curriculum. Fees vary, similar to the partnership described earlier.


Opera Docent Program. In conjunc- tion with an opera company, perform- ers work with students to become docents for a student-friendly opera. Students learn about the many facets of opera, from creation to staging, as well as how to usher and explain the essential points of what the children will experience in the production. Participants learn writing and speaking skills along with an in-depth under- standing of opera. The opera produc- tion may go up at the school where the collaboration takes place, or similar to orchestral/band programs involve a performance at the opera house. The collaboration may occur within the school day or be a part of after-school programming. Frequently, fees are involved, though grants or foundations may help to finance the program.


Initiating a Partnership or Collaboration


In some communities, there may ex- ist community bands, chamber en- sembles, opera companies, or choral organizations that have outreach and/ or engagement components as part of their mission. Many are ready to come to your school and offer partnership or collaboration services. However, as the general music teacher, you can also take the initiative by searching on the Internet, making a phone call to your local Chamber of Commerce, senior center, or sending an email to a Dean or Department Chair of a college music program. A single point of con- tact may lead to the development of a musical partnership or collaboration with your school.


Funding and Planning


Certain projects will need assistance with funding. Corporations, business- es, service organizations, or artistic


guilds may be willing to help defray costs or underwrite a project when the rewards for school students are made clear. Music and arts organizations often have grants available for educa- tional purposes. Parent organizations may be of help to secure donations, fund raise, or to launch an advertising campaign. A foundation set up specifi- cally for community partnerships and engagement will attract donors, and funds will go directly to project imple- mentation.


While some partnerships are simple to plan for and the aims seem to be clear (performers + an audience = musical enrichment), partnerships and collabo- rations need care as they are formed. It is essential that both entities take time to meet and determine their goals and expectations for the partnership or collaboration. By involving adminis- tration, other music faculty, or general education teachers in the discussion, the stakeholder base is increased, garnering additional validation for the general music program.


Another crucial aspect of planning is that of visibility. To increase or build community support, find ways to highlight the partnerships or collabora- tions that expand the boundaries of the general music program. School news- letters and website, local newspapers, community television programming, email, and social media are platforms to take advantage of to share the excit- ing events that music students will take part in.


When general music programs partici- pate in community partnerships or col- laborations, the musical tie that binds is strengthened for all involved.


References


Burton, S. L., & Greher, G. R. (2007, September-October). School-uni- versity partnerships: What do we know and why do they matter? Arts Education Policy Review,


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109(1), 13-24.


Emmanuel, D. (n. d.). Commu- nity egagement and commu- nity outreach: Aren’t they the same? Retrieved from http://www.music.org/index. php?option=com_content&vie w=article&id=1157:communi ty-engagement-and-community- outreach-aren-t-they-the- same&catid=98:engagement- and-outreach&Itemid=874 National Music Council. (n. d.). 25 ways to support music in our schools. http://www.mu- siccouncil.org/wp-content/ uploads/25ways.pdf Putnam, R. D. (2009). Better together: Restoring the American commu- nity New York, NY: Simon and Schuster.


Ricchiuto, J. (2013). Jack Ricchiuto: Writer and engagement artisan. Retrieved from http://jackric- chiuto.com


Suzanne L. Burton is Professor of Music Education at the University of Delaware where she specializes in musical development from early childhood through adolescence, music teacher preparation in authentic and global contexts, and community engagement. She is published widely in scholarly journals and books and is co-editor and contributor to Learn- ing from Young Children: Research in Early Childhood Music and Engaging Musical Practices: A Sourcebook for Middle School Music. Burton serves on the editorial boards of the Jour- nal of Music Teacher Education and Visions of Research in Music Educa- tion and is Community Engagement Chair for the College Music Society. A former Michigander, she holds degrees from Spring Arbor University and Michigan State University.


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