Monday, November 7, 2022
Are you happy with the level of investment and ownership in your program or do you find yourself wondering why your kids and parents won't work harder for you? Do you find yourself often contemplating if you are the only one that really sees the importance in what you do? If so, then it's time to ask yourself what you can do to jump start the enthusiasm that is lacking in your program.
The more you give; the more you get. The more you get; the more you give. If you've been to a Scott Lang clinic before you have obviously heard this, must but have you really thought it through? Before you can expect your students and parents to take ownership in your program, you need to invest in it yourself. Take a step back and ask yourself if you are initiating the actions that will lead to a greater commitment. Are you proactive in encouraging students to go the extra mile or do you wait on them to ask for you to help? Do you invent creative ways of getting your students involved at all levels of your program or is it fragmented by age, grade, building, etc.? Is there a vision of your program that is clearly defined at all levels? Do you sell your program to the school and community through events that raise visibility? These are just a few questions that when answered can energize you to try new things that can raise the commitment level in your program.
Investment leads to ownership. I think all of us agree that when we pour our money, time, and energy into something we take pride in the result. Investment should start from day one when your students acquire an instrument. Many schools are starting to provide beginning band instruments to students free of charge. While times are tough right now and musical instruments are rising in cost just like a loaf of bread, we must still encourage students and parents to invest in their own instruments. Without that commitment it is too easy for a frustrated student to just hand it back to you and walk away. If you have students that legitimately cannot afford an instrument, there are other ways for them to pay. Ask them for extra help around the band hall, help other struggling students or other investment opportunities. They should not be made to feel as though they are being singled out for extra work because of their situation. Instead, you should just create opportunities for them to help and lead in a manner that raises their commitment level as well.
As students get older the opportunities to do more grow, but again you must be the instigator of those opportunities. While some kids will reach out and ask for more responsibility, most will wait on you to ask for it and most will not refuse to do what you ask them to do, but you must ask! If you want more kids to play solos/ensembles, try out for honor groups, stay after school to practice, help struggling peers, etc. they will, but they must be encouraged to do so and sometimes it requires persistence on your part to get them to help. Don't assume it is laziness; often it is simply a lack of confidence in their ability to do what you want them to do.
Finally, are your parents invested? Do they have clear goals set by you that are challenging yet realistic to reach? Extremes are not good here and both will lead to apathy. Shared goals that are established through collaboration will get everyone on the same page working together. Too often booster clubs do not know what their role is and the results of that are usually not good for the director. If you do not demonstrate enthusiasm for your program and their role in helping with it expect them to disappear. If you don't have clear guidelines for their contribution expect some to start overstepping their bounds and attempt to take on more decision making than they should. You must play a big role in their existence by being clear about what you want and where the line is drawn in the decision-making process. Finally, there should never be a meeting held by them that you don't attend and any projects they are conducting should be a hands-on project for you. Distance leads to division.
Building ownership is about having a clear vision for your program from day one until graduation. Students and parents both enter your band world with great enthusiasm and positive energy. It is up to you to bottle that and make it work for you through shared goals, challenging yet fun activities, clear expectations, and never-ending enthusiasm from you. Expect your assets to grow as you invest more into your kids and parents yourself. It truly does take a village, but you are the mayor. Lead on!
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Kirby Swinney graduated from the University of Oklahoma in 1982 with a degree in instrumental music education and retired in 2014 after teaching band for 30 years in the Oklahoma communities of Weleetka, Dewey, Choctaw and Shawnee. While at Dewey and Shawnee, both band programs earned their first ever OSSAA sweepstakes award and in 2013 the Shawnee Band Program earned its first ever double sweepstakes award when both concert bands earned superior ratings at the state level contest. Kirby's marching bands were consistently rated superior at regional competitions and were also consistent top twelve finalists at the OBA State Marching Band Championship Contest. Kirby joined the Palen Music Center team in OKC in 2014. |
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