Promotion and Advocacy

Recruitment

Recruitment of junior high music students begins in the fall, with class visits by me! This is followed by some kind of joint endeavour between the high school and junior highs during their winter concerts - either a guest performance by a full- or small-group. Then in January, we will plan a trip for current band students to visit each junior high and engage in workshopping, collaborative playing, and open discussion about high school music. In all of these interactions, creating connection, breaking down barriers, answering questions, and demonstrating our values practically are of key importance. 

Retention

While recruitment is incredibly important, retention is of equal or greater importance. For current students, the prime retention method is running rewarding, safe, organized, and joy-filled classes and ensembles. Additionally, this year we will be placing extra attention on social activities for music students to build community and connection. Various fun and educational events throughout the year will also build retention including especially our performances and music program trip. 

Musicals are a significant part of the student experience at BVHS, having been a staple of the program for many years. Musicals, in a unique way, offer an in-depth collaborative experience that is accessible to a wide variety of students and skills. A large-scale high school musical can often involve a hundred students bridging across the domains of music (vocals and instruments), theatre, dance, design, construction trades, textile arts, business, technology, and more. It is an ultimate example of cross-curricular learning and community building. Our musicals are major points of recruitment and retention for students in various domains, including music. 

Current students

• Google Classroom announcements (to share rehearsal reminders, resources, and opportunities)

• Music program social media pages (to share about upcoming events)

• Posters in common spaces (to share about upcoming events)

Future music students

• In-person visits by the music teacher and current high school music students (for relationship building)

• Informative brochure about music program (for program specifics relating to course selection and ensemble opportunities)

• Invitations to attend and perform at high school music events (to inspire and motivate)

General student population

• Supporting school assemblies/events with music

Parents/guardians

• Email updates (to share all relevant updates)

• Phone calls (for specific reminders, highlights, and concerns)

• Music program social media pages (to share about upcoming events)

Community members

• Music program social media pages (to share about upcoming events)

• Posters in the community (to share about upcoming events)

• Participate in School Advisory Council meetings

• Seek out and develop relationships with charitable, social, and performance-based organizations for performances, workshops, or collaborations

STAFF

Principal/administrators (school-level)

• Regular (but not too frequent) meetings to discuss shared goals and priorities

• Invitations to all music events at the school

• Invitation to visit a music class (to see the program in action)

• Offering to assist with school-based events and assemblies where possible

Teaching colleagues

• Email updates (for upcoming events, times when music students will be missing class, opportunities to help)

• In-person discussion with neighbour colleagues related to sound levels coming from the music space

• Regular meetings with other arts teachers and interested colleagues regarding collaborative projects

• Invitations to all music events at the school

Guidance counselling staff

• In-person meetings before course registration to share information and answer questions about music courses

• Send them very clear and concise course descriptions

• Offer to meet with interested students, or students who have questions about music courses

• Invitations to all music events at the school

Student support workers

• In-person meeting at the start of the year to introduce and discuss shared goals, priorities, and project ideas

• Invitations to all music events at the school

Custodial staff

• In-person meeting at the start of the year to introduce, ask specifically if there are any classroom routines that would make their job of cleaning the space easier, and answer any questions about the music space

• Invitations to all music events at the school

Executive staff (board-level)

• Music program social media pages (share about success in any music events)

• Encourage parents or students to write or post to the board-level about their experience in school music

Teacher: I measure success in three ways: 

• Number and size of courses offered: The more students who are involved in music learning, the better. 

• Quality of performances: Performances should be celebrations of learning, inspire satisfaction in students, and promote and strengthen community ties. This will be evidenced in student responses, feedback from the community, and observations from me (the teacher). 

• Student satisfaction: If students can come away from courses or ensembles feeling satisfied, motivated, positive about music, or even transformed, that will be the greatest measure of success.  

Administration: My school administration measures success in terms of student relationships built, community connections formed, and the number and size of courses offered. 

Parents/guardians: Our students' guardians measure success through the experience of their students. If their students are satisfied, then parents and guardians will be satisfied. Additionally, many parents and guardians measure success through the perceived success of performances. 

The community: Various partners and the community at large may measure success based on the number and quality of joint events and endeavours, promotion of shared goals, or strength of joint fundraising or promotional activities. This will require further individual outreach and relationship building to develop. 

Students: Most importantly, I believe students measure success principally based on how they feel in class. Do students feel safe, empowered, creative, encouraged, and filled with joy in class? Students also measure success based on whether they feel they are progressing successfully both in classes and in performances. Are we building on our skills? Are we taking on challenges with success? Are we improving as musicians and people? If we as a group feel great about our work together, we all will feel success in that.  

Success planning is crucial to ensure actions and activities feed towards common goals and objectives.