Ensemble programs are unique because of many factors. Enrollment numbers, resources, schedules, number of directors, community support, and other influences play a part in creating a distinct program. Within each program, variations in musical ability, student interest, and reasons for participation further shape the culture, goals, and performance level of an ensemble. Definitions of success and program health are as diverse as the number of programs around the country. Some directors and students define success as competitive accomplishments, top ratings, and high-level performance invitations. Others view success as student involvement, program growth, and community involvement. Success is most often defined as a blend of performance-based and program participation/growth factors.
During my travels as a director and clinician, I’ve witnessed a transformative element that distinguishes exceptional programs with high student involvement from those that struggle to foster an environment of success, excitement, support, and positive culture. Exceptional musical and non-musical experiences are the factors with the most potential to catapult a program to new heights of achievement and student satisfaction. While these experiences may not guarantee program success or growth, they can inspire students to be eager and develop as individuals and musicians. When a program fosters such an environment, remarkable achievements are bound to follow.
Exceptional experiences come in a variety of forms. Collaborating with guest clinicians, engaging with composers, unique performance opportunities, and participating in distinctive events all contribute to a student’s experience. Unfortunately, many directors believe they should wait until their program achieves a certain level of success before incorporating these types of experiences and interactions. However, the reality is quite the opposite. Programs that are seen as successful, vibrant, and healthy do not add exceptional student experiences after reaching some predetermined level of success. They are successful because their students get to experience exceptional opportunities, teaching, and program culture.
Guest clinicians are a great way to improve student and director performance. When a clinician works with an ensemble, directors and students learn and grow simultaneously. A carefully selected positive clinician will inspire growth while creating excitement. As directors, we sometimes feel our students are unprepared or “not good enough” for a clinician visit. The perfect time for a clinician visit is when repertoire is not polished, or students/directors need further development. Good clinicians will understand your ensemble ability level and share techniques and processes for musical growth and clarity that will remain long after their visit. Local university directors, retired directors, professional musicians, and graduate students will often visit a program free of charge. Experienced directors from other schools often feel honored to mentor a developing program.
Guest composer visits are an exceptional way to generate unique experiences for students. Hearing about a composition from the composer offers students insight and information that cannot be experienced in any other way. While it may seem expensive to bring a composer onto your campus, there are ways to interact that are affordable or even free. One positive of the recent pandemic is the use of video conferencing. With little difficulty, a camera and microphone can be used to interact with a composer without the costs associated with travel. Most composers love the opportunity to interact with students performing their music. Search for new composers or contact composition professors at local universities who may be honored to have you perform their music.
Unique performances and events create lifelong memories while motivating students to stay involved. Traveling to famous performance halls or producing high-level recordings to submit for conferences or invitational festivals may not be an option for a program. This should not mean students shouldn’t have the opportunity to perform in new venues and exciting performance situations. Many universities welcome requests for shared concerts on their campus or at area schools. Community bands are great resources for shared performances. If a shared concert experience is unavailable, consider performing a concerto with a local professional musician, university professor, or college student. Concerto performances allow students to interact with inspirational musicians. Many concertos exist where the ensemble parts are easier than the solo material. Look for unique local performance opportunities in parks, government buildings, shopping areas, and other community venues. Sharing your program with your community can build support while providing great student experiences.
“If you build it, they will come,” is the famous line from the movie Field of Dreams. The same is true for exceptional experiences. Do not wait until you feel they are ready. Get them ready through a vibrant and experienced-based program.
MusicAchievementCouncil.org
Edward F. Protzman is director of bands and assistant professor of music education at Portland State University.
