Some Thoughts Regarding Recruitment and Retention of Instrumental Students by Dr. Stewart L. Ross
Directors need to recruit families, not just individual students. While it is true that students recruit students, it is also evident that music parents recruit other music parents.
Directors need to recruit families, not just individual students. While it is true that students recruit students, it is also evident that music parents recruit other music parents.
One of the most important ways to build quality instrumental music groups is to ensure an adequate number of beginners in the program each year – and to retain as many beginners as possible. Directors who are not concerned with improving recruitment and retention probably spend too much time with short-term goals such as tomorrow’s concert or next week’s contest. Utilizing proper recruitment techniques and innovative communication strategies not only will improve the quality of performing organizations, but also can aid public relations with the entire community. The more happy students involved with music groups, the more support gained from increased numbers of satisfied parents, relatives and friends.
It is important that all students in a school have an equal chance to take lessons and be part of a performing group. Whenever possible, students should be allowed to choose an instrument instead of being forced into a choice simply to fill a need at that time. Using school-owned instruments will be the only way some economically disadvantaged children will be able to join the band or orchestra.
Through conferences, letters and/or phone conversations, parents should be alerted to any success or problems of beginning students. Publishing the names of all beginners in concert programs, even those students not yet performing, can build pride and motivate them to continue practicing toward the goal of ensemble participation.
At a time when many would-be instrumentalists are choosing to work in fast-food establishments instead of joining the band or orchestra, it is imperative that music directors anticipate the precarious position in which they might (or already do) find themselves as retention of student musicians becomes more and more difficult. Although there are numerous reasons why children either do not join band programs or drop out during the first few years, parents and students usually stress the fear of failure and the time required as being major problems.
Factors contributing to successful beginning band recruitment include a greater appreciation of the values and benefits of band, a better perception of band programs and a better awareness of rental programs for instruments. As more beginning programs are being cut due to school-budget crises, directors need to prepare, organize and implement a carefully though-out plan that ultimately can ensure success for the total music program. A few practical ideas to increase recruitment and improve retention of student instrumentalists are here offered.
The Fact Sheet:
Nearly all students in the public school benefit at some time and in some way from classroom instruction in music. Unfortunately, too few taxpayers are aware that this is so or even care whether it occurs. If music teachers expect to develop a solid base of support, the myth must be destroyed once and for all that instrumental music education is not for everyone. Music instruction should not be viewed by the public as exclusively for talented or economically advantaged students. Music programs that put too much emphasis on performance can actually work to the detriment of the music education of all students.
A fact sheet can be a significant way to educate parents and the community about the total music curriculum, serving as an informative document that answers typical questions about the teaching of music in the entire school system. Incorporated into a fact sheet could be types of music classes offered, biographies of music instructors, goals and objectives of music classes and groups, and historical background concerning past success of the program.
In small towns, a flier could be prepared and sent to each tax payer. In larger communities, music students could take home this information. Along with a flier, the fact sheet could be incorporated as part of a music display and distributed at concerts and other music gatherings. It has been estimated that over six million secondary school students in America are enrolled every year in some type of musical class. It is to the director’s advantage to disseminate this type of information to the general public, the school board and the administration.
Demonstrations:
Music demonstrations and activities are an important part of any recruitment effort, which may include:
1. Student reports about composer, musical styles, trends or forms.
2. Student lectures and performances of student-composed works.
3. Displays done in conjunction with the school art department showing artwork inspired by music.
4. Live programs discussing and demonstrating the process of creating, rehearsing and performing music.
5. Speeches by amateur and professional musicians conveying the significance of music instruction and its importance to society in general and their lives in particular.
6. Awards presented annually or monthly to individuals who have shown a deep commitment to and support of public school music.
7. Periodic recitals featuring student soloists and small ensembles.
Parents’ Day:
No single group is more important to the success of the music program than parents of music students. In times of crisis, these community members are the first line of defense. If parents of music students are unwilling to defend the music program, there can be little hope of convincing other, less interested community members. Too often parents have no idea what their children actually do at school. Attending public concerts and performances is not enough to keep them fully informed.
Parents of instrumentalists should be invited to a special reception at least once a year. At the reception, which should include refreshments, the music faculty and administration can honor parents for their interest in and support of the program. The reception might feature some outstanding student performers in a short program along with any demonstrations by students that can help parents better understand the entire music program. If a booster group is available, members can help plan and organize the Parent’s Day.
Communicating:
Nothing aids recruitment and retention of instrumental students more than high-quality communication with everyone involved- student, parents and administrators. Without proper attention to the significant role that communication plays, music directors will never be totally successful in generating the support desired for their programs. As in sports, where the success of the coach is directly related to the talent and skill of the players, music directors depend first upon their musicians. Music students need to know what is expected of them and that they play a key role in the success of the department. There are no better recruiters for instrumental music than satisfied and enthusiastic student performers.
To aid communication while clarifying student responsibilities, a student handbook should be created that clearly states the goals and objectives of the program and gives detailed information, including:
1. Expectations of the director.
2. Rehearsal room rules.
3. Grading and awards system.
4. Policies concerning attendance, tardiness, etc.
5. Performing group councils (how elected, duties, etc.)
6. Fund-raising expectations, if any.
7. A calendar of the year’s music events.
8. A signature page, to be returned.
Every student and parent should receive a handbook at the beginning of the school year. Students and parents can be asked to sign the signature page, indicating that they understand the book’s contents, and return that page to the director so that it can be kept on file should problems arise later.
One of the most obvious but neglected areas of communication is the parent-director relationship. If music students are to be successful and not drop out of the program, enlightened and supportive parents are essential. In the best situations, a three-way partnership is entered into by the student, parent and instructor.
Each member has a special responsibility. Typically, parents need as much encouragement and guidance as do students.
No group of people will have a more direct influence on the success of the music department and retention of its students than will parents. Without their enthusiasm and interest, it is easy for students to drop out of the instrumental program- or never even join. Parents need to feel involved with the music program in some way. Utilize them as chaperons on trips and ask them to help with concerts, uniforms and other administrative tasks in order to increase their loyalty and concern while at the same time making the director’s job a little easier.
Parents can either inspire their children with support or influence them with apathy. Parents who feel involved with the music education of their children tend to exhibit attributes such as sympathy, reinforcement, praise, firmness and encouragement. Directors of performing groups need to recruit families, not just individual students. While it is true that students recruit students, it is also evident that music parents recruit other music parents.
Stewart L. Ross is director of bands and professor of music at Mankato (Minnesota) State University, where he has taught for the past 16 years. A native of Kenosha, Wisconsin, graduating from Tremper High School in 1968, Ross later earned degrees from Lawrence University (Wisconsin) and from Northwestern University, which awarded him both masters’ and doctoral degrees in music. Dr. Ross is a prolific writer, guest- conductor and lecturer, who has served as a Holton trombone clinician for G. Leblanc Corporation since 1984. He is also a music editor for World Book, Inc.
