Some of our students are self-motivated go-getters who will diligently continue their studies through private lessons or music camps. But most will fall into the classic summer slack and return to us in the fall with sloppy skills and little stamina. Even as a band director, I’ve fallen into the same patterns and have benefited from a new challenge. Our students can and will surprise us when we provide them with new ways to perform and demonstrate their skills. Also, PRIZES help!

In the summer of 2024, we offered a weekly opportunity using MakeMusic Cloud for students to earn extra credit towards the following school year as well as earn prizes to be redeemed in the fall. Weekly challenges featured popular Catalog titles in which the students would practice and submit recordings at the end of each week. Students could participate as little or as much as they could or simply when they chose to. At the start of the 2024-2025 school year, prizes were awarded, and all participating students were recognized in our monthly band newsletter, which was delivered to all band students and parents. You’d be surprised what a little recognition can do for motivation and engagement. All participants were awarded extra credit towards their quarter 1 grades. If extra credit is taboo in your district, I suggest incorporating some optional assignments into your curriculum. In this scenario, students who choose to complete optional work can earn credit, and those who do not participate are not penalized.

In addition to extra credit, we awarded prizes to students based on how much they engaged with the challenge and how often. The top two students who logged the most time practicing with MakeMusic Cloud were given the choice of gift cards from either Amazon or Starbucks. We also randomly chose two winners from all students who engaged with the challenge. We are fortunate to have funds in our budget to award gift cards. If your school does not, check with the cafeteria and see what “treat” options they have, as students are often satisfied and motivated by choosing a treat at lunch. Local fast food restaurants will also donate certificates for free treats at their location.

Before the challenge began, I created a summer calendar and chose tunes from the MakeMusic Cloud Catalog I thought would be appealing to students. There are so many options, and you can find something for everyone. Once I had decided on the tunes, I scheduled a new tune to be available for practice and submission each Monday morning at 8 am. Students have the whole week to practice and submit the tune by midnight Sunday. We did not require students to earn a particular percentage in order to submit, although I did speak with students about our performance expectations when introducing the Summer Challenge. Students were encouraged to join the Summer Challenge 2024 class in MakeMusic Cloud, and I shared the challenge with parents via email. One more scheduled email went out to students and parents on the last day of school, and then the challenge began.

Throughout the summer, a handful of students reached out with questions regarding their submissions, but most were independent. I occasionally checked a few submissions, but thanks to the schedule feature in MakeMusic Cloud, I was able to set it and forget it until we returned to school in August. There were the usual and expected participants, but several surprises as well. One of our top winners was unexpected, but well deserved, and after making a production of awarding prizes, we hope for even greater participation this summer.

See below for teacher and student instructions as well as a sample graphic to print and fill out!

FOR TEACHERS: How to Set Up a Summer Practice Challenge with MakeMusic Cloud

Goal: Encourage students to continue practicing over summer break with weekly tune challenges, optional submissions, and rewards to keep them motivated and engaged.

✅Instructions:

1. Pick the Dates: Choose the start and end dates for your summer challenge. Typically, run it weekly from early June to late July.
2. Choose Repertoire: Select 6–8 fun, accessible tunes from the MakeMusic Cloud Catalog. Make sure they appeal to your students and suit different skill levels.
3. Create a Calendar: Assign one tune per week and list it on a printable or digital calendar. Release a new tune each Monday.
4. Set Up in MakeMusic Cloud:
   • Create a new class called “Summer Challenge 2025.”
   • Schedule each weekly tune to appear Mondays at 8 AM.
   • Allow submissions through Sunday at midnight.

5. Invite Students & Parents:

• Send out emails with instructions, the calendar, and the MakeMusic Cloud class code.
• Remind them on the last day of school to sign up and participate.

6. Track Participation:

• No need to grade submissions—just monitor who submits and how often.
• Use participation logs for prize eligibility.

7. Offer Prizes:

• Top Practicer Awards: For the students who log the most time.
• Random Prize Drawings: Enter all students that participated.
• Bonus Credit: Award extra credit or optional assignment credit toward the next school year.
• Alternative Incentives: Lunch treats, shout-outs in your newsletter, certificates, etc.

8. Celebrate in the Fall:
Recognize all participants and hand out prizes early in the school year!

FOR STUDENTS: Join the Summer Band Challenge!

Keep your chops up this summer, learn fun music, and win cool prizes!

🎵 How It Works:

• A new tune will be assigned each Monday via MakeMusic Cloud.
• Practice the tune throughout the week.
• Submit your best performance by Sunday at midnight.
• Participate in as many weeks as you’d like!

🏆 Why Join?

• You’ll keep improving your skills over the summer.
• Win prizes like extra credit, treats, or shout-outs!
• Top practicers and random participants will be rewarded in the fall.

The post Boost Summer Practice with MakeMusic Cloud: A Band Director’s Guide to Keeping Students Engaged appeared first on MakeMusic.

We’re back with another round of exciting updates to the MakeMusic Cloud library! Whether you’re planning your next performance or just looking for something new to practice, there’s plenty to discover in this month’s additions.

The instrumental catalog continues to grow with new works from a fantastic group of composers, including Randall D. Standridge, Cindy Hill, Erin Keeton-Howard, Pinkzebra, Robert Sheldon, and more. These works for concert band and orchestra offer a range of styles and challenges to keep ensembles engaged and inspired.

Also new this month is a versatile supplemental book: Sound Performance for Young Musicians by Chris M. Bernotas and Jim Palmer. Designed for flexibility, this resource includes music that can be played as solos, duets, or trios—with or without piano—making it a great tool for both classroom and individual instruction.

And don’t miss the latest pop and film music additions! New tracks from Batman: Caped Crusader, Green Day, Howard Shore, Twenty One Pilots, and others bring even more variety to your practice sessions and performances.

Click to view all interactive music added to MakeMusic Cloud this month.

MakeMusic Cloud is home to the largest interactive and digital sheet music libraries available, with tens of thousands of titles spanning every instrument, ensemble type, skill level, and genre. Each subscription provides access to every title in our unrivaled repertoire library of music from more than 130 different publishers. Start your 30-day free trial.

The post April 2025 Repertoire Update appeared first on MakeMusic.

We’re searching for a music educator who ignites a love of music in their students to receive our first ever ✨Spark Award✨ presented by MakeMusic and Alfred Music. 

Congratulations to our 2025 Spark Award Winner: Amanda Cornet! 

Amanda Cornet stands out as a true champion of music education. She’s not just an orchestra teacher; she’s a passionate mentor who consistently goes the extra mile to share the pure joy of music with her students. Amanda’s dedication shines through in everything she does, from her Strolling Strings class to her exciting plans for a new sound garden. She’s all about helping kids discover their musical spark and share it with the world, creating a lasting love for music that reaches far beyond the classroom.

We received hundreds of inspiring nominations and thousands of votes—it’s been an honor to celebrate music educators alongside each of you! 

We asked voters to keep in mind the candidates Educational Impact, Demonstrated Student Growth, and their Contribution to the Music Education Community. 

The 2025 Spark Finalists (in alphabetical order by last name) 

Wayne David Barkley from Loris, South Carolina

Nomination submissions for Wayne David Barkley express how influential he is in the lives of his students, with many former students becoming educators themselves. He is noted to be an advocate for the Arts and wants every child to have the opportunity to learn music. He is said to be patient, nurturing, encouraging, and students reportedly love his classes. He spends many hours outside of the school day to plan, provide extra help, and even write grants all for his students. 

Amanda Cornet from Fishers, Indiana

Nomination submissions for Amanda Cornet praised her for being a teacher who goes above and beyond, is impactful and effective, and who shares the joys of music with her students while helping them learn to share that joy with others. She was cited as being passionate, dedicated, and committed to student success in and outside of the classroom. Her Strolling Strings class came up several times as a positive outlet for students and those who get to enjoy their performances.

Richard Dunham from Rochester, New York

Nomination submissions for Richard Dunham state that he is an inspiration to his colleagues, demonstrating outstanding leadership and going above and beyond for his community. He is a teacher who assumes extra duties in the school building, and offers extended student support when needed. He is an active mentor to younger teachers and inspires his students to become musicians, but also to show up everyday as themselves. 

Charles Miller from Columbiana, Ohio 

Nomination submissions for Charles Miller praise him as an amazing educator who is truly invested in the betterment of all of his students. He is inspirational to colleagues, runs an active marching band program outside of the school year, and stepped in to fill a need for the school Drama Department by leading productions for the past 3 years. He is noted to be an “undeniable beacon of enthusiasm and commitment.” 

Mark White from Marlton, New Jersey 

Nomination submissions for Mark White celebrate him as dedicated and enthusiastic, saying “his love for music and teaching is truly contagious.” Several stories about Mark’s positive impact on students came in stating that he is inspiring, develops a love of music in his students, and supports students to build their self-confidence. He teaches at two campuses and is noted for being patient, making a difference, instilling passion, and spreading the joy of music. 

 

Nomination Qualifications

Any music teacher actively teaching (public, private, or charter schools, or private lessons) with at least 2 years of teaching experience. Evidence of contribution to student growth, music education, innovation, and/or community involvement. 

Prizes

The teacher you nominate could win: 

• 1 MakeMusic Cloud Teacher Subscription (1 year)
• 25 MakeMusic Cloud Student Subscriptions (1 year)
• $200 credit to use at Alfred.com 

Timeline 

Nominations open April 8, 2025 – May 9, 2025 

Finalists chosen by MakeMusic panel and announced May 14, 2025 

Final voting open May 14, 2025 – May 20, 2025 (come back here to vote!) 

We’ll celebrate the final winner on or around May 23, 2025 

Official Rules 

View a copy of the official rules here. 

The post Nominate an outstanding teacher for The Spark Award! appeared first on MakeMusic.

A struggle I often face as a music educator is finding time in class to work on scale mastery. I would wrestle with the questions: Should I make them play scales faster? In thirds? As arpeggios? Technical aspects always seemed to get in the way, especially for the clarinets, or we would hit range issues for brass.

No matter what I had the students do to learn scales, we were faced with obstacles. I could see the proverbial gaps appearing, and the trajectory wasn’t leading to the desired outcomes, so I would quickly abandon the effort. The other issue was getting students to buy into memorizing their scales and getting their technique to a place where they no longer had to think about the finger patterns and could focus on tone.

This is when I decided to try something different. Instead of learning all 12 keys right away, I had students in 6th grade (2nd-year players) work on one scale, mastering it in-depth using modes.

Figure 1: This is a written-out example of what we took 6th Grade Clarinets through by rote. Note that we went down an octave for some of the scales. This was intentional to show that the octave they play in doesn’t impact the tonality of the scale. 

I had the students play their major scale slowly, covering the basics such as appropriate fingerings, key signatures, etc. We then started on the second mode, then the third mode, and so on. This opened their ears and improved their technical facility. The students quickly played seven modes across five key areas (Concerts C, F, Bb, Eb, Ab). They took off—that is 35 different scales!

Through this process, the students took ownership of mastering their scales right then and there, and all they needed to know were the rules:

1. The key signature stays constant.
2. Octaves do not matter; adjust for your instrument and range (use your fingering chart).
3. Go!

This work subsequently led to my favorite part as a music educator—TONS of content-specific questions! In my mind, student inquiry indicates that a student has truly learned and connected with the content. I was bombarded with questions about enharmonics, transposition (especially for Eb Alto Saxophones), names of modes, major, minor, diminished, and even augmented. (As a side note, showing them the “ever popular” Tritone and its use in popular music like “Maria” from West Side Story and The Simpsons Theme Song was a blast to see so many lightbulbs!)

While playing, their listening and adjusting to tonalities improved, as did their endurance. Here are other benefits of teaching modes alongside major scales based on my experience:

• Students deepen their connection with their instrument notes and ranges.
• Students learn to hold a key signature as a constant while the tonality shifts around it.
• Helps with memorizing and solidifying the note names that make up scales and the repetitive patterns of notes.
• Trains students’ ears to hear different cadences.
• Rehearses harmonic patterns that come up regularly in the repertoire.
• Keeps the practice of learning scales fresh and new without getting into intervals.
• Students learn their minor scales.
• Students learn to make decisions about which octave to play in, which can also promote working to extend one’s range (ie, altissimo)

I hope some of you will find this helpful if you are looking for a slightly different approach to working through scales with your students (any age). I would love to hear if there are other positive takeaways that help your students!

Want to try this with your students? It’s easy to use Compose in MakeMusic Cloud to create your own custom scale document. With the new Annotations feature, you can offer even more instruction to your students as they begin an independent learning journey! The Compose files that you create in MakeMusic Cloud can be shared or assigned for a seamless experience.

New to MakeMusic Cloud? Get started free today—no credit card required!

The post Majors, Minors, & Modes, Oh My! appeared first on MakeMusic.

When we truly believe in someone’s potential—whether it’s a student, a colleague, or ourselves—we can achieve remarkable results and growth. Studies in schools, businesses, and the military have shown that our thoughts can profoundly impact our achievements. When teachers adopt a more optimistic outlook toward their students, they become more patient, offer more positive feedback, and develop a stronger belief in their students’ potential.

The Pygmalion Effect

The Pygmalion Effect is a fascinating study by Dr. Robert Rosenthal demonstrating how our positive or negative labels can become self-fulfilling prophecies. In the study, researchers had college students care for two groups of rats, telling them that one group was bred to excel at running mazes (Bright Rats) while the other was expected to perform poorly (Dull Rats). However, these labels were randomly assigned, and there was no difference in the rats’ maze-running abilities.

After a few weeks of care, the students ran the rats through a maze. The randomly selected Bright Rats completed the maze faster and made fewer mistakes than the randomly selected Dull Rats!

The students caring for the Bright Rats unknowingly gave them more encouragement and handled them with greater care. Dr. Rosenthal believes that the students’ predetermined beliefs about the rats directly impacted their performance in the maze.

“If it can happen with rats, imagine how much more it can happen with children.”
– Dr. Robert Rosenthal

Students Randomly Labeled Late Bloomers Outperform Their Peers

In another study on the Pygmalion Effect in the Classroom, Rosenthal and Jacobson conducted research at an elementary school in California. They told teachers that 20% of the class had been identified as Late Bloomers and were expected to show significant improvement during the year. The teachers did not know that the students labeled Late Bloomers, like the Bright Rats, were randomly selected.

By the end of the school year, the randomly selected Late Bloomers showed significant academic improvement compared to their peers, particularly among the younger students.

Labels, both positive and negative, are extremely powerful for our students. We must choose them with great care. Dr. Rosenthal recommends using the label “Learner” for our students. This label opens up almost limitless possibilities!

Nurture a Growth Mindset

The brain’s remarkable ability to grow, known as brain plasticity, is a powerful reminder for teachers that our brains have an incredible capacity to develop at any age.

For an inspiring dose of optimism and growth mindset positivity, watch Dr. Michael Merzenich’s interview in this video from The Learner Lab: Growth Mindset, Leadership, and the Pygmalion Effect. His inspiring quote below begins at 11:34, but be sure to watch the entire amazing 15-minute video.

“We did experiments that showed that the brain is massively plastic at any age. It turns out that plasticity in the brain is its big trick. It’s the main thing that makes it so fantastic.
And I can prove it.

Absolutely everyone has the capacity to be better at virtually anything.

With that understanding, miracles can occur, in your capacity to understand and do complicated things that you thought you never could do.

You are designed to be continuously improvable!
Nobody’s done!
Nobody’s defined what their limits are!

I can tell you, whatever you think your limits are, you’re wrong!”

-Dr. Michael Merzenich

Use Self-Talk to Challenge Limiting Thoughts About Your Students

All teachers can occasionally fall into the trap of having limiting thoughts about their students. When we hold these beliefs, we expect less and get less. But when we dream big for our students, they often will surprise us. Giving all our students opportunities to step out of their usual limits can lead to remarkable growth.

If you find yourself limiting what you believe a student can achieve, try the process below. It may seem simple, but research shows that reframing our thoughts can truly change our behavior—and, in turn, our students’ outcomes.

Reframing Limiting Thoughts

1. Notice a limiting thought about a student. The first step is always to notice 🙂
2. Remind yourself that having limiting thoughts is natural and human.
   You are certainly not alone, and no one is perfect.
3. Replace the limiting thought with a more empowering one.
   Try this powerful thought inspired by Dr. Merzenich:

“Whatever you think THEIR limits are, you’re wrong!”
– Dr. Michael Merzenich

And… if you notice a limiting thought about yourself, say to yourself:

“Whatever you think YOUR limits are, you’re wrong.”

Use Popular Music to Motivate and Stretch All Past Perceived Limits

Providing all of your students with popular music to learn is an effective way to motivate them and stretch them beyond perceived limits. Write in some of the more challenging fingerings so that all have the support they need to learn the music. The MakeMusic Cloud Popular Music Collection is an excellent resource, offering fingerings and high-quality recordings to model and play along with. While your students may never become Olivia Rodrigo, they can be motivated to significantly improve and have a lot of fun along the way.

The YET Sign

Hanging a ‘YET‘ sign in your classroom is a simple and powerful way to remind students of their potential.

When students say they cannot do something, simply point to the sign and say, “You can’t do it YET”. If you ever feel discouraged, look at that same YET sign and gently remind yourself that you just haven’t succeeded YET—but you will! 🙂

If you teach younger students, consider sharing this powerful Sesame Street video with Janelle Monáe on ‘The Power of Yet.‘ You might even consider adjusting your grading system to A, B, C, and NY (Not Yet) to emphasize your students’ potential for growth.

Take Time to be Grateful

In a classic gratitude study, researchers asked participants to reflect on their day and write down three things they were grateful for. Compared to the control group, those who focused on gratitude reported higher levels of well-being, improved mood, and better physical health. The gratitude group also experienced better sleep and reported feeling more optimistic.

It seems too simple, but research shows that gratitude has immense power to shift how we view the world. It helps us to see ourselves and our students through a more optimistic lens.

I have created free long tone exercises for all musicians that support relaxation and remind teachers and students to be grateful.

You can find them on my MakeMusic Playlist: Long Tones for Relaxation and Gratitude Practice.

When your classroom or life feels challenging, take time each day to count your blessings. You can use my grateful breathing practices above, write down three things you are grateful for each evening, or just vividly recall one thing you are thankful for before you sleep. Find a gratitude habit that works for you, practice it daily, and you will become more optimistic.

Just Learning About These Tools Can Improve Your Optimism

Congratulations! Research suggests that by learning about the Pygmalion Effect, growth mindset, and the importance of gratitude, you’re on your way to becoming a more effective teacher! Studies by Christine Rubie-Davies suggest that simply learning about these concepts can lead to greater success in the classroom. May this powerful combination of tools help you stay optimistic, focused on the positive, and committed to helping both you and your students thrive.

A note from the author:

I am happy to hear from you with any questions or thoughts. 
Please reach out at PeggyRakas@gmail.com and learn more about my work at TeachingPositivity.com.

A Final Word About MakeMusic Cloud

When we set high expectations for our students, it’s important not only to encourage them but also to provide the support they need to succeed.

One of the reasons I fell in love with MakeMusic Cloud was that it offers tools to assist students who need extra help while also enabling me to inspire, empower, and motivate all to exceed their expectations and reach their full potential. With the tools available in MakeMusic Cloud, a teacher can differentiate instruction by sending home an assignment that strengthens fundamentals or stretches a student out of their comfort zone. The student can slow down the recordings (many of them are just stunning), and students can click on notes to learn pitches or fingerings.

MakeMusic Cloud supplies the support that students need to go beyond their perceived limits. When used thoughtfully, it can help all students feel they have what they need to succeed.

The post Positive Psychology for Music Educators: Nurturing Optimism appeared first on MakeMusic.

10 Relaxing Activities for Teachers on Spring Break

1. 1. Consider indulging in a good book. Whether it’s fiction or professional development, reading can transport you to another world. 
   2. A nature walk can also be refreshing. Disconnect from screens and embrace the sights and sounds around you.
   3. Meditation offers a peaceful way to recharge your mind. Just ten minutes of deep breathing can work wonders.
   4. Try yoga, too; it blends physical activity with relaxation beautifully.
   5. Cooking or baking new recipes provides a creative outlet while nourishing your body at the same time.
   6. Why not pamper yourself with a spa day at home? A long bath or some DIY face masks might just do the trick.
   7. Gardening is another calming option that connects you with nature while allowing for quiet reflection.
   8. Engage in art, whether it’s painting, drawing, or crafting. Creative expression helps release stress effectively.
   9. Last but not least, binge-watch that series you’ve been meaning to catch up on—guilt-free!

10 Productive Activities for Teachers on Spring Break

1. 1. Consider attending an online class or webinar related to your subject area. This is a great way to enhance your skills while connecting with other educators. You could try listening to a podcast too! 
   2. You could also focus on professional development by reading music ed books or articles. There’s always something new to learn that can inspire fresh ideas for the classroom. You might enjoy The Mindful Music Classroom, A Music Teacher’s Gratitude Journal or articles like this one to get inspired.
   3. Exploring new teaching tools and technologies might spark creativity, too. Experimenting with apps or platforms can enrich student engagement when you return. Test out the resources that MakeMusic Cloud has to offer you and your students with a free (no credit card required) 30-day trial. During a school break and away from your typical day-to-day is the perfect time to check it out!
   4. Reading blog posts about teaching experiences allows reflection and growth. Sharing insights helps build community among fellow educators while solidifying your own understanding of various concepts. Explore the MakeMusic Blog—with tons of resources from teachers like you, you may even get inspired to submit your own article for consideration! 
   5. Plan Future Lessons & Units: Use this time to get ahead. Organize your upcoming lesson plans, develop new unit ideas, create resources, or craft a custom Playlist in MakeMusic Cloud with titles that you want to consider for future concerts and events.. Having a solid plan will ease the transition back into the classroom.
      
   6. Organize Your Classroom Resources (Digitally or Physically): Declutter and streamline your teaching materials. Whether it’s organizing digital files, sorting physical resources, or creating a better storage system, a tidy workspace leads to a more efficient teaching environment.
      
   7. Reflect on Student Progress and Assessment Strategies: Analyze student performance data and consider adjustments to your assessment methods. Identify areas where students excelled and areas where they might need additional support.
      
   8. Network with Other Educators (Even Virtually): Connect with colleagues, either locally or online. Share ideas, collaborate on projects, or simply have a conversation about teaching strategies. Join online forums or social media groups for educators.
      
   9. Develop or Revise Your Curriculum: If you have the freedom, use this time to review and update your curriculum. Incorporate new learning standards, adjust pacing, or add relevant and engaging content. Explore The Foundations Series by Brian Balmages for a trove of rich supplemental exercises that reinforce fundamental skills and offer exciting movie soundtrack accompaniments that students love!
   10. Focus on Personal Well-being and Self-Care: While productivity is important, don’t neglect your own needs. Engage in activities that rejuvenate you, such as exercise, hobbies, or spending time with loved ones. A refreshed teacher is a more effective teacher. Educator Adrian Gordon offers wise words on this topic that every music educator needs to hear. 

Self-Care Tips for Teachers on Spring Break

Spring break offers a perfect opportunity for teachers to focus on self-care. Start your day with a mindful morning routine. Enjoy a warm cup of tea or coffee while soaking in the quiet before the day’s activities.

Set aside time for physical activity that you love, whether it’s yoga, hiking, or dancing in your living room. Movement boosts mood and energy levels immensely. Consider indulging in hobbies that ignite passion. Read that book you’ve been wanting to explore or try out new recipes in the kitchen.

Limit screen time and social media exposure during this period. Instead, connect with nature through walks or simply relaxing outdoors.

Don’t forget about relaxation techniques like meditation or deep breathing exercises. These practices can help clear your mind and reduce stress effectively.

Prioritize sleep by creating a cozy bedtime routine—rest is vital for rejuvenation after months of hard work.

Why It’s Essential for Teachers to Take Time Off and Recharge

Taking time off is not just a luxury; it’s a necessity, especially for teachers. The demands of the job can be overwhelming, and burnout is all too common in the profession. Spring break offers an invaluable opportunity to step back and breathe.

When teachers recharge over spring break, they return with renewed energy, creativity, and passion. This revitalization benefits not only themselves but also their students. A teacher who takes care of their own well-being creates a positive classroom environment where learning thrives.

Prioritizing self-care during breaks helps create balance in life. It allows educators to reconnect with their interests outside teaching and foster personal growth. Whether engaging in relaxing or productive activities—or both—these moments away from the classroom are vital for maintaining long-term effectiveness as an educator.

Teachers deserve this time to refresh their minds and spirits so they can continue shaping young lives positively. Embracing spring break as a chance to recharge ensures that when they return, they do so ready to inspire again.

The post 20 Things Teachers Can Do To Recharge Over Spring Break appeared first on MakeMusic.

If you’re not *YET* using these viral, explosive, fire-code-defying recruitment hacks, then this is your sign to get out your to-do list and get going! These recruitment hacks have helped music teachers all across the country more than double their programs in less than three years. And the thing about these hacks is that they really don’t take nearly the effort you might think! 

Before we go any further into this article, I want us to review our mission and our why for recruitment. We recruit because we know how being part of a musical group can change everything for an individual. We know that music is an expression, communication, friendship, and, so often, a home away from home. In a more pressing way, our school systems usually have a threshold with which we must meet if we are to keep our positions. Find out what this threshold is for your school and/or school system so that you can ensure your own stability. With those two reasons in mind, let’s dive into these tried and true tips for building your music program. 

Tip 1: Teacher Swap Day

We all know that getting into your feeder schools to invite younger musicians into your program is an essential recruitment activity. Still, we all know that finding a sub right now is harder than finding an exit at IKEA. They are nowhere to be found! Next time you want to get out to recruit, try a teacher swap day instead! In fact, stop what you’re doing right now, pick a date or two when this might work for you, and text those dates to one of your feeder teachers to see if you can simply swap places for the day. Not only will your admin love this idea, but you will be able to recruit all day long, and the older kids will get to see their former teachers! Win. Win. Win. Win! 

P.S. – When you do go out to recruit, don’t let the focus be on the recruitment spiel. Let the focus be on the music-making instead! 

• Practice the music they are already working on to show them how it will feel to be part of your ensemble. 
• Bring stickers, pencils, erasers, and any giveaways you might have! 
• Also, bring an enrollment form with a simple FAQ for kids and families! 
• Refer to them as musicians the whole time (or even whatever your mascot is, i.e. – “I loved your articulation there, bearcat musicians!”).
• And let them know how much you want to work with them next year!

Tip 2: Recruitment Team

Have a clear goal and share it with EVERYONE. Share your goal with your students, administration, parents, and especially with your pyramid (see Figure 1 below for the traditional pyramid structure). Because here’s the truth about recruitment:
The best recruiters for your program will always be your musicians!

Figure 1. Sample School Feeder Pyramid

If they love band and feel connected to the culture of the program, they are more likely to tell everyone. If their friends, siblings, and classmates see them enjoying orchestra and achieving success, they will be more likely to want to join!

Create a recruitment leadership team composed of your most vocal (read: noisy) and welcoming people. 

• Set them up to visit the feeder schools before or after school to help the younger kids and to build those musical networking sessions! 
• Share your goal with your students and post it prominently in the room. 
• Ask for their help in reaching the goal and let them know if there might be prizes as you approach the different enrollment levels.

Feel free to use this fillable recruitment poster template HERE for your classroom with a Canva account (it’s free if you don’t have one yet)! Simply open the template, change the name to reflect your school’s program, change the numbers to reflect the levels you hope to achieve, and then print! Just remember to keep the numbers achievable to maintain motivation and momentum!

Tip 3: Talk Less, Music More!

Once you have recruited kids into your program, you want to make sure you can keep them! One of the best ways to keep them is to make sure they get to do the very thing they signed up to do, the thing that they love the most, and the whole reason our ensembles exist: Making music! I constantly have to remind myself to talk less and teach more. If you suspect, like so many of us, that your verbal instruction may be getting in the way of making more music and of your students enjoying class more, try these simple strategies: 

• Instead of telling our students everything we want them to fix during rehearsals, try letting them have one more go to see if they resolve it without your help. I like to say, “Try again; you can do better,” or “I know you’ll do it even better this time.” It is amazing to see what they fix without our help. I recommend trying a 50/50 split at first and then adjusting based on your group (50% of the time give them the feedback needed; 50% just let them try again to see if they might fix it on their own). 
• When providing feedback, switch from verbal to aural feedback. Model what you want them to do instead of telling them. OR, have a student model what to do differently! This is a great opportunity to encourage student leadership and growth.
• If you must provide verbal feedback, try speaking in rhythm (as in chant or rap) in order to keep the musical momentum going. This will limit disruptions, increase the flow, and drastically increase the amount of music-making during class!

Do you have your to-do list? Are you ready to test the limits of your own classroom walls? We are so excited for what is to come for your own program, for you, and for the many little worlds you will transform through the incredible work you do every day. Thank you for choosing this field and for your dedication! I am truly in awe of our music educators and of the better world they are creating every single day. Happy Recruiting!

The post VIRAL Recruitment Hacks For Music Program Explosion appeared first on MakeMusic.

Communication is key, and administrators need to hear about your successes as well as your needs.

• Let them know when you receive a grant or an award.
• Let them know when you hit an enrollment milestone for your program.
• Let them know about your competitive victories and your students’ individual accomplishments.
• Be consistent in your communication and don’t only reach out when you have a problem.
• Drop in just to say hello when you are near the front office.
• Invite them down to the music room when you know that you have an exciting lesson coming up.

You wouldn’t believe the number of heavy interactions that a campus administrator has with students, parents, and teachers all before lunch on most days. Let your interactions be a bright spot in their day, and let your classroom be the place they want to come to get away from everything else.

(Steubing Ranch Elementary Choir) with soloists (from the Churchill HS Choir)- by Jason Gatell, NEISD

Administrators within a Fine Arts Department at the district level can serve your organization in a variety of ways. They not only support teachers in maintaining programs, but they also assist campus administrators by serving as liaisons to foster collaboration with their teachers. In my role as a Fine Arts Director for a large school district, I often get questions from campus administrators about their music programs: “Why can’t we place all of these choir students in the same class period? Can you tell me more about this workshop that my teacher wants to attend? Is this expensive instrument a necessary purchase?”

Having conversations with campus administrators allows me to share important information with them about the music programs on their campus and also allows me to better understand the issues they are facing. For example, it can be really difficult for a principal to approve a professional development travel request and find a substitute teacher for your large music classes on a Friday. Moving an AP Music Theory class to a different period may benefit the band program, but can have a ripple effect in the master schedule and impact lots of other students and teachers.

Not every school is fortunate enough to have fine arts representation at the district level. Sometimes these discussions can only happen at the campus level, and it is crucial that you put yourself in a position to advocate for your program when necessary. If you have a poor relationship with an administrator, that can be a hurdle for your success. Especially for younger teachers, it might seem intimidating to be around your administrator and you may feel the need to act like someone you’re not. Be authentic and try to make sure that all of your interactions are genuine. This will make it much easier for you both to foster a trusting relationship.

Staffing

One of the most impactful ways an administrator can support a program is to ensure that it is properly staffed. In many school districts, students and parents fill out course selection forms which are counted and used to appropriately staff each campus and program based on the number of potential students enrolled. Schools are ‘allocated’ a set number of teaching positions and campus principals have the impossible task of ensuring that every content area is fully staffed and that every teacher, dean, and department head feels as if they are getting total support. Some of these decisions are made at the local/campus level and some are made using a formula at the district level.

Staffing for fine arts is different from core subject staffing. There is so much specialization within each content area and music teachers and directors have unique backgrounds and certifications. For example, most band programs try to have brass and woodwind specialists when possible. Some cluster feeder campuses share a percussion specialist when possible. It is important that campus principals understand that all music classes and music degrees are not created equal. Some districts have fine arts representation that can advocate and influence music programs from a central office, but some rely solely on their music teachers to inform their campus administrators of their needs. Every city and state is different, but it would be helpful if you gathered some data from neighboring regions and districts to show how other comparable programs are staffed. Your state music association should have resources and data you can use.

Scheduling

The strategic placement of music classes within the campus master schedule is a key component to the success of the programs and to the efficiency of the instruction. There are a number of items administrators must be aware of when building a master schedule such as classroom usage, specialized ensembles or auxiliary groups, travel times to feeder campuses, and much more. Communicating your needs early and often will give you the best opportunity to influence the placement of your classes within the daily schedule.

Along with athletics, fine arts are often the largest programs on a campus. Many counselors and administrators who are responsible for creating the master schedule will begin by placing these programs in the schedule first, then filling it in with other courses that are offered over multiple sections. I recommend suggesting this to your administration. When singleton classes and Advanced Placement courses are scheduled for the same periods as large music classes, students are forced to choose between staying in their music program or taking a class that could offer college credit or an honors multiplier to their GPA. I watched it happen every year that I taught, and I know how frustrating it can be to lose one of your best kids to a scheduling conflict, especially if the conflict could have been avoided with some prior discussion and collaboration.

(from the LEE High School Marching Band)- by Philip Flynn, NEISD

Administrators are tasked with utilizing all available teachers and staff in the most efficient way possible for their campus. That objective may not always align with your goals as the teacher of a music program. Would your program benefit if you were able to visit your feeder programs regularly within the school day? Absolutely! (Which programs and sports wouldn’t benefit from that arrangement?) Does your campus have the staff and proper coverage to allow all program directors the ability to leave campus regularly? Probably not.

I had a great assistant principal who would schedule each of the large program directors to come in for about an hour the first week of the summer while the administration was still on contract. They were hard at work wrapping up the current school year and planning for the next one. We were each allowed to share our “dream sheet” with ideal class placements and could sit down with the administration to work through conflicts in real time if the schedule did not allow for a certain placement. By building relationships with your campus administrators you can advocate to have a “seat at the table” when these scheduling discussions occur.

If you are invited into that type of planning session, ask questions about the process and listen more than you speak. Find out what your administration views as the priorities within the master schedule, and what they believe the roadblocks are. Share your knowledge about your own program and be willing to compromise when necessary. In my experience, your flexibility and understanding may be rewarded down the line

Rehearsals

Rehearsal time is arguably the most important resource to a successful program. This time allows our groups to learn the skills that are necessary to make music and to perform at a high level. You may have to find a way to communicate the importance of rehearsal time and even your rehearsal space to your administrators throughout the year. If they have never been invited to a winter guard rehearsal or performance, it would be really tough for an administrator to advocate for that group to have rehearsal time in the gym when all of the winter sports are campaigning for more time in that space.

Collaboration

Collaboration and mutual respect between directors and coaches across the campus are crucial to the success of your programs. Teachers are often able to work together to share students and spaces, but occasionally they may need the help of an administrator to step in and mediate a disagreement. When you have two passionate teachers who both feel strongly about the importance of their program, sometimes conflict is inevitable. If you find yourself in a situation that requires administrative support, be sure that you arm your administrator with everything they need to make a fair decision by sharing your handbook, calendars, weekly emails, and other important communication.

Performances

If you have an expectation that an administrator will be present at one of your performances, then it is important that you are deliberate in sharing your dates with them. If simply sharing a calendar isn’t giving you the results you desire, then find other ways to get them involved. Ask them to narrate one of your selections, hand out the award at the end of the performance, or sit in on a performance if they have even the slightest musical background. Even if you don’t get a chance to speak to them at the event, simply acknowledging them on the mic at the start of the performance and asking your students and audience to thank them for attending will go a long way in encouraging that administrator to visit again soon.

For years, my program hosted the regional round of our state’s concert band festival on our campus during the school day. I would share the schedule with our administrators early in the spring and then get frustrated when not a single administrator would make their way down to the auditorium to watch our performance. It was the most important thing to me and my students that semester, but as I look back, how did I expect my administrators to know that?

I began sharing a more detailed schedule the week of the performance. I outlined exactly when and where on campus we would warm up and perform, and I listed exactly how long our performance would take, so they could plan to join us in the auditorium and arrange coverage if it meant they were missing one of their many campus duties. I also started bringing the trophy up to the front office after the contest so the entire administration and front office staff saw that it was important to our program. A few simple changes on my end led to a much better feeling during that stressful part of the year.

(Vineyard Ranch Elementary Folklorico Dancers) – by Jason Gatell, NEISD

Closing Thoughts

It is important to know that some administrators are not inherently understanding of our programs. While music teachers may appreciate the importance of these programs, some campus leaders may subscribe to an outdated philosophy that fine arts and other elective classes simply serve as a place for students to go while core content teachers have their conference period. When you acknowledge that not everyone may share the same passion for your program, it may be easier to talk with your administrator about your goals and priorities and meet them where they are, rather than assuming you are both starting on the same page.

Like you with your program, your administrators are trying their best to make decisions for their campus and their district while also trying to please students, teachers, parents, and stakeholders. It is important for teachers to have the ability to zoom out and occasionally view a problem from 50,000 feet. Just as the best music teachers do, administrators wear many hats. They are expected to be the campus experts in core content, master scheduling, hiring, state policies, special education, human resources, and so much more. It is sometimes easy to forget that your administrators were also teachers, directors, counselors, or coaches not long ago.

Your relationship with your administrator is one of the most important relationships for you to develop if you want to be in the best position to serve your students and your program. In my experience, the vast majority of administrators are eager to learn more about the programs they serve. Remember that you both share the same common goal of providing great experiences for children. You and your administrators have much more in common than you may realize. Much like a savings account, when you are deliberate about paying into the relationship with your administrator it is easier to make a withdrawal when you need their support.

The post The Music Teacher’s Guide to Building Administrator Support and Advocacy appeared first on MakeMusic.

So many of you have similar stories of how meaningful your music community has been to you. Participation in bands, orchestras, and choirs helps students and adults form lasting connections that can last a lifetime. Teachers who work together to teach music can also form long-lasting friendships.

Music ensembles naturally create conditions for meaningful connections. These connections are created through relationships, a sense of purpose, and engagement with something larger than ourselves. Music ensembles offer all of that, and as an added benefit, they connect our students to the profound, powerful, and life-enhancing gift of music. 

“Ah, music,” he said, wiping his eyes. “A magic beyond all we do here!”
– Albus Dumbledore

Positive psychology identifies key factors that contribute to our happiness and well-being and offers research-backed tools to help individuals increase their happiness levels. In a landmark positive psychology study, Ed Diener and Martin Seligman (2002) found that the happiest people had strong social relationships with meaningful connections. Meaningful relationships are an essential part of our happiness.

Our innately connection-affirming music groups provide the perfect setting for modeling and teaching strategies for raising connection and happiness levels.

Raising happiness levels is critical to our students’ success. In a meta-analysis of 225 academic studies, researchers found that happy individuals are, on average, 31% more productive, and their creativity is three times greater than those who are less happy (Lyubomirsky et al., 2005). Imagine how amazing it would be if we could help our students become 31% more productive and 3 times more creative! The good news is that research shows we can aim to achieve this by using researched positive psychology tools that will make our students happier.

Nurturing Connection

In Love 2.0: Finding Happiness and Health in Moments of Connection, Barbara Fredrickson explores how tiny moments of positive connection are crucial to our health, success, and well-being. She refers to these brief emotions as micro-moments of connection.

Her research explores how these short but impactful positive emotions can broaden individuals’ thinking, build long-term resources, and increase happiness levels. 

Brief moments of connection with others, such as a smile, a glance, a kind word, or a shared joke, can activate the brain’s reward system, leading to measurable increases in oxytocin, fostering trust, and strengthening our sense of belonging, 

Below are some ways to create these small, impactful micro-moments of connection in our music classrooms.

A Kind Word: 

“Give honest and sincere appreciation.” 
– Dale Carnegie from How to Win Friends and Influence People

A sincere compliment or encouraging word, such as “I love your energy,”’ can create a small but meaningful connection and remind you that someone cares about you.

• Make Compliments Specific

Years of research have found that general compliments are less effective at improving relationships or boosting self-esteem. In contrast, specific compliments are perceived as more sincere and meaningful, making a more significant impact.

“Thank you for being a curious, dedicated educator who is taking their valuable time to read this article!”
– Peggy Rakas

• Praise Effort, Not Talent

Research by Mueller and Dweck (1998) encourages teachers to praise effort and process and to resist praising talent. In this influential study, students were divided into two groups and given a test.

After completing the first test, one group was praised for their talent, while the other was praised for their effort.

The teachers then asked each student to choose between an easy or more challenging option for the second test. 

• 97% of the students praised for their effort chose the more difficult test.
• 67% of those praised for their talent chose the easier test.

All the students were then asked to take a third test of equal difficulty to the first.

• Students praised for their effort increased their grades by 30%.
• Those praised for their talent scored 20% lower than they had initially.

This study suggests that when a teacher compliments a student’s talent, the student may think, “You value me because I’m talented, so I better not do anything that might challenge that.” 

However, focusing on effort reinforces that growth is about the process, not just innate talent, and encourages students to take on challenges. 

• Call Students by Name:

“Remember that a person’s name is, to that person, the sweetest and most important sound in any language.”  
– Dale Carnegie

Ten years after I graduated from Bowling Green State University, I ran into my college band director, Mark Kelly, at the Ohio Music Educators Conference. After all those years, he walked up to me, smiled, and said, “Margaret Ann Rakas!” I was completely floored! Not only did he remember me, but he remembered my middle name—and that I was actually Margaret, not just Peggy (a nickname all my friends and family call me). I was deeply touched and felt an overwhelming appreciation for Mr. Kelly.

Then, twenty years later, it hit me: 

I had a nametag on! 😳

I had spent years thinking Mr. Kelly was truly amazing. And, in many ways, he was—but remembering my name at that conference wasn’t one of them. Still, I’ll always treasure the moment when he called me by name and greeted me with warmth and a big smile.

Research shows that we feel a stronger sense of connection when we’re personally acknowledged—whether through a smile, eye contact, or someone using our name. These small moments of recognition create a sense of shared appreciation, and I certainly felt that connection when Mr. Kelly greeted me by name.

• A Shared Smile: 

“A smile is a free gift, and it’s the best way to make people feel at ease.”
– Dale Carnegie

There is much research to support that teachers who smile create a welcoming and approachable atmosphere, making students feel more comfortable in the classroom. And smiles are contagious. Research by Hatfield, Cacioppo, and Rapson (1994) explores the concept of emotional contagion—the phenomenon where emotions, including happiness, can spread between people. Smiling at others is often met with a smile in return, demonstrating how emotions like happiness can be contagious.

“You’re never fully dressed without a smile.” 
– from Annie

• Laughter:

Humor is a natural connector. A shared laugh over a joke, a silly moment, or a funny observation can break down barriers and make people feel relaxed and comfortable. Research by Romero and Cruthird, 2007, found that humor in the workplace supports greater employee satisfaction and happiness, improves team dynamics, and simply makes work environments more fun.

If you are lucky enough to be amazingly funny, feel free to share your humor as much as possible. However, if you need some humorous inspiration, you can find my collection of funny posters for the music room here.😉

• Connect with Students Before and After Class:

While our students may not always experience positive relationships at home, we can provide them with a welcoming, supportive space—what might be considered the musical version of the “Cheers Bar.” A place “where everybody knows your name, and they’re always glad you came.”

Aim to build that sense of home for your students: greet them at the door, create a small moment of connection, and let them know “you’re glad they came,” and they will reward you beyond measure. 🎶

NO ONE EVER SAID – I WISH I HAD NOT LEARNED TO LOVE MUSIC!

Being a music educator is truly one of the best professions on Earth. We enrich our students’ lives through lifelong, meaningful social connections while sharing the awe-inspiring benefits of music. And both students and teachers get to have fun!

I hope these ideas help both you and your students increase your moments of connection, enhancing your happiness and success. And, when you go to your next high school reunion, may you have a fabulous time connecting with your fellow musicians at the music table!

“I’ve learned that people will forget what you said, people will forget what you did, but
people will never forget how you made them feel.”
– Maya Angelou

Book links to Brian Johnson’s Philosopher’s Notes used with permission.

Please feel free to visit TeachingPositivity.org for additional positive psychology resources.

If you have any questions or would like to share your thoughts, don’t hesitate to reach out to peggyrakas@gmail.com —I’d be happy to hear from you!

The post Positive Psychology for Music Educators: Nurturing Meaningful Connections appeared first on MakeMusic.

Performance Music

We’re thrilled to introduce an inspiring lineup of new works for concert band, orchestra, and jazz ensemble by some of today’s most celebrated composers and arrangers. 

• Concert Band: Check out works from Aric Branchfield, Jason K. Nitsch, William Owens, and many more, offering engaging and dynamic new pieces for young musicians.
• Orchestra: New compositions from Erica Donahoe, Katie O’Hara LaBrie, Randall D. Standridge, and more provide exciting challenges for string and full orchestras of all levels.

Popular Music

Our popular music library continues to grow! This month, we’ve added even more tracks from the worlds of pop, film, and beyond. Highlights include music from 21 Pilots, Zach Bryan, Dua Lipa, and music from Disney’s Encanto. No matter your taste, you’ll find something to love.

Let’s Get Practicing!

• Teachers: Assign these new titles to your students to keep them inspired and challenged.
• Students: Dive in, practice your favorite pieces, and track your progress.

So what are you waiting for? Explore the latest repertoire on MakeMusic Cloud and have fun practicing music you love!

Click to view this month’s new interactive repertoire

MakeMusic Cloud is home to the largest interactive and digital sheet music libraries available, with tens of thousands of titles spanning every instrument, ensemble type, skill level, and genre. Each subscription provides access to every title in our unrivaled repertoire library of music from more than 130 different publishers. Start your 30-day free trial.

The post November 2024 Repertoire Update appeared first on MakeMusic.