Setting the Stage for a Better Orchestra Program
by Susan P. Ellington
Setting the stage for a better orchestra program is very similar to producing a fine dramatic play or musical. The director must focus on the following areas:
I. Selecting the "Show" Planning and Assessment
Take time to assess the current status of your program. Ask hard questions like:
• What is the image of the program?
• Does it attract a diverse segment of the student population or is it perceived as an elitist program for which it is difficult to qualify?
• Is there a high drop-out rate from elementary to high school? If so, why?
• Is there a logical and sequential progression of study in place?
• Are communications clear and timely regarding feedback on student progress and activities taking place?
• Does the program include students with varied cultural backgrounds and interests?
• Do students and parents perceive you, the director, as enthusiastic, caring, fair and student-centered with good student rapport, or.. are there frequent rumors of clashes of personalities?
• Do students show enthusiasm and pride as members of the orchestra?
• Are there parent volunteers involved in various activities?
• After addressing the above questions, one must ask “Where do I go from here? What are the goals for the year?
II. Determining Cast Needs–Who to recruit?
A careful study of current instrumentation is needed. What are the projections over the next few years for instrumentation at the elementary, middle and high school? Which instruments should have the special spotlight in the upcoming recruiting program? Make a list.
III. Develop a Timeline And a “To Do” List for Casting
The timeline and “To Do” list are valuable in order to focus and maximize your efforts. This helps reduce stress and improves the teacher’s image by providing a better organizational framework for effectiveness.
The “To Do” list for recruiting should include:
Preparation of letters to parents. The recruiting letter should outline briefly the benefits of studying an instrument, list those that are taught, and stress the fact that the curriculum continues through high school and provides many opportunities for the child’s future including scholarships. There should be information about parent orientation and a permission slip to be returned showing student name, instrument choice, parent signature and home phone number. Graphics or pictures ot instruments will make the letter more inviting and easy to read.
Next, schedule the presentation with the principal at each school, notify teachers and provide copies of all printed material to be distributed to students.
Ask classroom teachers for recommendations and help in screening potential cast members.
Determine who will perform for the program. Will it be a student group from the middle or high school? An adult quartet? The teacher?
IV. The Casting Session Recruiting Presentation
This session should be carefully planned to provide a brief and informative presentation designed to educate, excite, entice, inform and provide a foundation for collaboration between performing groups. It should be 30 minutes or less in length. Invite students to listen carefully to see which instrument might have the most appeal to them. The students should see how the instruments compare in size and sounds. They need to know that it is not unusual that some will be drawn more strongly to the higher sounds of the violins and others to the lower sounds of the cello. Point out that since the instruments come in many sizes, the students can be custom-fitted to the instrument of their choice.
The session should feature three (3) possibly four (4) short musical selections of varying styles ranging from an energetic Baroque piece to a fiddle tune plus a popular tune or movie theme. Subliminally this confirms that string instruments play all types of music. Each instrument should also be shown individually by demonstrating various styles and its range of sound. it is valuable for each instrument to have a "hook" or catchy tune which the students can identify, i.e., Violin- "Pink Panther", Viola - "I Heard it Through the Grapevine"; Cello - "The Addams Family'; Bass - "Jaws" or some other recognizable theme. If the school needs more cellos or violas, limit the violin segment to 30 seconds or less and give the cello or viola more time. Have fun during the presentation and dramatize the fact that members of the performing group enjoy performing together. This goes a long way to provide a more inviting environment for those considering joining the cast for the orchestra.
Letters should be ready to send home with every student. Discuss the letter and permission form with students. Set a deadline to return forms (usually 2-3 days). Thank teachers and students for their attention and cooperation. Leave students knowing that you look forward to seeing many of them in the program.
V. Finalizing Cast Members - Follow-up Interviews and Parent Orientation
Return to classrooms to collect signed forms. Meet individually or in small groups with students to fit them for the instrument of their choice. Allow them to hold, pluck or play the instrument's open strings. Get them to imagine themselves as an advanced student. Remind students of the scheduled parent orientation meeting where information on securing an instrument, stand, music book, class schedules, and other questions will be addressed.
If time is short, you can combine the student interviews with the parent night activities by setting up a drop-in from 4:00 to 7:00 pm. Meetings for parents are important in order to establish an early communication link and to help them know how to help their child be more successful.
VI. Rehearsals Begin...
The cast is in place and rehearsals begin. Establish high time on task. A clearly defined curriculum and supplemental activities should be in place. High expectations are a must. Plan programs which appeal to a wide audience. Make sure that what you play SOUNDS GOOD! Have some type of all-city or all-county event which showcases all levels and has high visual impact in regards to numbers of students participating sometime during the year.
VII. Publicity and Ticket Sales - Getting Community Support
Publicize concerts. Notify the media of special events, student awards and accomplishments. Keep the administration fully informed. Establish a reputation for quality performances which build audiences. These increased "ticket sales" and basic community support are necessary in these days of budget cuts. Organize a booster organization to provide volunteer assistance and financial help as well as to serve as a political guardian for the overall program.
VIII. Final Performance - Setting the Stage for Next Season
As the year comes to an end, the curtain closes on a successful note and the process begins again. One realizes that recruiting and the search for new cast members is a year-round process. Attention to details and careful planning can positively affect the overall image of the program and thereby attract more students. The important process of evaluation must be ongoing. Build on the strengths of the program and try new strategies to improve areas of concern. Practice innovative programming and keep a check on your image.
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