Recruiting and Starting The Year
Recruiting – A Guide –
compiled by Golden Music, August 2024
Topics
Recruiting Ideas For Beginning Band or Orchestra. 2
Change the mindset of all who surround you. 2
Engage older student “ambassadors”. 3
Introduce the instruments masterfully. 4
Build a culture around musical instrument instruction. 4
Hosting A Parent Orientation. 8
Why Recruiting is Important
You get only one chance per year to recruit new band and orchestra members. For the next six to seven years your district’s ensembles will be a product of your efforts today. In a perfect world, all students who wanted to take band or orchestra would find their way to their school’s beginning music program, pick out their lifelong instrument, begin their musical journey tutored by their school’s music educators and remain a die-hard band member through college. However, in the real world, music as a school activity has to compete with sports, work, family, other school groups and the perceptions about music that have been around for 50 years. In addition, technology has created more competition, which makes recruitment of new members more critical than ever. Recruiting new students is in addition to each music educator’s efforts to retain the students who are already invested in the program.
Knowing that every school district, school music program, music educator and community are different, the following are some ideas from music educators across the country on what can be done to recruit music students.
Each year, music teachers all around our nation have an opportunity to grow a powerful music program, and beginning band and orchestra students are the lifeblood of that potential. Effective recruiting, as much as anything a director can do, determines the future success of their program. Whether building a program from scratch, or losing a large number of students to graduation, recruitment is the most important job a director has.
Expecting students to sign up for music on their own or relying on a simple announcement or a note to parents simply doesn’t work anymore— directors must do more to attract students. Students don’t know enough about musical ensembles to decide whether or not they want to join. They have to be shown every aspect of the band and orchestra, told about its activities and benefits, and convinced they should be participating. Here are a few ways to successfully recruit for your band or orchestra program:
Change the mindset of all who surround you
Fellow administrators, teachers, students and parents all have a different belief system about the role of instrumental music in school curricula. The fact is, all students would be better served if they learned an instrument as part of their school life, and some schools don’t provide enough opportunity for students to realize a passion and desire to play an instrument throughout their K-12 education. Parents and teachers may believe that there is a large percentage of students who aren’t “musically talented” or don’t have the desire to play, but it is within the director’s power to change minds in this regard. Communities also need to understand the benefits of instrumental music: an emphasis on right-brain thinking, improved test scores, potential college scholarship, and a one-of-a-kind social network among other benefits. We musicians must consistently communicate to everyone that learning to be creative is not an extra-curricular or a “special” activity — it’s something all of our students should be doing.
Reach out to your department chair, principal, middle school principal(s) and other school music directors. Explain that you would like to have an annual recruiting day where local professionals, instrument dealers, and other students perform for each other and demonstrate the instruments. This is an event that Golden Music can take the lead on, or just be a supporting arm. Recruiting requires getting out to all schools as often as possible. Make sure you are visible to the students at all times, even if that means visiting their classes for a short demo or recruiting them in the cafeteria. Can your supervisor help by scheduling your prep time so that you can spend more time off-site with your colleagues who teach younger students? Maybe you want to create opportunities that involve younger students in one of the high school marching band or orchestra shows. Physical materials such as flyers, posters, letters and videos help tremendously. f there is a band booster organization, parents should contact other parents through email or phone, and create some recruiting events to attract families into the program. Whatever you decide, make sure the students see you and get to know you and your program — after all, they will want to be in these ensembles because of you.
Engage older student “ambassadors”
One of the best ways to “hook” young students into your program is by them seeing their older counterparts having fun engaging in music making. I remember being in 4th grade and watching the middle school jazz band perform — I clearly remember wanting to do that same thing from that point on. That’s exactly what you as a director are trying to create for students thinking about joining your music program! Plan to have a few older students follow you to classrooms to talk about your program. It’s best to have students promote your program and let the incoming students know how much the older students enjoy playing music. These ambassadors can become peer mentors to the young ones who start playing — they may even be able to get community service credit for helping you and the younger students out. Approximately a week before our instrument display night, I take a few middle school students to visit the various classes and answer their questions about band and often just general questions about middle school! Again, the most effective way to promote your program is to showcase those who already love it!
· Have older students tell why they joined and why they like the program.
· Make sure your students have exposure to older students and groups. It shows them where they are headed.
· Have your kids keep a lookout for students in school who may have musical talent. Peer to peer seems to work best.
· Drum up lots of excitement throughout the year before recruitment. Put up a countdown to try-outs outside your room.
· Know your counselors. It takes more than one face appearance with kids. Tell them to sign up for band – don’t ask them to. They will do what you tell them.
· Reach out to parents; give them the numbers about how band has a positive effect on grades/ACT scores and social interactions.
· Make yourself known to the elementary and middle school students who will be coming up to your program. Beyond attending concerts, be present at rehearsals and help to teach some lessons as your schedule permits.
· Don’t just recruit the grade coming to you, recruit them all, K-5.
· “10 touches” is an old marketing scene I’ve discovered – interact (in person, email, student leaders) 10 times to have a meaningful impact on recruiting and retention!
Introduce the instruments masterfully
If you’re not incredibly proficient at your secondary instruments, you may want to think twice about demonstrating the instruments to potential students. Students are attracted to masterful musicianship and tend to gravitate to the sound they are most attracted to — as long is it is performed beautifully. If we want our students’ standards to be high, then excellence needs to permeate everything around them. For the other instruments you don’t play, bring in guests (Golden Music will bring proficient players), play recordings, or point your students to great local concerts. The more masterful the musician is that demonstrates the instrument, the better the chance is that students will gravitate towards it.
Build a culture around musical instrument instruction
It takes some time, but over the course of a few successful recruiting (and retention) years, you will build a reputation for success and excellence. Students and parents want to be part of something that works and is rewarding. They want to engage in passion, play and have a strong purpose — and band and orchestra is the best vehicle for this during the school day. This musical culture permeates the community that it serves and feeds upon itself, making recruiting more fluid each and every year. As far as a recruitment “rate”, it is important to have a goal of 100% of students involved in order to maximize your reach. Elementary school music programs normally will serve over 80% of the population in the grade where instrumental music instruction begins; it is more challenging to recruit into middle and high school programs. The truth is that music teachers are the only instructor whose employment depends on their recruiting and retention skills; it is crucial that directors understand this in order to grow and preserve their program and their position.
All said and done, it’s up to you to create amazing ensembles where every student is valued; an encouraging atmosphere and a challenging musical experience on a daily basis — all of which will keep students engaged and excited about being musicians. When recruiting, continue to ask your students what they love most about your program, and put yourself in your students’ shoes and ask, “Why would I want to be a part of this ensemble?” Students will feel the great energy you have created and want to be a part of it for their entire school lives.
Assemblies
Golden Music can take the lead here or be a supporter. Host instrument petting zoo at the local elementary schools. Have students teach them how to make a sound. Make it informal and fun.
Have you high school director or similar help you demonstrate each instrument and have a few students come up and try too. Then we tell the rest they need to sign up for band if they want to try the instruments. Works wonders. Create a culture in your band that is so positive that there is no choice but for students to join!
Give examples of a range of players — invite your current program in, but also show examples of professional & fun videos that demonstrate what can be done on the instruments. No one wants to play clarinet because they heard the beginning band squeak and squawk, they want to play because of Rhapsody in Blue.
Have your band do a flash mob in the cafeteria doing lunch. Make it short and quick! Get in and get out.
Go to a concert with your band in primary and middle school is a good way to recruit.
Have a final “beginning band” performance for the incoming potential band student.
Hosting A Parent Orientation
Hosting a parent orientation can help your beginning instrumental program get off to a good start in the Fall.
You will notice deficits in parent understanding and involvement. Unlike an instrument petting zoo or “instrument rental night,” this meeting is all about our procedures and expectations, which would be completely new to them if they haven’t already had a child come through the program. So hold this at the open house or back to school night. Although music is what we do daily, we can take for granted that this may be the first ever experience a family has with an instrument. It is possible that the parents are just as inquisitive and nervous as their child. After all, they just made a big financial commitment for their child to participate. Teachers and parents alike want the students to be successful. This is a great opportunity to give parents tools and strategies they need and to foster a positive relationship between teacher and parent.
Distill all of the information you want to convey into a short presentation to keep the parents engaged. Our orientation presentation only lasts about 15 minutes, after which we leave ample time to take parent questions. In the meeting, we cover the components of the program, how parents can help their child succeed, and the resources available to parents and students online. Aside from concerts later in the year this is one of the few chances to have a captive parent audience.
· When full band/orchestra rehearsal begins and what criteria must be met
· How to fill out a practice calendar
· Establishing a consistent practice routine at home
· Practice strategies such as: slow it down, clap the rhythm, use flashcards
· General, proper posture for all instruments (including some demonstration)
· How to access band and orchestra resources online
· The importance of attending live performances as motivation and inspiration
· Additional opportunities such as extra-help, solo contest, and private lessons
The meeting cuts back questions that go to classroom teachers. It will help develop positive relationships with the parents from the very beginning.
All of these questions will play a huge role in how successful your band program may become. Many times, teachers will play an accidental role in creating obstacles that hinder the growth and success of their programs. One teacher I know, scheduled a mandatory band parent meeting on Super Bowl Sunday night! Needless to say, he took a huge step backwards with his community by not considering the needs of the community. Mistakes like that can seriously hinder your efforts to build support for your program. The truth is we do things like this all the time, without even noticing.
It is important to know what your community and students value, expect and need if we are to be successful in our ultimate goal……developing expressive and technically proficient musicians who love making music.
STUDENTS
The best thing you can do is make memories for the students. It doesn’t always have to be a musical memory — it could be having a bonding day, a pizza party or a concert that they organize from start to finish.
If you love your job, and you love your music, and you are having fun, your kids will too!
Have a sense of humor! Laugh with your students as much as possible. Tell anecdotes, listen to their stories, have class jokes. Not only will your students be more comfortable, but you will enjoy your role so much more.
Connect with your students in ways that exist outside of the curriculum. When you take a step back from drilling the foundations of music literacy and sight singing and musicianship, you will see your students as individuals which will strengthen your teaching and the students’ learning.
Love your students as much as you love the music you are teaching them.
Really get to know your students — relationships are everything. Make a point to have at least one meaningful conversation with a student each day. I find that there is usually time while students are coming into the room and getting settled.
Keep more seasoned students engaged by giving them opportunities to teach new students. Giving students a sense of investment and ownership in the program really elevates the experience for all involved.
Music proficiency is important, but investing in your students’ passion for music, their cultures and their personal growth will yield dividends. When you invest in children, you never lose.
Be kind — your kids need you. This is something I often forget. We never know what our students are going through. My expectations of them are so high that sometimes I forget that they have many other things flooding their brains or fueling their emotions. I often have to ground myself and remember that a little bit of compassion goes a long way.
Know your students. Our students must be our top priority. Know your students’ names, their interests, fears, hopes and dreams. This helps to build trust and inspire confidence, which is critical to success as a music teacher.
If you’re not enjoying your lesson, neither are your students — remember your students will always “play” off of you. If you seem uninterested or you don’t enjoy your lesson, how can you expect your learners to stay interested and learn anything? Be creative and teach in a way that you enjoy! I promise it will communicate much more effectively.
Find out your students’ favorite foods. Conversation centered around FOOD is a doorway to learn more about your students, such as their likes and their cultures.
Make it fun. Students who are having fun will progress further and recruit their friends to join, and as a side benefit, tell their parents how much fun they are having, which encourages parental participation.
Don’t get stuck focusing on the little things. Mistakes happen in performances and in classrooms. Teach students how to recover, regroup and try again. It’s easy to become myopic but when you’re running a music program, remember to look at the big picture.
Teach with compassion. Students come from every walk of life to your music classroom. Each student is dealing with something that you may not know about or understand. Let music class be a place of respite.
SELF CARE
Love yourself first and keep your family at your center. When you love yourself and can keep those most important to you as your priority, you will have more to give to your students because you will be grounded and happier. Fill your bucket with joy first, then you can share it with others.
Do not let the rigors of the job consume you. Carve out time to relax, do something you love outside of teaching music, and spend time with friends and family to keep a healthy balance in your life.
Set a time that you stop reading and returning emails. If there is a true emergency, your administrator will call you. Emails will ALWAYS be better composed after you take a break.
Prioritize your own mental and physical health. It might mean an early morning workout to clear your mind before jumping into course content, lecture material or grading. Your ability to be an effective communicator is reliant upon my capacity to maintain balance and clarity for yourself.
Pace yourself mentally, physically, spiritually, etc.
Go home (work will always be there tomorrow): This took me the longest time to learn, and I am still not great at it. The lesson plans, the trip planning, the schedules, the information for events, it all must be done, but it must be done at work and not at home. When you go home, disconnect. Do the things you enjoy, and you will find that you are way more refreshed and ready to take on the tasks to be done the next day. You, your family and your students will all benefit.
Breathe! You will make mistakes — learn and grow from them. Things are hectic around change. Breathe through it and take things in small bites.
Balance. Make sure you create time and space to get outside and spend time doing other things you love. Spend time with friends or family, even if it’s virtually. Balance is very important for our well-being, and our students will model it back to us!
Realize that you cannot — and in most cases should not — change everything during your first year. Instead, create a working to-do list and slowly chip away at it over the years.
MENTORS
Seek out a mentor who you trust, aspire to be like and with whom you can be open without fear of judgment.
Have that mentor or someone you can trust to bounce ideas off. This is far more helpful than you realize. Not only for your teaching, but your mental health.
Be team-oriented: Surround yourself with a great team of people to support you, your program and your vision. Be proactive in inviting guest artists and clinicians to work with your students. Watch other professionals teach and instruct — thisis one of the best ways to improve your own craft.
Build relationships with current and retired band directors. No one is an island.
MISTAKES
Be honest, transparent, consistent and forgiving. If you make a mistake, admit it and move on. If students make a mistake, address it and then move on. Mistakes are part of the learning process. Just as you are learning and will make mistakes, so are they. You wouldn’t want your principal to dwell on a mistake you made, so don’t dwell on theirs.
“Hug the cactus, embrace the vulnerability.” You will make mistakes. Making mistakes in front of students is an excellent opportunity to teach students how to make mistakes and grow gracefully.