Strolling for Success
by Pamela Teflejohn Hayes
Today's changing society has affected our lives in so many ways. Sometimes we forget what it was like to get up out of a chair to change the TV channel, use a rotary phone, or wait for food to defrost. With computers, facsimiles, ATMS, answering machines, a very competitive society, a multitude of activities and conveniences at our finger tips, it is a challenge to keep the arts as a priority choice among our population. To do this, we must increase our marketability and become advocates for live performances. We must get to the entire population, not just people who come to a concert to see their children play. Once they're hooked on "the real stuff" we've cultivated a new supporter of the arts. Check out the audience at your next concert. How many people are there who aren't already supporters of the program? Probably not many. Everyone there has some type of connection with the school or with one of the students in the group that is performing. That's great, but in the state of South Carolina, only 28% of the population has school age children, and not all of those are even enrolled in some type of fine arts class. The other 72% of our population looks at the schools very carefully and wants to find ways to cut anything they can to save taxes. Those are the people I want to find and convince of the value of the arts in the public schools, and I want to be proactive, not reactive, in establishing the orchestra program.
A technique that I've found to be extremely successful and effective in achieving this goal is the addition of a strolling strings program to the orchestra curriculum. It provides an opportunity to take a music performance to people who never come to a live concert under other circumstances. A lot of questions immediately come to the mind of the director such as, "Is this really music education, or is it just a gimmick?" This is only one of the many concerns that face the director when he first thinks of strolling. A carefully planned and implemented program, however, can not only be successful, but can add dimensions and depth to an existing program that you never imagined possible.
Establishing the initial program
Explain to the students that this is what they're going to do - don't give them an option. They probably will not be too enthusiastic at first -- such is the life of adolescents! In the beginning, don't ever ask "Who wants to learn to stroll?" The answer probably will be no one!! Students have to experience strolling before they understand how much fun it can be. If there are not enough students in one school to create a strolling group, consider combining with another school. If the group must function totally separate from a class, create some type of incentive or honor to get them involved in the beginning stages. Once the group is firmly established and develops some prestige, it can become optional if the director so desires. Peer enthusiasm will then be able to sell the program for you.
Selection of Music
Technically easy music has worked better for me at first. Students don't mind playing this when they know they have to memorize it. I've been more successful using shorter selections in the beginning, as the task of memorization doesn't seem so overwhelming. Then, later on, I add a couple of medleys. Harmonized music is fine as long as the parts are scored fairly close together. Also, there is a large selection of music arranged specifically for strolling on the market today. Establish a set program and use it all year. Once it is learned, all you have to do is review it from time to time.
Rehearsing the Music
Approach teaching music the same as you would any other literature. Insist on quality! Intonation, technique, tone, rhythm and musicianship are extremely important. Once the music is well on its way to being mastered, it's time to start committing it to memory. It's okay to use class time to do some of this. Work on certain sections until they are memorized, then assign the next section for homework. Repetition and refinement - it works well for Mr. Suzuki! Students can pass the music off one piece at a time by playing in small groups or playing for a tape recorder during class time. Of course, if the director has the luxury of being there before or after school, there are many other options. Once the music is memorized, continue to use it as a warm-up or closure for class throughout the year. This gives more students a chance to continue to learn the music and keeps the others from forgetting it. The whole show doesn't have to be changed each year. In fact, there are some favorites that will probably become a tradition.
The First Performance
It's best to pilot the first performance on a "safe" group - one that is non-intimidating and easy to please. Remember, at this point the students are still not convinced they really want to do this. A covered dish supper for parents and invited guests is a good environment for success. Require all students to stroll. They don't have to play all the music - let them drop out when they've reached their level of achievement. As performances become more professional and are being used as a fund raising activity, only those who know the entire show should perform at these events.
Strolling can be structured or casual. I use the casual approach myself. Students are divided into some type of organized group with balanced instrumentation. I use two first violins for every second violin, viola and cello. I assign a first violin as a group leader and everyone else is to stay within hearing range of that person. Then they stroll from one table to the other. This is usually done between numbers, rather than during each selection. The room should be divided so that certain groups cover tables on one side of the room, then somewhere near the middle of the performance, have them switch sides. Or, simply have them rotate through the entire room in a clockwise motion. Insist that the students communicate with the audience between numbers. Let them introduce themselves to the people at the various tables.
I place the basses near the piano. Also, my cellos do stroll, although I did not have them do so in the beginning. The students got tired of not getting to talk to the people as the violins and violas did, and before one performance, I found they had borrowed the straps off cases and rigged up their cellos so they could stroll. They informed me they were "going out there" and they've been doing so ever since.
Strolling Tips
The piano plays a very important role in strolling -- it is what keeps us together. If using students, be sure they have advanced keyboard skills. It is wise to have several people capable of playing the accompaniments so you always have a backup person available if needed. The type of amplification needed depends on the size of the room as well as the size of the audience. I've found that for less that 100 people, it is seldom needed. The piano, bass and lead violin can provide a lot of security for the strollers. In large rooms, however, I amplify the piano, and for groups of 300 - 500, 1 amplify my own violin and play along with them. This task does not have to be done by a director, but can easily be done by one of the stronger students.
Accepting Performances
Once the group has performed two or three times, word will spread quickly throughout the community and calls will start coming in. Students and teachers can be overwhelmed with requests. Be selective in what you do - use common sense and good judgement. There are several things you need to know before you accept a performance:
• The size of the room.
• The number of people attending the type of function (banquet, reception, etc.).
• The exact time that the performance is to begin.
• Can they provide a room where students can leave cases?
• Can you arrange a time to see the room ahead of time?
• Will a piano be provided?
• Will you provide a table for sound equipment?
• We will need a space for piano and basses (also cellos if they do not stroll)
• Will you make a donation to the school’s orchestra fund?
Some type of written confirmation or contract confirming all of the arrangements is also very wise.
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