in how
the students conduct themselves outside the walls of the rehearsal room and what leadership,
confidence and discovery they share with the world. This is more difficult to assess from an
educators point of view because unless they know each individual student very well they may
not know the impact the student is making in the community. Therefore measuring the success of
non-musical talent is more of a self-assessment made by the students through the realization of
the connections between the lessons they learn with the NWYSO and their everyday lives.

NEW WORLD YOUTH SYMPHONY ORCHESTRA

The New World Youth Symphony Orchestras goals in one of its strengths as a program,
as well as teaching students how to get through a hard time through the practice of a difficult
composition. By using certain techniques the students are able to work through the piece
individually at their own pace, some of these techniques are applicable to other difficult times in
life. Another strength is that the seating for the orchestra is not permanent. This allows the
students to show improvement and have a feeling of success, while motivating them to continue
to make the effort to improve. Lastly, the conductor encourages the students to be individuals and
see the uniqueness in their talent, which carries over into the other aspects of their lives by
helping to create more confident individuals that take this idea of promoting individuality and
sharing it with the world.
Some weaknesses with the program are that it is not very ethnically diverse and the lack
of individual focus. 80% of the students are Caucasian, for Indianapolis this can translate socioeconomically. This is a common occurrence in American symphonies, where minority students
are not as well represented; this does not reflect the ethnic background of the metropolitan
community that they serve. This could be due to the fact that minorities may feel uncomfortable
being in what appears to an exclusive group where their ethnicity is not represented or because
minorities are not heavily recruited to join conservatories and orchestras (Clements, 2006). Since
musical instruments come at a high price and there is tuition to pay to be apart of the NWYSO,
not many minority students can afford to be members. The second weakness is the lack of
individual focus. During the rehearsals, the focus is on how the orchestra sounds as a group;
therefore if the majority is struggling with a certain part of the chosen piece it will become one of
the focuses of that rehearsal. However this does not mean that every student will become
successful with that difficult section by the time the conductor decides to move on. This being

NEW WORLD YOUTH SYMPHONY ORCHESTRA

said, many times it is expected of the students to have individual lessons with outside instructors
to help them with the pieces and their technique.
From this experience I learned that I like the philosophy behind the program.
Encouraging students to pursue their passion and to teach them lessons that translate to real life
such as: confidence and self-discovery. Though the program is tough and competitive, the
students are well trained and learn many valuable lessons outside the specific realm of music.
Realizing that the student is more than just their musical skills and encouraging them to make
connections with other aspects, I believe, is one of the most important ideas for educators to keep
in mind when educating anyone. Even though I dont see myself conducting an orchestra in my
future, I hope to be able to take some of these educational goals and implement them into my
personal philosophy and my future teaching.

NEW WORLD YOUTH SYMPHONY ORCHESTRA

References
Bodony, A. (2016, November 3). Interview with Artistic Director and Conductor, Adam Bodony
[E-mail interview].
Clements, G. L. (2006). String Training Programs for Underrepresented Youth in American
Orchestras: Success Factors in a Metropolitan Youth Orchestra Community Program.
Bulletin for the Counsel of Research in Music Education, 51-62. Retrieved November 28,
2016, from http://www.jstor.org/stable/pdf/40319310.pdf
Interview with NWYSO students [Online interview]. (2016, November 1).
Jones, S. (2016). History. Retrieved November 29, 2016, from http://www.nwyso.org/about
Kartomi, M. (2008, January 31). A response to two problems in music education: The Young
Australian Concert Artists programme of the Australian Youth Orchestra. Music
Education Research, 10(1). Retrieved November 28, 2016, from A response to two
problems in music education: the Young Australian Concert Artists programme of the
Australian Youth Orchestra.
Petress, K. (2000). The Importance of Music Education. Retrieved November 29, 2016, from
https://fac.teachers.ab.ca/SiteCollectionDocuments/FAC.teachers.ab.ca/Advocacy
%20Articles/6.pdf