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​​​​​​​​​​​​​​​​​​​​​​Middle-​school students pick up​ instruments for the first time.​
Alex Lucini played electric bass in a touring punk rock band in high school​. Sporting a foot-tall mohawk, he​ ​enjoyed hurling himself off stages into ​screaming crowds. H​arder-louder-faster defined the punk rock style.

 RIC alumnus ​Alex Lucini ’09

Today he​ is a music teacher at West Broadway Middle School in Providence where he remains, as his students say, “a little extra.” Only now he sports a suit and tie and has turned his inner anarchist into a passionate educator.

Each day he passes on what he calls “the key to the future” to his predominantly Hispanic, lower-middle-​class students. That key is learning to persevere despite failure.

“I think one of the biggest challenges of living, working and being part of an urban community is that it’s so easy to fail and then stop,” Alex said. “But the great thing music education affords you is knowing that the first time you pick up an instrument, the first time you play an instrument, you’re going to fail. You’re going to fail over and over again. But the perseverance and resiliency that comes from learning to master an instrument stays with you for the rest of your life.”

In his rise from musician to music teacher, Alex had to face his own learning curve. He was a first-semester freshman at the University of Connecticut but he decided to apply​ to RIC​’s music education program. I​n order to be admitted, he had to pass an audition. ​

Alex​ decided to abandon​ his electric bass, with its hard-edged sound and stripped down instrumentation, and switch​ to the tuba​. The only problem was​ he wasn’t any good at the tuba. 

​Alex shows student how to assemble
a clarinet

“I knew how to hold a tuba,” he said, “but my playing was not even close to college level. I didn’t even know my scales.” 

​Alex called on the chair of RIC’s music education program, Professor Rob Franzblau, to explain​ his predicament. Franzblau set him up with a RIC tuba instructor, which Alex paid for out of pocket. 

“I would commute back and forth, taking private lessons at RIC while studying at UConn,” Alex said. “I practiced extremely hard. My goal was to pass the audition in the spring and transfer to RIC in the fall.” 

On the day of his audition, Alex came in wearing​ a purple suit. It was the only suit he had. ​As he sat down​, his instrument broke and fell​ apart. Quickly he​ put the pieces together, pursed his lips against the mouth piece and won over the judges with his sonorous tones. 

He would go on to spend the next three-and-a-half years performing with the RIC Wind Ensemble and Symphony Orchestra, giving free private music lessons at Hope High School and resurrecting the RIC chapter of the Music Education Association of which he was named president. Though Alex lacked the classical training of many of his peers, he worked hard. He attended classes and rehearsals throughout the day and sold pizzas at night.

“I never worked harder in my life than the three-and-a-half years I was at Rhode Island College,” he said. In 2009 Alex became a first-generation college graduate ​and went on to marry another RIC grad, Danielle Lucini (Class of 2012), an honors student who double-majored in music education and musical theatre. Today,​ Danielle is a music teacher at Mt. Pleasant High School in Providence.

She embodies a youthful, kinetic energy that melds well with her young charges, and like Alex, Danielle believes that true failure is simply ​never trying. She imprints​ this belief in her students and lives by it herself.

RIC alumna Danielle Lucini ’12

“When I was hired to teach at Mt. Pleasant High School in 2014, I was told, ‘Here is a box of secondhand instruments, turn this into a band,” Danielle said. “‘And by the way, we don’t have any​ music program, any structure or any student interest.’” In other words, the odds were overwhelmingly against her that her program would​ succeed.

Undeterred, Danielle started out with six students and​​ turned that into 26 by the end of the year. Within five years she had 50 students. Today, her students perform in parades, at the State House, in nursing homes and in competitions, returning home for the past three years with ribbons. 

Danielle’s ​students

“It’s easy to look at the physical structure of our buildings, our school budgets, our demographics of special education and English language learners and lower your expectations,” Alex said. “But Danielle does a great job of creating an environment where expectations are kept high.”

​“I tell my students, ‘So you’re an 18-year-old holding an instrument for the first time versus a kid in an affluent community whose had private lessons since fourth grade,’” she said. “‘Just play the instrument to the best of your ability.’” 

“What our schools get wrong about music education,” Alex said, “is focusing on how fast, how high, how loud students play and the degree of difficulty of the music. That’s not what music is for. What we focus on with our students is actually making music. If they’re jamming out to ‘Mary Had a Little Lamb’ and they’re putting some soul into it, then they’re doing what music was meant to do.”

And just as failure is not fatal, success is never final. “I tell my students that you can play ‘Mary Had a Little Lamb’ a billion times, but the next time you play it, play it a little bit better than you did before. In other words, when you reach a certain level of success, strive to get even better.”

Danielle also encourages her students to continue to reach musically. Multiple times a year she takes her students to Rhode Island College (only a 10-minute walk from the high school). There, they participate in open workshops led by Franzblau, attend student recitals and engage in campus tours. One of her former students is now a RIC music education major, another is an opera performance major, while three others are minoring in music.

“And t​hough there are struggles that come with my job,” Da​nielle said, “the struggles are​ also what make my job enjoyable and worthwhile.”