again the next day. At the point where I documented that I had left two messages, the next message would be something like: “Mrs. Jones, I am calling you about Jimmy being in the band next year. We would love to have him join the band. However, we need to know your decision for scheduling purposes, please call and let me know what you have decided at 222-222-2222. After 5pm I will not be available to answer the phone, but feel free to leave a message, I check them daily.” This message may very well result in a call after hours with a message that says, “no, we do not want Jimmy to sign up for band”, but at least it is a response and you can move on.
5. Post Cards
Do not underestimate the importance of ‘snail mail’. Each summer, even after students were signed up for band, I would create post cards and send them to every student. You can get mailing addresses from the same contact list that the school will provide you with phone numbers. Typically I sent out two versions of the postcard. Version one was the Welcome! to band postcard, with needed information, dates, times, etc. Version two was the ‘we would love to have you’ postcard that included the absolute last day to sign up and information on how to do so. Even though it seems a little silly, receiving that piece of paper in the mail at least for an instant on a hot summer afternoon has them thinking about your program. I was always able to pick up a few more students using this method. If choosing to do this method, you may also send a newsletter or something different. I chose to send the postcard because the stamp was cheaper!
6. The Interest meeting
Schedule an interest meeting for parents and students to provide you the opportunity to meet and tell them about the program. Ask your principal, the counselor and additional band directors, such as, the high school director to attend as well. Informal with refreshments is great! You may consider involving the high school program and have some of the band boosters and current bandleaders speak briefly. The most important part of this step is getting the students and parents to the meeting. a. The more special the student feels the better.
Send out invitations to the upcoming beginners by mail, email, or a letter given out at school. Our school had an automated phone system so we were not only able to send home letters, but also used the automated system to provide a reminder a day or two before.
b. If getting students and parents to show up to a meeting is an issue, talk with the elementary school enough in advance to see if there is an event at the school with parents in attendance where you could possibly do a short presentation, set up a booth to promote your program, or
32
maybe even have a small group play. It doesn’t have to be an event for solely the students you are aiming to recruit, younger students being exposed to your program early is a plus.
c. Be sure when scheduling your interest meeting that you take into consideration your community and whether or not parents travel to work. If they do, then be sure to allow adequate time for them to leave work and make it to the meeting.
7. Put an instrument in their hands. Students can see things and be somewhat interested, but put the actual instrument in their hands and create a moment of instant success and that small amount of interest will sky rocket to a whole new level. There are three ways that I have utilized this method in my teaching career. a. Traveling instrument zoo. When students
can’t come to you, you go to them. I was in a situation where getting the parents and students to the meeting was an issue, therefore, I wanted to reach out to the students during school time. My principal was very supportive and paid for a substitute teacher, while I traveled to each of five elementary schools and saw every single 6th grader. With me, I took two 8th grade students and one of each of the following instruments; flute, clarinet, saxophone, trumpet and trombone and went on tour. We set up in a classroom, saw five students at a time and let them try the various instruments. When the students were finished we wrote down names and gathered information. They received a piece of paper with their name and the name of the instrument they were best suited for and were invited to sign up for band. This may very well be the only way I had a beginning band each year. It takes time, but is very beneficial in a situation such as this. I was then able to call parents and not only ask if their student was joining band, but I was able to say something like, “Suzie did very well on the clarinet last week. I am calling to see if she will be joining band next year.” This particular method provided me with two steps, recruiting and instrument selection. b. Instrument petting zoo. The instrument petting zoo can generate interest among students who had no idea that they wanted to be in band or even what it is. This can take place during the school day or after school. I have found that it works best if done during school hours at each individual elementary school. When planning the instrument zoo you will need the following:
• Instruments: Flute, Clarinet, Trumpet and Trombone
• Four instrument stations with 5-10 instruments of each instrument
• Two workers per table, one of which has to have knowledge of how to start on the instrument,
the other to help, however if they can start beginners too, then that is ideal.
• Disinfectant for instruments - We used mason jars and had 6 at each station in three sizes. The largest two had water, the medium two had alcohol and the smallest two had mouthwash.
• Paper towels • Time!
• Handout showcasing the program and giving follow up instructions, such as; how to sign up for band.
• As outgoing of a personality as possible. Students need to leave excited!
We had 10 students at each station for a total of 40 students at a time. They were on each station for approximately 10 minutes. The goal is to get every student to play at least one brass and one woodwind instrument. In some instances, students will be able to play three, even four, depending on the amount of time you have available.
c. Instrument zoo with parents and students.
Typically this event will occur prior to the school year beginning, anywhere from 2 weeks to a month before. It is important when using this method to know what the scheduling practices are of your school and if this will be early enough for them to make needed accommodations. In most instances when using this method, the student has already signed up for band, we just need to know what they are going to play.
The event typically takes place on a Saturday and in a large room, preferably a gym or large lunchroom. Information is sent out to students prior to the event and the student’s show up to ‘audition’ for instruments. When students arrive they sign in and receive a scorecard. There is a table set up for each instrument in which you wish to start beginners and is manned by a knowledgeable musician, which is typically hired by the band director. Students go from table to table and they attempt each instrument under the instruction of the musician at each table. They receive a score for each instrument and at the end the band director discusses with the parent and student what the best options are. This is a great process if you are in a situation where parents thrive on being involved. One of the most important things when using this method is to make sure the people you hire are people you trust and that you have shared what you value and consider as successful on each instrument. Even though my experience with this method has been to set the students on instruments, I include it because you can easily adapt this to an event
that recruits for the program, similar to the con’t on page 35
May/June 2013
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54