Components of Your
Instrumental Music Program
Milford Public Schools
August 29, 2008
The MOST important event for your program.
Planning & Preparation is key.
You are selling your program – the impressions
you make will make a difference.
Communication is essential.
Get to the students early.
Send a letter home to all parents.
Demonstration concert for students.
Mouthpiece / Instrument Trials
Rental / Information Night
Customize Your Approach
Set enrollment goals.
Identify short term and long term
Communication is key.
Assembly for Students
Play ALL of the instruments that you will
offer for the students or invited older
students to help.
Songs selection can affect students
choices. Choose carefully.
Your enthusiasm for your class will be as
important as the musical performance.
The purpose of having students try
instruments is multifaceted:
• Generates enthusiasm.
• Aid students in selecting an instrument that will
allow them to be successful.
• Influence instrumentation.
Information (Rental) Night
Be available to parents before AND after the
Have parents sign in.
Discuss the key aspects of your program.
Provide parents with information about renting.
Invite more than one vendor.
SELL YOURSELF AND YOUR PROGRAM.
Mail information packets to parents who
could not attend.
Allow parents time to obtain instruments.
Work with classroom teachers to develop a
schedule that they can support.
Be available to students for questions.
Recruiting never stops!
Utilize MS & HS performing
Every concert is a recruiting
Begins at the first lesson.
#1 reason students quit is frustration or
feeling of failure.
Teaching approach must ensure that
students can play songs independently as
soon as possible.
Achievement “honor rolls”
Communication with home.
Curriculum = Literature
The music we select IS our curriculum.
How do you find music?
What is your criteria for selecting
What makes a method book good?
Is one better than another?
Are you meeting your recruiting / retention
goals and is this a factor?
When do you switch?
How does technology fit in?
Connecting to the Standards
1) Singing, alone and with others, a varied repertoire of music.
2) Playing, alone and with others, a varied repertoire of music.
3) Improvising melodies, variations, and accompaniments.
4) Composing and arranging music within specified guidelines.
5) Reading and notating music.
6) Listening to, analyzing and describing music.
7) Evaluating music and music performances.
8) Understanding relationships between music, the arts, and
disciplines outside the arts.
9) Understanding music in relation to history and culture.
When possible, put the musical and learning
needs of the students first when scheduling
Consider all school events when scheduling
Utilize all of your resources.
Select music that meets your curriculum.
Select music that addresses the standards.
A “Band” or “Orchestra” concert should reflect the
design of the ensemble.
Consider long term curricular goals when selecting
music for winter and spring and from year to year.
Core literature vs. Contemporary literature.
Something for everyone.
Conferences – State, Eastern Division, National
Websites & Stores
“Teaching Music Through Performance in Band”
Standard of Excellence Series
Utilize vocabulary lists.
Rhythm, Harmony, & Melody
Keep students engaged when working with larger
Expose all instruments to melody and harmony.
Create a musical community within your
Interaction and collaboration with colleagues.
Visually enhanced performances.
Roundtable on Literature