IN-Ovations VP’s Message Mind the Gap . . . build bridges not walls Michael Jaycox WMEA IN-Ovations VP A
s music teachers, we often must advocate for our programs. This
is more and more true in the current economic climate where there is a lot of uncertainty at both the state and national levels. Therefore, it is even more essential that music teachers highlight the connections between music and other subjects. I have some ideas where music teachers can work to bridge the gap between their subject and other subjects, and also some ways to help advocate for your program at both the local and state level.
We, as music teachers, need to educate
our administration, as well as our parents, our communities, and our students about the importance of music. As we all know, music seamlessly connects to all subjects, but it is important that our administrators know of these connections.
I used to think that my administrators
were just ignoring my programs and how my classes could positively impact students. However, from working more with my administration these past few years, I have decided that administrators, for the most part, are not knowingly trying to take away from our programs; they simply do not know. And when they do not know, they can make changes to a program that end up harming it, such as cutting funds, decreasing class time, or increasing student loads.
Instead of approaching our
administration with anger, try to approach with a level head and factual arguments;
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leave opinions and personal feelings at the door. While you will show your passion, this might hinder rather than help. Plan to state why the changes have negatively impacted your program and offer ideas to better the situation. I have found that administrators are more open to change if you have an idea rather than complaining about the situation and offering little to no solution. Changes often do not happen overnight so be patient and keep working to do the best you can!
Our communities and parents often
see our programs through a completely different lens. They come out to support our concerts and programs and see the final product, which we know is the tip of the iceberg. What they don’t see are the resources we have, the amount of time we put into a performance, and the daily challenges we face. To give our communities and parents insight into our worlds, we can simply invite them in!
At your performances, talk a little
about how you got to the performance, including the time you put in, anyone who helped you, and what resources you have. You can also have a public social media page on Facebook or Twitter, and share your successes! Take your groups out to perform at community events, inviting the community to join in! There are a lot of ways to get the community and parents involved with what you do.
As far as building bridges within your
school, it isn’t as hard as you might think. I have found that teachers throughout
each building I have been in are willing to help you in creating combined units. Perhaps you can work with a science teacher to make instruments or study sound waves. I am sure your English teacher can help with writing libretto for a new composition. In the elementary world, perhaps ask your fellow classroom teachers about what they are teaching and see if there are ways to incorporate music. For example, if the third grade class is learning about the states, work on one of the many songs about the states. If fifth grade is studying Egypt, maybe learn about the music of Egypt. This will not only help you make cross-curricular connections, but it will also spice up your own teaching. Who knows, maybe you will learn something new yourself!
Too often we let ourselves build a
wall around our program to keep “safe.” It is time to tear down these walls and start inviting our school to become part of our school community. We are stronger together than apart, and together we can help music succeed.
Michael Jaycox the teaches K-5 general
music and middle school choir in Greybull.
of Wyoming
band and 9-12 choir in Greybull. He attended
Previously he taught 6-12 University
where he was very active in the collegiate music education program and was also a drum major with the Western Thunder Marching Band, two years as head drum major. Michael holds degrees in Music Education, both Bachelors and Masters, from the University of Wyoming.
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