School Music Advocacy for the Non-musician

By Steffen Parker

As part of the educational community, we are all aware of the mountains of research that documents the reason and purpose for including music education in a well-balanced school curriculum. This research highlights the many educational, team-building, cross-discipline and social pluses that participating in music in school develops in students from elementary school to college. All of the national music organizations (the National Association of Music Education for one) have compiled much of this data and make it available for all to review and use. Likewise, there are several very helpful collections of advocacy points for parents, teachers, students and the like. A very good list, done by the Selmer Company, is available online through various sources including the Nebraska State Bandmasters Association and certainly can supply you with some handy facts to use when discussing the value of school music programs with parents, students, community members and colleagues.

And, while those facts and survey data support the understanding of the value of music education, they don't provide concrete ways to support YOUR music program, YOUR school's music educators, YOUR school's student-musicians. But, time and effort are at a premium in everyone's 21st century life and thus your support may be limited in its scope, regularity and nature. Willing as you are to help, it may seem that there's nothing you can do given those constraints. Let's help you get the most out of the opportunities you have and provide these students with the encouragement they need, deserve and greatly appreciate.

SPREAD THE WORD: Your school's music educator and his/her students can reach only a limited number of people through their promotion for the next musical event and will reach a similarly limited group through word-of-mouth. Help get the word out to a broader audience by offering to take information about the upcoming activity to the local regional paper, to your own community paper, or to your church or synagogue's bulletin editor. Place a poster or information sheet in your area of the school, on a bulletin board in your local grocery store or town office, or include it in your posted calendar of events in your area. Offer to e-mail the information to your colleagues in other schools or to the local radio or television station's community events calendar. And talk about the event in your classes, your meetings with other educators and your contacts within the community. Nothing inspires student-musicians as much as seeing an audience filled with people who aren't their relatives.

SUPPORT THE TROOPS: Be aware of who among your students are members of your school's music program and acknowledge their upcoming activities as often as you can in as many ways as you can, both publicly and privately. A supportive word about a musical performance from another teacher or a school administrator is much appreciated and gives the students a tremendous lift as they mentally prepare for the intense effort and focus required to perform in any public event. And don't just limit your acknowledgements to the student-musicians, but also include their directors and other supporters. In most cases, these acknowledgements can be made in public situations -- classes, cafeteria, hallways, student areas, after-school opportunities, etc.

SHOW YOUR FACE: If you are able, attend any and all musical events that you can. If you get there in time, send your smiling face into the music area to just pat a few backs and wish all good luck. Converse with parents you know (or can introduce yourself to) as the audience waits for the concert to begin. And if possible, hang around afterward to help haul equipment, to compliment the performers, or to speak with those in attendance. And don't just limit your face time to performances -- stopping in the music room to listen in is usually welcomed by the music educator (check with them first though).

SHARE THE FUN: Musical groups often travel to events, both day trips and overnights. And they are not only great fun, but also a great way to connect to students outside of the classroom structure. If you can, volunteer to chaperone a music trip and add your name to those who can be called upon to help when additional adults are needed. Not only will you get to participate in a challenging, inspiring and exciting student event, but you will expand your relationship with the students (and parents) involved, and can now add the music educator as a supporter of your efforts and events.

SHAKE YOUR TAIL FEATHERS: Find ways to include music in your school day by playing a piece prior to class starting, sharing music on the public-address system between classes, or including musical references or recognition in your teaching. Playing music before class starts helps students focus their listening and attention skills, and also brings them into your room on time. Music on the public-address system (especially if it includes either student choices of programming or music selected to highlight the day, an activity, class or historical event) shows everyone that music matters in your school. And, music educators are always interested in helping their colleagues incorporate music into their disciplines, and are willing to serve as a valuable resource to provide you with information, music, CDs, Web sites, documentation and reading material to help make that happen.

While being able to do all of these measures for every musical event would certainly be a supportive and gracious effort on your behalf, the reality of it is that doing any of them for any of your school's musical performances will help those students, their parents and your music department. And, once you find a way that works for you and for them, it will be easier to do the next time. You may even think of a few that work for your school situation that are not mentioned here. The point is do what you can, when you can, to make sure that an education in your school remains a balanced, varied, life-preparing experience for each and every one of the students entrusted to your care.

Steffen Parker, a ninth-generation Vermonter, has been an instrumental music educator for 29 years, with degrees in performance, education and conducting. Parker organizes several music events in his state and region, and is in his 14th year as the Vermont All State Music Festival Director. He started a computer company, Music Festival Software Solutions, to help other states move their data processing online and provides that type of service to several groups, including the Vermont Principals' Association and the Vermont Superintendents' Association.