Darla Hanley's Music Room
Creative Teaching for Students of Today (& Tomorrow) PK-8
Hi! I’m Darla, an experienced PK-12 music educator, college professor, and former Berklee College of Music Dean looking to connect with teachers, parents/caregivers, and others seeking to advance creative music making for today’s students — and their teachers. In Darla Hanley’s Music Room you will find teaching strategies, advice and teaching tips, playlists, and more.
In Concert
Today’s post is all about togetherness, showcasing young musicians (and indirectly, their teachers), and the importance of developing a fanbase for music education.
It’s concert season… again! A concert is a show, a gig, an event. In practice, it’s something many of us go to for entertainment, and do as music teachers every school year. As teachers these gigs are opportunities for our students to—show what they know and can do—in front of an audience. Oftentimes, we have winter and spring concerts, jazz nights, talent shows, musical revues, and more. In these settings we typically work for months to prepare for a few precious performance minutes and then it’s all over, right? Is that really true?
Rather than think of a cycle that starts and stops, here are 4 ways to consider concerts and the idea of being “in concert” as evolving. This framing may change what you do, and enhance the experience for everyone. Here goes!
1. Music education “In Concert”
As music teachers we (get to) create opportunities that shape artistic and educational experiences. How cool is that?
We make choices and set the stage for students—every day in class and rehearsal, and in those public performances I mentioned earlier.
So to me, music education “in concert” is a beautiful thing where teachers and students work together to advance art.
2. Performing within reach is the best
Over the years I’ve been to many concerts where the program (although filled with beautiful repertoire and arrangements) was over the artistic and developmental heads of the students.
In these settings, I always ask myself, “Why did the teacher choose that music?” Was it required on some rep list? Was it something in the school library?
Choosing the right repertoire is one of the most critical elements of performing—for any artist, any level. The right song and arrangement becomes opportunity for showing the student’s current musical skills and technique. The right song helps students build confidence as they experience success performing it.
Everyone likes to do something they’re good at, right?
Ego (lol). It’s cool to be able to say that our students performed the XYZ difficult piece, but it’s kinda not fair to ask them to perform something for that reason.
I’d rather hear students play a chart well than hear them struggling to play something beyond their reach.
3. Audiences to fans
My goal to always to make students #1 fans of music—they are my most important audience.
I want students to see themselves as musicians, artists, creators, and ensemble members—and to listen to lots of music.
Beyond students, we need to cultivate and sustain a fanbase for music education every time we are in front of people. What do they say, “you never have a second chance to make a first impression?” If so, that means every time someone hears our students (or us for that matter) we have an opportunity to elevate our program and its impact. If you know me, you know I always have a story ready to tell (lol).
Have you ever thought about the entire student body as potential fans for the music program?
How would it look if they all came out to support the school musicians like they were going to a pro show?
Is your principal a fan? The other teachers?
How would our work differ if we saw the entire school community as potential audiences (fans and supporters) of music—and really invited them in?
And what about finding fans for music education beyond the school?
What do parents and other community members really think about the music that’s happening in our school? That perception matters.
4. “In Concert” beyond music
If we look around we see groups of people coming together “in concert” to be part of something larger than themself. Sports teams, debate teams, and volunteer groups, for example—working in concerted effort, yeah, sometimes to win, but not always.
These efforts have leaders, like us, who set a stage to create opportunities that shape experiences for others. Shared goals, accomplishment, pride.
And finally, (like in music) these groups form lasting communities and friendships along the way. What great unintended consequences, right?
So, this concert season, let’s all think about what it really means to (get) to be “in concert.” It’s bigger than a few precious minutes of performance at the end of a school year.
Thanks for checking this out. Be sure to leave a comment to let me know what resonates with you and your students.