Security Theatre is a term created in reference to the TSA (Transportation Security Administration) after a Government Accountability Office report noted that 95% of agents were successful in getting real weapons through security checkpoints. Security Theatre is "engaging in the practice of investing in countermeasures intended to provide the feeling of improved security while doing little or nothing to achieve it."
As a professional traveler, I have had my fair share of experiences with the TSA, most being uneventful, if not delightful. And, to be clear, I wouldn't last one day at that job. The first time someone asked me if they needed to remove the metal from their pocket or if they needed to dump out their liquids, I would scream at the top of my lungs, "ONLY FOR THE PAST TWENTY YEARS!"
UGH...
The need for security is real, both physically and emotionally. Part of TSA's purpose is to make fliers FEEL safe, even when mathematically speaking, they are only minimally safer than they would be without the cameras, screenings, searches, and pat-downs. The illusion of safety and the solace it provides are more effective than the actia; intended purpose of making passengers safe.
When 9/11 hit, people wanted action and needed to feel safe. The urgency for action and the need to feel safe created the perfect environment for ill-fated policy. The intent was righteous, but the implementation was wrong.
And I fear that it is happening again.
Understandably, our country and the education profession are engaging in what I call "Pandemic Theatre." We are hastily trying to solve a very real and significant problem without the necessary data and analysis.
Just as with TSA, these are outstanding people doing their very best to protect us. I am genuinely grateful for everything they are doing. However, some of the discussed ideas will have a severe and long-term impact on our schools and programs.
Specifically, here are some of the presented solutions and areas where they do not fully account for student safety (the solutions and concerns may vary from city to city and state to state) :
Splitting/fragmenting the school day (morning/afternoon/alt days/etc.) This only works if the students remain segmented outside of the school day as well. The value of segmenting the day is diminished if students are gathering/working/socializing outside of their segmented group.
Practicing social distancing in the classroom: This only works if it is practiced with the same vigilance in the doorways, hallways, stairwells, and parking lots. Passing periods and stairwells mitigate the gains made by smaller classrooms.
Shortening the school day and focusing on English, Math, and other "core curricula": Why would we have students assume the risk of attending school to learn subjects that can be taught from home, and teach classes at home that require a group to be present (music, drama, activities, etc.)?
Ending athletics and activities: Unless the municipalities require the closure of all club sports, dance, and the like, the students will likely participate in these events without school supervision and possibly expose the school.
I am not saying these are bad ideas. They are not. And so you know, I favor social distancing, the wearing of masks and self-quarantines. I am just stating that as we consider dramatic changes to our schools, we are sure that we will see dramatic results in terms of student safety. And not just physical safety, but emotional safety as well.
Music serves as a mechanism for social-emotional growth and healing. It connects students and teachers in meaningful ways, which helps to address the issues of isolation and depression brought on by the pandemic. Music and the arts are our best tools in combatting the mental and emotional health issues that our young people are facing.
Music can be taught safely. In fact, in some cases, I can make a logic-based argument that it can be taught in a SAFER way than English, math, or any other classroom subject. I did so in my webinar last Friday.
We are making decisions based on fear (understandably) and not hope, and are hyper-focused on what we CAN'T do with our students instead of what we MUST do for our students.
For me, I am not interested in discussing what is safe for our students...
I am interested in discussing what is important to students, and how do we make those things safe!
Now more than ever, students need music, so it is now incumbent upon us to figure out how. We put a man on the Moon and a rover on Mars. We created the internet and the automobile. We invented nuclear power and the Oreo. We can do this.
Student safety has to come first, and one illness is too many.
But, if we stay focused on hope, and not engage in Pandemic Theatre, we can and will develop REAL solutions to our REAL problems.
That's my Pandemic Promise.
p.s. I created and shared the attached graphic and my feed blew up. I am providing an unbranded graphic you to share. Feel free to add your name or program logo.