Spring Break is good for renewing the teacher and taking stock before the big push to the end of the year. Too bad it doesn't come in September. Oh yeah, that's what summer is supposed to be for. This morning, on the cusp of Spring Break Monday I woke with inspiration about a school problem that perennially rears its head, and which has its roots- as my inspiration showed me in the dawn- in the first weeks of music classes. The problem of students dropping by the wayside in the late winter and spring months plagues me yearly, and as much as I try to insure success and fun for kids in all my classes, when these classes are built of kids who have the option to come-or not, eventually other things- science projects, Math Field Day, standardized test prep- get in the way. There are the die-hards who wouldn't miss music for all the tests in the world. But all too often kids start to show up in the music room, instrument in hand, wanting to return it to me, citing trouble with math grades, too much homework, or other non-music reasons. This morning my waking brain connected this phenomenon with the very beginning of the school year.
Every year, as I am outlining the year's music program for new classes of 4th and 5th graders I am asked many predictable questions. Do I teach guitar? (Not at school) How about piano? (Ditto) Do we get to take the instruments home? (Yes) Which instrument is hardest? (They are all impossible if you don't practice, all easy if you do, but having said that, flute is the hardest, in my opinion) The one that stumps me though, and I never have a good answer for is "How long will it take till I learn how to play?"
How long does it take? No matter how true it is, a nine- or ten-year old doesn't want to hear that music is a life-long pursuit. He wants concrete goals.The other question that goes with this is "Will we play in front of everybody at school?" I think that in considering these two questions lies the answer to my problem.
It's simple: A chart in the music room with each student's name down the side. Across the top would be Goals. First one, for instance, could be Put Instrument Together in One Minute. Next, Get a Sound Out of the Mouthpiece. For strings it would be things like Naming Strings, Correct Bow Hold. As each goal is accomplished, the student gets a sticker. Note Fingerings and Identification, Songs, Rhythm Patterns could each have a column. The last thing on the chart (and, really, the year could cover several charts, because the goals should be small and easily achievable) would be Spring Concert. As the row of stickers grows across the chart, the student sees her own progress, and may be less likely to drop come April. And seeing the very tangible goal of performing in a Spring Concert hanging there at the end of the chart will give us an answer to both of those beginners' questions. Performing, even if it's just Hot Cross Buns, is a verification that a kid CAN play, has learned how to play, and may be enough of an answer for that first year.
I don't know why I didn't think of this before. I have tried different sorts of charts over the years, but this seems so simple that some of you reading this are probably thinking, duh. I never claimed to be the sharpest knife in the drawer, but better to learn late than not at all. My own chart can get a new sticker now. I hope it works, and I hope I remember it when the new school year rolls around!
