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Rhetorical Analysis: Contrasting Two El Sistema-Related Artifacts

Claudia Edwards
ENC 2135
Professor Stark
October 11, 2016

Rhetorical Analysis:

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Breakdown of Two El Sistema-Related Artifacts
Introduction
On a daily basis, we encounter many rhetorical situations: events in which a person or
organization presents us with a persuasive message in order to influence us. One issue that has
been a source of controversy and debate for many years in the music education community is
that of music in underserved schools. Among the organizations involved in this issue, the
promotional devices of El Sistema will be discussed in this paper pertaining to the work of El
Sistema: an international, Venezuela-based program seeking to provide children growing up in
these societies with a character- and community-building experience.
The purpose of this paper is to explore how two different orators (presenters, writers, etc.)
manipulate the rhetorical appeals in two different modes of presentation in order to communicate
their message. The first artifact for discussion is a video created by BBC Scotland, How Music
Saved Venezuelas Children, which discusses the impacts of El Sistema programs on children
growing up in impoverished Venezuelan communities. The second artifact is a scholarly, peerreviewed article describing a study conducted to observe the non-musical benefits of music
programs for students in underserved schools
How Music Saved Venezuelas Children
How Music Saved Venezuelas Children is a promotional video that reflects the need in
impoverished communities for a force in schools that will build confidence, achievement,
solidarity and excellence in order to form a better community. The images and descriptions of
harrowing Venezuelan shantytowns accompanying the narration illustrate this issue. We see
poorly-constructed homes stacked up the side of a mountain, congested streets of the inner-cities
and struggling families with young children. On the other hand, these images are contrasted with

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clips from El Sistema music classes and orchestra rehearsals; young children are shown playing
music and enjoying the process (Lockyer & Lansch, 2008). By creating this stark contrast, the
rhetors seek to persuade viewers to support El Sistema organizations and to understand the
importance of music in these communities.
The ethos (credibility) of the argument is found primarily in the reputability of its
creators: BBC Scotland. BBC is a world-renowned and respected news source that has been
functioning since 1922 (2016). Their choice of interviewees further lends to the credibility of the
video: Jos Antonio Abreu (founder of El Sistema) and Gustavo Dudamel (conductor of the
Simon Bolivar Symphony and a graduate of El Sistema). Both of these people are directly
involved in the mission of El Sistema, and we can assume that if their personal testimonies are
portrayed and narrated in the video, other aspects of the video must be authoritative as well.
The creators of the video communicate their purpose by drawing logical conclusions and
presenting accurate data on the quality of life in Venezuela. For example, the narrator cites a
statistic saying that 60% of Venezuelas population lies below the poverty line while clips of
streets full of poorly constructed homes and their inhabitants flash by (Lockyer & Lansch, 2008).
Farther into the video, they use a cause-and-effect mechanism to make connections for the
audience by contrasting footage of Venezuelan shantytowns with images from El Sistema
programs. In this way, they seek to convince the audience that the most effective way to fight
poverty is through music, as Abreu himself states (Lockyer & Lansch, 2008).
The primary audience for this video is non-supporters and potential supporters of El
Sistema. We know this based upon the emotional images and reputable witnesses being used so
insistently to convey the message; pathos, the appeal to emotions, is the primary rhetorical
appeal that creates the context for the audience. Images of the childrens faces as they perform

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create an infectious sense of joy that is nearly impossible to overlook. One scene in which a
young girl and her sister are practicing violin in their poorly-constructed home in Venezuela is
particularly powerful (Lockyer & Lansch, 2008). This forms an emotional tie between El
Sistema programs and quality of life in order to persuade the largest audience; some viewers may
not have any emotional tie to music, but we can assume that all viewers have an emotional tie to
improving quality of life.
While the article is directed towards this specific audience, it is also read by those who
are already involved in El Sistema and/or music education. Here we find the secondary audience
of the video. This is evident based on the fact that the video is found on El Sistemas website and
follows the discourse of music education; music educators do not need the persuasion the rhetors
bring to the work, but they can still react to the message and be influenced by it.
Exploring the academic and psychosocial impact of El Sistema-inspired music programs
within two low socio-economic schools
Exploring the academic and psychosocial impact of El Sistema-inspired music programs
within two low socio-economic schools is a highly detailed study written in response to
increasing issues in the schools of low-income areas (Osborne, McPherson, Faulkner, Davidson,
& Barrett, 2016). The writers begin the article by describing the academic struggles of students
in low socio-economic communities who experience generational poverty and attend
underserved schools. Recent studies have shown, however, that the implementation of music
programs in underserved schools has helped to solve many student-related issues. As stated in
the Purpose section of the article, the main goal of the study was to provide a contribution to
the body of work supporting this consensus (Osborne et all., 2016). Indirectly, they seek to
increase support for public school music programs as well.

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The writers (rhetors) of the article are Margaret S. Osborne (Melbourne Conservatorium
of Music), Gary E. McPherson (Melbourne etc.), Robert Faulkner (University of Western
Australia), Jane W. Davidson (Victorian College of the Arts and Melbourne etc.) and Margaret S.
Barrett (University of Queensland). The presentation of their names and credentials at the
beginning of the article establish the credibility of their argument: ethos. In addition to this, the
writers establish a formal scholarly tone in their writing and take the time to cite their sources
throughout the paper; we know that they have done their research well, based on the fact that
these resources are all from reputable establishments such as the Australian Bureau of Statistics
and previously conducted studies.
Logos is the most potent rhetorical appeal found in this study, as the articles
persuasiveness rests on the presentation of accurate and relevant facts. Each section of the paper
includes a wealth of data from the research as well as from previous studies. Numbers and data
themselves are not enough, however; the writers draw logical conclusions from the data by
presenting tables displaying the data and describing how it supports the argument. The
presentation of methods in particular aids in the credibility of their argument. For example, the
Procedure section of the paper gives a highly detailed timeline and analysis of the methods the
researchers used to conduct their research, from the process of gathering volunteers to participate
in the study to the assessment process incorporated into the project (Osborne et al., 2016). The
presentation of this evidence is the medium through which the writers convey their message:
students in underserved schools can experience a dramatically greater academic and
developmental experience with the implementation of music programs in their schools.
The primary audience for this article is school administrators who have not incorporated
music programs into their curriculum or who have cut funding for the programs entirely, as well

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as potential supporters. This is made evident by the emphasis on non-musical benefits of music
programs, as well as by the language used in the study; rather than being meant for musicians,
the vocabulary is universal and speaks to teachers and administrators who are looking for logical,
concise facts. This is where the appeal to emotions, pathos, comes into play. Pathos is used in an
appropriately low quantity and was mainly featured in the section The El Sistema Approach as
the authors illustrate how the techniques and framework used by El Sistema-inspired
organizations form the ideal approach to music education (Osborne et al., 2016). This appeal was
used subtly and effectively to set a positive tone on the subject in order to appeal to the specific
audience. The descriptions of children responding aptly to music and feeling more contented and
adept at school are minimal but powerful in their brevity.
The secondary audience includes music educators, non-music educators, other school
administrators, etc. The article is not meant primarily for them because it does not focus on
musical benefits, but the side effects of music lessons and ensemble participation. However,
because the article is focused on music education, we know that they would be interested in
reading the article even if persuasion of its importance is not necessary.
Conclusion
Both artifacts discussed in this rhetorical analysis were derived from the same exigence:
the need for music programs in underserved schools, as well as a force for change in
impoverished communities. They were both created with this focus in mind, and with the goal of
persuading their audiences to hold the same values and support their plight. However, each
artifact sought to accomplish this goal through a different genrewith varying degrees of
successfulness.

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My first artifact, How Music Saved Venezuelas Children, is presented as an online
video. By incorporating both audio and visualstwo different modes in a single genreto
communicate the message, the rhetors achieve a lasting impact on audiences. The medium of the
video (online) is also successful because it helps to bring the piece to a wide audience. My
second artifact, Exploring the Academic and Psychosocial Impactetc., is presented as a
scholarly, peer-reviewed article. It lacks images (although some charts were included) and is
organized under scientific headings. While this is the most appropriate choice for the information
being presented, the article is written in a style that makes it accessible to a small portion of
individuals. In addition to this, the medium of presentation (scholarly, online, peer-reviewed
journal) was designed for a select audience of readers. While both pieces were effective in their
own rights, the video was more successful in communicating the message by presenting the
information in two different modes and making it very accessible to larger audiences.

References
Lockyer, A., & Lansch, E.S. (2008, December 31). How Music Saved Venezuela's Children
[Video file]. Retrieved from http://www.elsistemausa.org/
Osborne, M. S., McPherson, G. E., Faulkner, R., Davidson, J.W., & Barrett, M.S. (2016).
Exploring The Academic And Psychosocial Impact Of El Sistema-Inspired Music
Programs Within Two Low Socio-Economic Schools. Music Education Research, 18(2),
156-175. Retrieved from
http://www.tandfonline.com.proxy.lib.fsu.edu/toc/cmue20/current.

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Appendix
How Music Saved Venezuelas Children
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