Where can parents be most effective for advocacy?
- Support at school board meetings by speaking on behalf of music education as well as monitoring the dialog and issues before the board that could impact the music program
- Membership on various school/ district committees to advocate for music
- Talking to other parents about the value of music education
- Financial, academic and emotional support for students involved in your music programs
- As members of a music boosters group
How can you involve parents in your music program?
- Communicate
- Identify ways to share student expectations/goals/performance times/curriculum, etc.
- At the beginning of the year share with parents the names of the musical pieces you will work on and the rational for choosing them
- Stay well informed about current education issues and music research and share with parents
- Use various methods of communication:
- newsletters
- websites (refer to index page of sample website following this article for a list of topics and ideas)
- telephone trees
- hotlines
- email lists
- district newsletters
- use of community media
- portfolios
- Start Booster Group
- Understand the need for a booster group. A booster group can help with a wealth of duties, however, in times of crisis it is also the perfect vehicle to show the value of music to the children without being judged as self serving.
- Start your booster groups during good times, not as a reaction to critical issues
- Set up various committees within your booster group (academic support, scholarship, trips, fundraising, etc.
- Develop a mission statement (the better this mission statement exemplifies the mission of the district, the easier it is for music advocacy at the district level). Know the mission statement of your district—it is usually found in the school library or is on the district website.
- An umbrella music boosters group including band, chorus and orchestra parents is the best to develop—each group can meet after the general meeting to deal with trips, fundraisers, etc. but the most effective and powerful group is built around the unifying subject of music.
- Remember that even a small group is the beginning of an advocacy group; nurture and enhance it.
- Network
- Identify and nurture parents who can support you, your program, music education and the like. Choose people who:
- Match your philosophy
- Are thoughtful, insightful, calm, intelligent. Not loose cannons
- Get to know your students’ parents and their background. Ask your students if their parents sing or play an instrument. Have them perform with your groups.
- Keep your volunteers for more than their student’s tenure in school. A tried and true advocate for music is extra valuable.
- Hold receptions after your concerts to encourage to parents to meet each other and socialize. It also gives you a chance to develop advocates.
- Keep track of alumni. Bring them back to perform with your group if they have continued in music. Invite them to your concerts. They can tell you (and others) the value of music in their lives.
How do you reach out to your community?
- Communicate with your colleagues. Talk to your fellow music teachers, guidance counselors, other teachers in your school. If you establish regular communication with your fellow staff members, problems with scheduling, curriculum, student progress issues can be more easily resolved. Be willing to cooperate for the good of the student. Share what you are doing in your classroom and how it relates to other studies in your school. (Or ask what the other teachers are studying and see if it is possible to bring in music to compliment both of your curriculums.)
- Communicate with your students. Have them get involved in a student music group/governing body. Encourage student to student mentorships. Have them represent music interests on various school committee (be careful with this suggestion. We don’t want to suggest that music is an extra curriculum interest on the student council, etc.)
- Reach out to community members who could help your program by performing, narrating for a performance and the like. Don’t forget school board members, the principal, other teachers, the mayor. Acknowledge them, make them feel part of your program.
- Make a point of getting to know the culture of the community, how music is perceived. If you understand where you are, you know in what direction you must go.
- Do concerts out in the community. Be an integral part of community events.
- Invite community bands to perform with you (or go to a community band concert with your class).
- Identify and invite service groups and senior groups to your concerts. These members can be wonderful advocates. An afternoon dress rehearsal of your musical is the perfect opportunity to invite a local senior group.
- Volunteer to be on school and district committees. Make friends and keep abreast of changes that might affect music education.
- Stay informed about and acknowledge non-musical events in your school community.
- Become involved in professional organizations (WMEA, WAME, etc.)
- Hold informances rather than performances; that is, educate your audience about the history, etc. of your performance music. Read Shaping Sound Musicians by Patricia O’Toole.
- Start a file of quotes from your students about the value of music and what music means to them. Include in your programs and other publicity.
- Bring an artist in residence to your school.
- Check out community resources for grants to bring artists in to your classroom or to perform in select theaters. Many area businesses, service organizations and even your school district may have grants or at least a grant writer. Parents often work at businesses that will match funds or even totally fund a concert or special project.