Teaching music in small schools affords unique opportunities and benefits, while also presenting specific challenges. In February 2023, the National Association for Music Education (NAfME) initiated a new task force to support and serve its small school educators. The Small School Initiative Task Force identified key issues and effective strategies for networking, community building, professional learning, advocacy, and resource development to support music educators in small schools throughout the United States, primarily but not exclusively serving in rural contexts.
After a survey of music educators was conducted by NAfME, several challenges and barriers in small schools were identified. Here are some of the challenges that were identified and the key strategies to create success in small school band programs.
Isolation
If you are the only band director in your school, you will need to take the initiative to make connections both within your school and with other band directors in your surrounding area. Start by seeking out respected teachers of other disciplines within your school. Offer to collaborate on interdisciplinary projects to build trust and respect. Seek out other band directors within your school district and surrounding districts. Reach out to them for advice, to share music and instruments, or simply to talk shop. Take the initiative to attend regional and state music conferences and professional development opportunities. Begin to create your own professional network.
Workload
If you are trying to duplicate the workload of a large school band program, you are setting yourself up for failure. In most cases, they have more staffing and resources. Therefore, determine what it is that your students need to learn and create a band curriculum that honors the culture in your community and best serves the students. Fine-tuning the curriculum in relationship to the workload that you can provide is important. Scaling back and focusing on providing a quality education is of better value than providing a myriad of activities that achieve little for your students.
Scheduling
Make a point of being on every annual course scheduling committee to ensure that music is part of a balanced educational school offering. No one wants to be on more committees, but this committee needs your voice to ensure that music is available to all students. If you are not on the school’s scheduling committee, get on it right away. Become an advocate for your students. If an administrator or counselor creates the school schedule, share your concerns and needs in advance of the scheduling process.
Conflicts
In a small school setting, we all need the same students given our small population. Many students are involved with sports, clubs, activities outside of school, and even jobs. Given that scenario, there are going to be conflicts. Work with colleagues and school officials to create systems where students are not exploited for the sake of one activity. Foster an environment in your school where students can participate and study in many different pathways. Students should be able to receive a well-rounded education on many levels and you may need to be the lead advocate for students.
Ensembles
Small school band programs seldom have perfect instrumentation. In most cases, instrumentation will fluctuate from year to year. Therefore, selecting music to be studied requires a lot of intentional planning, especially in terms of instrumentation. Select music that matches the strengths of your ensemble. Take the time to discover composers who write for small bands. Consider many of the new flex band arrangements. In addition, you might need to transcribe important and missing instrument parts to fill out a missing voicing and to maintain the integrity of the composition. Wise music selection by a small school band director can create something special. Music selected to be studied must be chosen with intentionality to meet the student’s needs. Drawing upon the student’s interests and the interests of the community, the process of music selection is vital. All of this takes advance planning.
Faculty & Administrators
Unless a teacher or administrator has been part of a band, they might not fully understand the operations and procedures necessary to teach band. Develop a rapport with your colleagues in education and not only share but teach them why you do what you do. No one else will teach them the ins and outs of what is necessary to create and maintain a small school band program, so you must take the initiative.
Relationships with Students, Families and Community
One of the greatest joys of teaching in a small school is the opportunity to know and connect with your students, their families, and the community. Embrace this as much as possible. In addition, attend civic and community events and get involved with community functions. Building relationships with your students, their parents or caregivers, and community members is powerful and will garner more support for your program than you can imagine.
Small Schools Can Be Successful
I consider myself lucky to have taught in a small school for thirty-six years. Teaching in a small school is special. Great band programs can thrive and flourish at all small schools if the right pieces are in place. Taking initiative, being an advocate for your students and building relationships are the true keys to longevity and success in a small school band program. It can be done.
I encourage small band directors to participate in our NAfME surveys, town halls, and webinars and view our professional learning resources specifically created for small school teachers. For more information, go to bit.ly/SmallSchoolsInitiative.
Richard Tengowski is a recently retired band director from Kohler, Wisconsin, and Chair of the NAfME Small Schools Initiative Task Force. He can be reached at rich.tengowski@gmail.com.
Related Reading:
Success in Small School Band: You Can’t Do It Alone
Yes They Can! Creating Success in Urban and Rural Environments
Grow and Cultivate Your Small School Band Program
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