January 4, 2006
Under the right circumstances, music students may play an extremely critical role in creating, maintaining and energizing support for local music programs. After all, they speak from a very personal musical perspective: they are the ones who are most directly impacted when school music programs are cut or eliminated.
Students Join the Fight to Save Their Music Programs
How can students take effective action? Here are a few examples of the power and potential of creative student advocacy.
Scenario #1: The board had scheduled a meeting to decide the fate of the music program. A number of cuts had already been proposed by the administration. The auditorium was filled to standing-room-only capacity; no one was ever able to count the number of people outside. A high school student stepped forward to "speak" on the open microphone. He followed protocol: "My name is _________. I have nothing to say. I just brought my trumpet and would like to play 'Taps' for the music program." His musical performance was the most moving and effective "speech" of the evening.
Scenario #2: In another district, the music program was targeted for complete elimination. Several high school students had the idea to obtain a legal parade permit. In cooperation with the local radio station, they arranged to have Sousa marches played for the duration of the parade. Down Main Street they marched, in full uniform…no instruments…only boom boxes! The message was very clear.
Scenario #3: In a third district, the elementary band program was in jeopardy. As people filed into the school auditorium for the board meeting, the entire high school marching band performed on stage. As people took their seats, band members gradually left the stage leaving only a remnant of the former group. The demonstration effectively portrayed the potential demise of the high school program, a direct result of eliminating the elementary feeder program.
The Power of Creative Action – and Silence
Student advocates have used many other creative means to convey the importance of music programs and dramatically illustrate what would happen if funding were cut. Keep in mind that any presentations at board meetings should be brief. Select only one or two speakers. Write out any presentations and rehearse them. Make sure musical performances are top-notch. Avoid repetition and overkill, and remember the power of silence as you create your presentations.
Here are a few more examples of effective actions that music students can easily take:
* Playing outdoor and/or indoor concerts before board meetings;
* Attending board meetings in uniform, but remaining silent;
* Presenting petitions and/or brief accompanying speeches;
* Suggesting music advocacy as an assignment for political science classes.
A NOTE OF CAUTION: DANGER AHEAD!
Student groups should only take action after careful consideration. While you are planning your actions, imagine worst-case scenarios and negative results, as well as your intended successes: even the best-laid plans may backfire. You certainly don’t want to alienate people or establish revenge cycles that place your program in annual jeopardy.
Some additional words of warning and advice:
* NO MUSIC TEACHERS OR PARENTS SHOULD BE RESPONSIBLE FOR INSTIGATING STUDENT ACTIONS. Aside from the fact that teachers risk being reprimanded or dismissed, using adults as spokespeople undermines the credibility of the student action.
* Students should seek adult counsel to make sure that actions they want to take are legal.
* No actions should embarrass or attack any individuals or a specific group.
* Don't get into a contest that pits music programs against athletics programs. This can have the extremely detrimental effect of incorrectly categorizing music as an extra-curricular activity.
* Make sure your actions are age-appropriate for the students involved.
Finally, from my personal perspective, one of the most effective, long-term and empowering actions that students can easily take is to bring their parent(s) with them to school board meetings!
Until Next Time,
John Benham
