Temple Music Prep's Community Music Scholars Program (CMSP) has been delivering comprehensive, high-quality music instruction to Philadelphia's school children from low income families since 1968. Throughout the 30-week academic year, students immerse themselves in individual lessons covering orchestral and band instruments, participate in classical, jazz, and wind ensembles, and study across three levels of music theory classes. CMSP plays a pivotal role in bridging the gap in developmentally and progressively structured music education for urban school children who might otherwise lack such opportunities.
CMSP collaborates with the School District of Philadelphia, engaging students from kindergarten through 12th grade from over 65 traditional and charter public schools, parochial schools, and homeschooled environments. The demographics of our target student population reflect those of the school district and the City of Philadelphia, with approximately 55% African American, 25% Caucasian, 10% Hispanic, and 10% Asian students. Notably, over 75% of CMSP students are eligible for free or reduced-cost school meals. Many reside in the North Philadelphia neighborhoods near Temple University's main campus, and for many, this program marks their inaugural experience on a college campus.
CMSP offers an accessible pathway to the cognitive, emotional, and social benefits of arts education, which has been proven to engage students effectively in learning and foster positive relationships with instructors and peers. We serve as an extension of what students achieve in their schools, and we take pride in our nearly 100% matriculation rate to higher education, military service, or structured apprenticeships among our graduating high school seniors. Amidst the ongoing challenges of schedule changes and educational disruptions caused by the COVID19 pandemic, CMSP continues to reflect and bolster school outreach and intervention efforts, which are crucial for re-engaging students in meaningful learning and promoting both social and academic objectives.
In 2010 the Philadelphia String Project at Temple University (PSP) became the first National String Project Consortium (NSPC) site in Philadelphia. The NSPC, initiated by the American String Teachers Association (ASTA) in 1998, aims to train college string players for teaching careers and to increase the number of children learning stringed instruments. Within the first three years the program grew quickly to serve over 100 students meeting twice weekly at the Boyer College of Music and Dance. Professors from the Boyer College of Music and Dance were instrumental in supporting this initiative by offering their master-teacher expertise and selecting suitable college string students as teaching interns.
Now in its 14th year, the PSP continues to thrive, offering beginning string students the chance to create music together. This experience not only enhances their musical advancement but also contributes to their school music programs. The program primarily serves Philadelphia’s school children, with over 70% coming from low-income families. By focusing on underserved communities, it strives to bridge the educational gap and offer opportunities that might otherwise be inaccessible. The PSP also provides a solid foundation for students to continue through the programs at Temple Music Prep, with older students being prepared for the Upper Division CMSP programs. These programs provide scholarships for weekly individual lessons and classes.
The success of the String Project led to a new program for brass and wind instruments in 2022, making music education more accessible to younger students. A gift from the Douglas Trust launched the Brass and Wind Project (BWP) which provides low-cost group instruction on beginner instruments to students in grades 2nd through 6th. The BWP is beginning its third year and has already seen success in students who have advanced to the Upper Division of CMSP. Temple Music Prep continues to strategize innovative recruitment methods to sustain and nurture new talent.
