Status in Music Education

By Katie Ericson, Kathleen Owens, and Brian Sevison

School music programs underserve students of low socioeconomic status’ and it is the district’s responsibility to rectify these challenges. Music educators and administrators need to find ways to reduce the financial obstacles and hardships of participation in music for those coming from all status and ability levels. These statistics prove that there is a sense of superiority in music that excludes those of varying status’ to not be able to join ensembles as they may wish to. The problem begins before the start of a student’s first year in band and needs to be addressed by the beginning band teacher. For example, the fifth-grade beginning band teacher must take action by speaking to students at the end of fourth grade.

The most important way to combat this is to make sure parents, students and administration are aware of our commitment to accessibility. In order to do this, we will set up a meeting with parents of perspective 5th grade band students to explain the band program as a whole and what measures we have put in place to make it accessible to everyone. In order to spread the word about this meeting, in addition to an email and reminder posts on our music department’s social media page, we will send a hard copy of an invitation home with all 4th grade students. We will make it very clear in the letter that all students are welcome to join band, and that concerns pertaining to cost, accessibility for students with disabilities, or anything else will not prohibit a student from being welcomed into the program. If any student has even the slightest interest in joining band, they should come to the meeting. Of course, if they are unable to come to the meeting, they should feel free to call, email, or set up an appointment with you to express interest and talk about any questions, concerns, or hesitations they may have.

In the meeting, we will make a point to, in detail, talk about scholarships, financial aid, rental instruments, alternative ensembles, assistive tech, and all the other things being put in place to make the band program accessible. At the end of the meeting, we will have a Q&A session to make sure the parents and students have the opportunity to receive answers regarding any additional questions or concerns.

As part of our commitment to making everything as accessible as possible, we are planning to provide numerous ways to be able to provide the instruments and materials to be able to participate in the band program. To start, we will be doing numerous fundraisers. Some of the ideas which we have now is a “59 minute” cookie dough fundraiser through Great American Opportunities. This fundraiser only required an hour of the students’ time and for each of them to bring a list of phone numbers. The students will receive a script with that to say over the phone and the rest is handled by us.

Another idea way to fundraise is to reach out to the local Applebee’s to do their “Dining to Donate” fundraiser where a date is chosen and if everyone shows up with our event flyer, Applebee’s will donate 10% of your meal directly to us. This one is also an easy way to raise money while your family gets to go out and enjoy a meal. An additional source of income for the program could be to create an annual benefit concert which showcases the students and all their abilities and hard work. We will ask for local businesses to be a sponsor for the event as well as to come and rent spots where they can set up tables sell their products as well as asking some local restaurants and food vendors to sell food throughout the event. We hope to make this a district wide event and have concerts and music throughout the entire event showing off all the students in our district’s music programs. Since is till be such a large event, we plan to sell general admission tickets.

The goal is to raise as much money as possible for your students to make it as small of a financial obligation as possible for all the students. In addition, we plan to get in contact with the local music store to see if there is any way to be able to get the instruments at any type of lower price so each and every students will have the materials to be able to participate in our music classrooms.

Step one in breaking down this wall doesn’t begin in the classroom, but with ourselves. As educators we must be open minded. This detailed survey by the US Department of Education shows that our positions as arts educators is growing rapidly as the importance of visual and performance arts continue to prevail. As enrollment increases with those of greater socioeconomic status in our programs, we are charged with the responsibility to be open and creative educators and include as many students as possible, regardless of status. That means being open to assistive technology for students with disabilities, alternative instruments if you have the resources for your program, or created and found instruments. As an inclusive educator, we must be willing to make exceptions and accommodations whenever possible.

Our job is to give each student the best music education possible. We have a commitment to making our band program accessible to all students, and it is our goal to make every student feel welcome and able to succeed.

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