Case Study

							                     Case Study: Scheduling Music in the Small School
                    by Micki Carlson, Suring High School Choir Director

                                     Fast Facts:
                        Location:     Suring HS (Northeast Wisconsin)
                        School Enrollment: 239
                        Band enrollment:     53 (22%)
                        Choir Enrollment:    70 (29%)


         Each year when I receive my class roster, I hold my breath that all of the students that
were in choir the previous year are back on my list for another year. Getting students involved in
music and keeping them involved is a high priority for all music educators. Whenever I notice a
missing name, I usually find that student and ask why they didn't sign up for choir. The answer
that is given most frequently is that choir did not fit into their schedule. My answer to that
comment: "Let's go down to the guidance office and see if we can't work something out."

        If scheduling is the true reason the student is not in choir, the guidance counselor, the
student, and I sit down and usually come up with a creative way to make choir fit. Not all
guidance counselors are aware of how important music education is to all students. That is where
the music teacher comes in. As a music educator, I know the advantages in keeping kids
involved with music. It is my job to educate others to understand the importance of music in the
lives of children.

       The people who run the master schedule in a school can make or break a music program.
The task of building the master schedule - especially at a small school - is extremely
complicated. Here are some ideas that have worked at Suring High School to successfully
provide opportunities for music to as many students as possible:

♦ At many small schools there is only one band and choir at the high school level. Also, many
  of the upper-level, college-bound classes only have one section. It is essential that these
  courses are not offered at the same time as band or choir. Because our school is so small,
  many of the high school teachers also teach junior high. High school teachers teach what are
  called junior high exploratory classes. Our building principle, who designs the master
  schedule, has the junior high exploratory classes meet the same hour as the band and choir.
  This way, there are fewer course offerings at the high school during band and choir class
  time, alleviating many course conflicts. Whoever builds the master schedule has to be willing
  to manipulate the master schedule to fit the needs of the music students. It is important to
  point out the many ways student participation in music is beneficial.

♦ As at many schools, the band and choir programs at Suring High School share a large
  number of students. Because of this, the band director and I decided that less time with a high
  percentage of the student population is better than more time with a small number of
  students. At this time, we share the same hour for large rehearsals. The Concert Band meets
  on Monday, Wednesday, and Friday; the Concert Choir meets on Tuesday and Thursday; and
  the Treble Choir meets at the same time as the Concert Band (you cannot be in Treble Choir
    and Concert Band). All students are also scheduled for a lesson once a week for both band
    and choir. If a student is in both band and choir, they actually meet for seven class periods
    per week. Having full choir rehearsals only two days a week is a challenge, but adding the
    individual lesson each week helps a lot. It is amazing what you can get done in two class
    periods per week when you know it's all you have. This schedule allows a large number of
    students to participate in both band and choir without having to give up two complete class
    periods for music each day.

♦ Another creative scheduling idea is sharing and hour with physical education or science. At
  many schools, physical education meets only two or three days per week. If you can
  somehow fit music on the opposite days, it allows many more students to participate. At our
  school, some of the upper-level science classes are in two-hour blocks to accommodate lab
  work. The music class may fit on the opposite days. This again will help students fit music
  into their busy schedules.

          Music educators need to remain aware of the changes in graduation requirements, college
entrance requirements and the way the school's master schedule is built. Open and frequent
communication among music teachers, the guidance department, and administration is necessary
to achieve what is in the best interest of the students. Do not be afraid to try new things,
compromise, and/or be flexible. Of course, having a quality program that the students want to be a
part of is a most important aspect of scheduling. If a student really wants to be a member of the
band or choir, that student will find a way to make their schedule work.




Micki Carlson is the Choral Director of Suring Schools. She recently completed her term as
Vice-President of the Northeast District of the Wisconsin Music Educators Association. She also
serves on the Board of Directors for the Wisconsin Choral Directors Association.

Carlson, Micki. "Case Study: Scheduling Music in the Small School," The Wisconsin School
       Musician. Feb. 1999, Vol. 69, Num. 3, Pp. 25.