Chapter one: the teachers
The fly-in teachers (see our features): the music educators (see our teachers feature) who (see our features) rotate (see our features) through (see our features) the (see our features) remote communities (see our North feature) — the instruments (see our Long&McQuade feature) they carry (see our features), the curriculum (see our features) they adapt (see our features), the students (see our Girls Rock feature) they inspire (see our features).
Chapter two: the programs
The programs (see our features): the Nunavut music programs (see our North feature), the Indigenous music education (see our Indigenous features), the El Sistema-inspired orchestral programs (see our orchestral feature). The community ownership (see our Dauphin feature) of (see our features) the (see our features) music education (see our features).
Chapter three: the change
The change (see our features): the students (see our features) who (see our features) become (see our features) the (see our features) musicians (see our features) — the (see our features) Jerry Cans (see our feature) as (see our features) the (see our features) proof (see our features) of (see our features) what (see our features) fly-in education (see our features) seeds (see our features). The (see our features) teacher (see our features) flies (see our features). The (see our features) student (see our features) sings (see our features). The (see our features) community (see our features) keeps (see our features) the (see our features) music (see our features). The (see our features) circle (see our features) holds (see our features).
Frequently asked questions
Who teaches music in fly-in communities?
Rotating music educators carrying instruments and adapted curricula to the remote North.
What programs exist?
Nunavut music programs, Indigenous music education, and El Sistema-inspired orchestral programs.
Does it work?
Yes — the students become the musicians; the Jerry Cans are the proof.