About this guide
Take a collaborative approach
The case studies in this guide illustrate the impact an individual can have in instigating, driving or growing a successful music learning program. However, no truly sustainable program can thrive on the energy, expertise and enthusiasm of one person working alone. At some point, others need to get involved and support the program. Take a collaborative approach.
The strong support of a school and wider community can seem like a chicken-and-egg proposition: music learning programs with kudos, and a reputation for success that extends outside the school, seem to naturally attract support. Parents who value music enrol their children at those schools, music organisations seek out partnerships with those schools and funding may be easier to attract when your school has glowing reports and enthusiastic students.
These schools didn’t start out with an impressive or enviable reputation. At some point, dedicated people converted others from appreciative (or reluctant) bystanders to supportive team members. The paths were no doubt varied and winding, but they have some factors in common:
They shared a vision. Tell people what you intend to create and why. Share the value of music and the enjoyment and engagement of students with parents, other teachers and, especially, your school leadership team. Ask students for statements advocating why they like doing music and want it supported. Present reports about how learning and the school reputation benefit from having a strong music program. Share, share, share …
An open invitation. From the outside it may look as though you have it all worked out, or others may not want to step on your toes by ‘interfering’. Inviting participation from others and letting them know the difference they can make everyone know that it’s not a one-person show. Consider the roles others could take and communicate them. Ask for ideas and input so that others can have a sense of ownership of the program.
Education and engagement. The people driving the vision for a strong, dynamic music learning program in these schools took every opportunity to build the whole school community’s knowledge about the characteristics of a high-quality music learning program. They took opportunities to involve everybody in experiences of creating and performing music knowing that personal experience of the excitement and satisfaction of creating and performing music is a very effective way to communicate the benefits of music education.
Organisation. If you are meeting regularly – even for just 15 minutes once a fortnight – it is easy to keep up the momentum and monitor areas where the program may be flagging. One teacher meets with her principal about the music program every week and credits that with the ongoing commitment and understanding of the leadership team to everything from scheduling of concert practice to budgeting.
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