Amplifying the Impact of a School’s Music Program

All performers know the power of a good amplifier. In some cases, an amplifier is essential to ensure an important instrument can be heard over a group. On the other hand, an amplifier can alter the timbre of an instrument to create a unique effect. In any case, when an amplifier is used it makes the sound bigger and helps the listener identify what is important. And the performer has control over how much amplification is used and the impact it has on the audience.

Just like a performer can increase the sound and impact of an instrument with an amplifier, high school instrumental music directors can implement some key factors that will amplify the success and impact of their high school music programs.

There is no question that an instrumental music program is an essential component of a well-rounded, education-based activity program. A strong instrumental music program adds depth and character to a school, and provides an essential creative, academic and emotional outlet for participating students. As music directors work to strengthen their programs, they will be able to amplify the impact the program has on the students, the school and the community.

Key #1 – Culture is King
This is not a new concept, but it is still such an important aspect of building and maintaining a strong program. Culture is “the way things are done here” and is supported by the values that are in place. You can quickly analyze your culture by asking two questions:

#1 - Do students want to be in this program?

#2 - Why do we do the things we do?

Answering these questions will identify the roots of your culture. Answers will undoubtedly include some traditions and specific behaviors or actions carried out by the students or the director, or both. These traditions and actions are a reflection of your culture. If there are positive behaviors and longstanding, musically rigorous traditions, students will know about them and they will be drawn to the program.

Key #2 – See the Big Picture
During the grind of daily rehearsals, performances and grading, it is very easy to lose sight of the big picture. A high school program is the pinnacle of the K-12 experience. Your students went through beginning programs and possibly a middle school program before they got to you. Those teachers worked hard to prepare students for the high school program.

These different levels should not work in isolation. Building a collaborative relationship between the directors at the different levels will increase motivation, retention and performance rigor.

Collaboration between the directors could include doing the following:

• Creation of a curriculum map and performing learning targets for each grade level;

• Combined performances with all levels;

• Special events (pep band games, concerts, assemblies) where younger students get to interact and perform with the high school students;

• Including the feeder program directors on the high school trips/tours;

• Directors taking turns conducting a piece at different levels and concerts throughout the year;

• Scaffolded repertoire selection; and

• Effective recruiting and retention plan.

As directors collaborate, students will know and see they are part of something bigger than just their school. Younger students will get to know you as the high school director, and they will get to know what to expect in your program. This collaboration will also help to ensure students are participating in a high-quality music education program.

Key #3 – Recruit and Retain
Your program can’t succeed without a consistent flow of new and returning students each year. It is essential to have a detailed, actionable recruiting and retention plan. Identify what will be done to get students into the program and to keep them in the program.

The first is recruiting. What can you do to get students into your high school program? A lot of the responsibility for having enough students for the high school program falls on the beginning program director. In some districts it is all the same person, but many times it is someone different. In addition to the collaboration already discussed above, high school directors need to work closely with the beginning teacher on the recruitment plan. It is also very important to collaborate with your school counselors so that you know registration deadlines. That way you can schedule your activities to align with those dates. Below is a sample plan and timeline that directors could follow.

• October – high school director does a swap with the feeder programs, runs a rehearsal, promotes the high school program, answers questions. Bring some high school students with you to talk up the program.

• December/January – Elementary school visits with the high school and beginning program directors. Incorporate some type of educational concert and instrumental petting zoo.

• December/January – recruiting/informational emails are sent to all instrumental music students, and to elementary schools that were visited. These emails can serve as a reminder and follow-up to the in-person visits.

• March/April – ask counselors for a list of who has registered. Review it with your feeder directors and identify students who didn’t register and make a plan to visit and invite those students to be a part of the music program.

The next step is retention. This focuses on what you do to keep kids involved in your program for their high school career. You will want to list and identify specific things that happen in your program to keep kids excited and motivated to stay in. Here are some examples:

• Have a positive, high-achieving culture (see Key #1)

• Play a variety of repertoire (festival, classical, pop, soundtracks)

• Marching band competitions and trips

• Pep Band

• Variety of festival participation, including state sponsored

• Out-of-state trips and festivals

• Use of guest clinicians and conductors

• Community service projects and performances

• Exchange concerts with other high schools/colleges

You decide what will work for you and your team, then make it happen. Consistency is essential to ensure it is effective. Re-evaluate and reflect on the plan every year and make adjustments to fit your circumstances.

Key #4 – Involve Parents Your Way
Parents can provide a strong support system to your program. They can provide numerous resources including time, money, chaperoning, supervision, logistics and other resources. Being able to harness and direct those resources to best help your program is what makes this key so essential. As a director, you want to maintain musical and creative control over your program. You also need to manage and monitor school fundraisers and resources as outlined by district policies. Creating a parent booster organization provides an effective tool to oversee and manage the parent support of your program.

A booster organization is set up to have a clear organizational structure. This structure includes a president, vice-president, treasurer and more. There can also be as many committee chairs as needed, including fundraising, travel, socials, event set-up, etc. These committees can be unique to your needs. As the director, you are on the leadership team and you direct the boosters on how to best support what you are doing as the director. It is essential that you maintain an open line of communication with the leadership team. Take the time to teach and remind all involved about your program goals and culture, as well any school or district policies.

When parents are involved and supportive and can see up close what is happening in your program, they will become your strongest advocates. They will work hard to ensure the program is successful so that their own students and all involved can have a positive, life-changing experience. The parents can also help with recruiting and retention as they talk about your program out in the community.

These four keys are not the end-all, be-all of running an instrumental music program; however, they will provide your program with direction, support and longevity. They will help you amplify your program so that students will have an amazing musical experience while in your program.