Small school bands face unique obstacles, from limited resources and sparse instrumentation to a scarcity of dedicated musicians. These obstacles do not define the musical experience for you or your students. Creating meaningful opportunities is not far out of reach by using the limitless opportunities available coupled with some creative common-sense approaches.
Create Your Culture
Student Leadership
The success of band programs is contingent upon the delegation of responsibilities. One person cannot do it all. However, one person coupled with the power of dedicated students can accomplish anything. Placing students in leadership positions that are best suited to their personal gifts can mean the difference to any program. Student leadership is the highest honor you can bestow upon your students. Create a process for choosing your leadership that will show you not only who is a good fit, but also who is willing to work towards their goals. It is important to look outside of those students who always stand out, also considering those who will lead quietly by example. Students are looking to see what those kids are doing too. Your student leaders set the tone for your entire year, so make sure you choose wisely. A belief that every student can contribute to the success of the whole is what makes our band families great, especially our small ones!
Goals
Smartly organized goals are the backbone of any successful program, and small-school is no different! It’s one thing to say “I want to make the all-state band,” but it’s completely different when you add, “And this is how I plan to do it.” Using the S.M.A.R.T. goals system can help you create that plan for each goal. We just heard the collective groan as you read that. State have various measures that they use to evaluate teachers. In Texas, we have T-TESS. We don’t know many teachers who get excited about being evaluated, however there is something to be learned from how T-TESS expects teachers to set goals for the year. Creating measurable goals allow students, and directors, to assess the effectiveness of achievement. Include a “post-mortem” session to determine if a goal has been achieved, determine positive outcomes and opportunities for improvement, and allow students to contribute. This can be uncomfortable, however will benefit both your program and your students’ development into contributing adult human beings!
Community Presence
“We have a band?” That may be one of the single most frustrating phrases uttered regarding rural community schools. What the community sees and hears on Friday nights can be the largest indicator of community acceptance. A very small percentage of the population is allowed to be in “the room where it happens.” As the best (and sometimes only) advocates for our programs, we must brave the environment outside our band room walls and set up performances. We all have days where we hope no one hears the sounds that emerge from our ensembles, however, it is important that we use our students to help advocate for our programs. Find many and varying avenues and venues for your students to perform. Having students perform in church is an excellent way to both build their confidence and use their talents to increase community support for your program. To assist with recruitment, take a drumline or chamber ensemble to your elementary school to play for students as they arrive on campus. The resulting traffic jam will be a positive experience for both the current and future members of your band family.
Curriculum
Resources
This may be the most important information you get in this entire article. Ready to have your mind blown? The book is not the curriculum. There is no one-size-fits-all curriculum when it comes to music. You have to find things that work for your students and adjust them to fit your program. There is so much great material out there, but none of it will work if you don’t use it effectively. Use as many resources as you can and build a binder for your students. You don’t have to pass out an entire book. That can actually be slightly overwhelming to a beginner student, but you can choose pages out of a book that address what you are working on in the now. Can’t find a book that addresses your specific need? Don’t be afraid to make your own exercises. Sometimes this is our best option because we know our students and their musical needs better than anyone. We must add a disclaimer, however, that if you are utilizing a specific section or pages of the curriculum, make sure to purchase it in its entirety. There are also free resources available if your budget leaves you in need.
It should also be noted (see what we did there?) that each year should be flexible with regard to curriculum. Young musicians will devour certain aspects one year and not quite “clear the hurdle” the next. The same major concepts, however, must be addressed: tone, note identification, and rhythmic concepts. This is true for both homogeneous and heterogeneous approaches.
Incentives
One fact holds true: “Students will do some sketchy stuff for a sticker.” Utilizing practical incentives is an excellent way to plant seeds of motivation that can turn intrinsic. Every growth requires celebration! Individual achievements in the early band years will contribute to larger successes down the road. Incentives can be both personal and public. Giving “brag tags” for scale or rhythmic pass-offs is an excellent way to reward achievement, however, if budget is an issue students can also receive recognition by adding their name to a large poster or banner on the wall. We created a “Wall of Stars” that displays the names of students in all grades who have made major accomplishments! The most important thing is that you recognize student achievement as often as possible.
Consistency
Communication
Small-school success is highly dependent on students who are involved in many different activities. In order for those students to be successful, creating and maintaining open lines of communication is paramount. This includes not only the students, themselves but also parents, administrators, other sponsors, and the community as a whole. Meeting with other sponsors and coaches prior to the school year allows you to construct a preliminary conflict calendar. Please be advised, this is not the sole solution, however, it does give a rough blueprint to the year.
Please understand that conflict is inevitable. How we approach conflict can reflect upon our programs. It is important to make the conflict resolution only between sponsors. Keeping in mind that the student’s best interest should always be at the forefront. Remaining calm, honest, and willing to compromise are invaluable traits that will not only keep your blood pressure down but will also benefit the student in the long run. We tell our students often, “To be a musician, is to be flexible.”
Mentors
If you don’t have a mentor, get one! Find someone that you trust to be honest (and that you feel comfortable enough with to honestly accept their feedback) and lean on them. This can be an old band director, a seasoned band director in your neighborhood, or even the guy that worked as a band director at your school for many years and still happens to live in town (if you have this person, get to know them and include them as much as possible. They will love feeling included and will sing your praises to anyone that will listen). Invite this person to your band rehearsals and your beginner classes. Have them give you feedback on everything they see. This is one of the best ways to improve your teaching methodology while also gaining a colleague that will always be in your court.
Small school bands are found throughout our nation and each one is an important part of their school’s educational processes. Should you take anything away from this article, it is that there are avenues for growth for not only our students but for us as well. Our programs are an important part of what makes school bands great and we should celebrate them every day!
Josh and Michelle King are the band directors at Beckville ISD, a 2A district in East Texas. They also host the podcast, “Little Bandology”.
Related Reading:
Success in Small School Band: You Can’t Do it Alone
TBA Archives – Building Success in the Small School Band
Yes They Can! Creating Success in Urban and Rural Environments
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