I Have Student Leaders... Now What?
Each year, students are encouraged to involve themselves in leadership training courses in order to become a student leader in their high school band program. Seminars, workshops, and courses are prepared to engage youth in the most effective ways to become a leader in their band. This is one of the most exciting times for young leaders to become motivated to take on new responsibilities and step up to take their band to further achievements. I have noticed that many of these leadership workshops tend to focus on service, teamwork, communication, commitment, respect, and inspiration. The workshops often discuss aspects of what great leaders have in common and how they can be utilized in the band class. Because of this, students go away motivated and inspired knowing they can be that leader. After the workshops, they know how to be a better leader and they have the confidence to take on the role expected of a leader. This is why we send them to leadership training camps, isn’t it? We want them to become knowledgeable and more prepared to contribute effectively in their roles as student leaders. I am always enthusiastic to see what these energetic youths are ready to accomplish when they get back to school. These are the best times to see your young leaders go back into their bands and make a positive impact on the program.
We are able to see the benefits of student leaders early in the year, but some students are able to take on more leadership opportunities throughout the year. Band camps normally engage the youthful, excited leadership team. It can set an atmosphere for positive expectations for the semester. As the gleam and shine of the initial days of school set in, many students find themselves running a routine that has been set in previous years and their focus becomes divided with all the other aspects of school-related activities. However, when the semester progresses into November, many band programs could maintain without several of their student leaders teaching their peers. By the time concert band is the primary
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focus, most of the leaders have little responsibility over instruction. The appealing aspect of the marching band as a flipped classroom (Phillips & Trainor, 2014) where the students are part of leading the program is nearly complete. The leadership responsibilities shift from student leaders teaching younger students into student leaders serving as dedicated performers. Please don’t misunderstand me, I have done this and know multiple directors that utilize leadership teams in the same manner. I am a firm believer that leaders must lead by example whether it is in the marching, concert, jazz, or any ensemble. This type of leadership works and leading by example is effective. However, there have been years that I’ve had some exceptional leaders that were capable of teaching throughout the year in multiple ensembles. These were the years I decided to step back and allow the student leaders to take more leadership roles both semesters. When I stepped out of the way on these years and let the student leaders step up, I realized several things: the student leaders benefited greatly from experiencing more responsibilities throughout the year, more band students became invested in the program, and I had to have patience with the process.
Experiences
Consider all the important characteristics listed for great leaders that you have noticed in your years of teaching. One critical factor that bonds all these characteristics into the type of leader you are today is experiences. If we consider the servant leadership style, it is directly connected to having experiences of service (Lautzenheiser, 2005). It is an action style of leadership. Just because someone knows that they are supposed to serve others means little to nothing in servant leadership until the actions follow. These actions become the experiences that are remembered. This process begins building the characteristics traits of the servant leader. I cannot think of any worthwhile leadership trait that can be
by Benjamin C. Posey
developed without experiences. This is why I think the student leaders benefit from extended responsibilities throughout the year. We are often able to determine which students are capable of teaching and leading at the beginning of the semester, but I am concerned that we cut them short of their full potential as leaders.
One opportunity that could open some wonderful experiences for you and your student leaders to learn more about leadership is to let the students conduct on the fall or spring concert. Review the Fall and Spring concert repertoire with a focus on finding works that your student leaders may be able to conduct and instruct at the end of each semester. Consider how many student leaders that may be able to conduct in these concerts and the instrumentation with each student as the conductor for those works. Set aside a conducting/instructional day where the students on your leadership team can learn leadership traits specific to the concert setting. Work with the student leaders on the problems that could occur in rehearsals and how problems can be addressed. Depending on the student’s prior experiences, you could discuss conducting patterns and some of the things you’ve learned from your experiences that the ensemble needs to see from the podium. Help them map out an instructional plan for teaching the entire work within the limited time that you will allow them in class. Set them up for success just like the other leadership programs prepared them for leading the marching band. Just remember, this is all somewhat abstract until they experience this leadership role from the podium, so each rehearsal plan may need to be individualized. When the time begins for rehearsals, allow the students to teach the way that they believe is best and be a mentor in the rehearsals. If they have an issue or don’t understand how to do something, you are there and can help them. If their teaching or conducting method is not clear, you can be there to help them experience a better way
February/March 2017
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