A Positive, Student-Centric Process for Selection of Student Leaders
Effective student leadership is a critical facet of a successful, high-functioning performing arts program. These leaders allow you to have the influence that one person could not possibly have from the podium. They should be respon- sible for reinforcing instruction, will be extra sets of eyes and ears close to the day-to-day operations, and will be largely responsible for communicating and propagating your organiza- tion’s goals, its personality, habits and traditions.
One of the most important hurdles to overcome in selecting student leadership is the issue of “legitimacy.” As adults we may, in fact, have a good sense of who might and might not make good leaders, but that may not matter if other students in the organization do not see those same qualities in the student leaders you select. In addition, because they have a stake in the outcome, students correctly feel that they should have input on those who are to be the future leaders of their organization. Relying solely upon one adult’s judgment can leave important information unexplored, whereas student leaders are your “front line.” They have a vested inter- est in the program, and will take the process of selecting other leaders very seriously.
Open auditions with general elections for stu- dent leadership positions can be problematic, as well. There will be students who express opinions and vote, who may not have any real interest or investment in the outcome. A general, open election can leave candidates and organization members jaded because of the po- tential to appear to be little more than a popular- ity contest.
Over time I have developed a panel-based process that I have come to like very much. I believe this exercise affirmatively reinforces many of the qualities and processes that help us continue to improve as an organization—one that encourages all students to strive to become better band members. Below, I outline the major steps in this panel-based process.
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Erick Senkmajer
About ten weeks before the auditions my current drum majors start running leadership clinics 1to 2 times each week after school for anyone who is interested in holding a leadership position in the band. Clinics cover: vocal commands/clap- ping, conducting, marching style and marching pedagogy, problem-solving, question and an- swers, leadership and our band philosophy (how “we” do things).
[This longish process] allows candidates to work alongside their peers, instead of against. In the two years I auditioned for drum major, something special happened whilst preparing for the audition; a unified sense of community and kinship was built. We all worked together and helped each other prepare for the looming audition in front of us. My freshman year, the majority of those who auditioned got together a few days later and had brunch together, when only a couple months previously, we didn’t know anything about each other. -Ellen F. (‘18) candidate
About two weeks before auditions, the non- graduating drum majors submit to me a list of names for an audition panel that includes a rising senior from every section in the band and roughly represents the male/female split in the organization.
The drum major selection process in the PHN bands is a great way for selecting student leaders. It also dissuades the idea of director favoritism (or favoritism of any student) by having multiple people on the panel making the decision. Feelings of fa- voritism are detrimental to any program… the less there is in a program, the better everyone’s experience will be. The fact that the panel is upperclassmen is a good thing as well because they know what is best for the program and what we want for our leaders better than new members.
Instrumental
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