Function #1 - Function #1 - AnticipatingAnticipating

• Question: “Question: “What Future conditions may What Future conditions may confront the institution?”confront the institution?”

• Planning far in advance:Planning far in advance:• Enrollment -Instrumentation in ensemblesEnrollment -Instrumentation in ensembles• Anticipate changes – investigate latest Anticipate changes – investigate latest

teaching models and techniquesteaching models and techniques• Look at grade school enrollment –Look at grade school enrollment –

recruitmentrecruitment• Future facility and equipment needs – Future facility and equipment needs –

Ex. projecting future concert Ex. projecting future concert wear replacementwear replacement

AnticipatingAnticipating – Cont. – Cont.

“ “Proper anticipation of future Proper anticipation of future conditions facing the music-conditions facing the music-education program can do much to education program can do much to prevent organizational problems prevent organizational problems from becoming a disproportionate from becoming a disproportionate preoccupation, placing a physical preoccupation, placing a physical and mental drain on the time and and mental drain on the time and energy of the music educator”energy of the music educator”

Function #2 - Function #2 - OrientingOrienting

• Question: “Question: “Ensure that objectives Ensure that objectives are generated and then used?”are generated and then used?”

• Any successful program must Any successful program must include the setting of include the setting of DefinableDefinable and and AchievableAchievable goals and goals and objectives.objectives.

Orienting – Cont.Orienting – Cont.• Goals: In music education, goals are to be Goals: In music education, goals are to be

considered long range and broad in direction. considered long range and broad in direction.

• An Educational Goal is a desired outcome for An Educational Goal is a desired outcome for a student or for a program. a student or for a program.

• Ex 1. “All graduates should be able to read music.”Ex 1. “All graduates should be able to read music.”• Ex 2. “All students should have the opportunity to Ex 2. “All students should have the opportunity to

experience making music on instruments.”experience making music on instruments.”

• A goal should have some type of support A goal should have some type of support strategy or technique in order to be strategy or technique in order to be realistically achievable.realistically achievable.

Orienting – Cont.Orienting – Cont.• Objectives: In music education, objectives Objectives: In music education, objectives

can be defined as an accomplishment that is can be defined as an accomplishment that is short term in scope, easily verified and short term in scope, easily verified and specific in direction. specific in direction.

• Objectives, when properly implemented, Objectives, when properly implemented, should support progress towards goal should support progress towards goal achievement. achievement.

• Specific objectives support and facilitate Specific objectives support and facilitate attainment of broader long-term goals.attainment of broader long-term goals.

Orienting – Cont.Orienting – Cont.• Five examples of a set of objectives for a high Five examples of a set of objectives for a high

school band director for a year.school band director for a year.• Establish improved criteria for evaluation and Establish improved criteria for evaluation and

grading purposes grading purposes • Organize monthly, systematic cleaning and Organize monthly, systematic cleaning and

inspection of all instruments in the high-school inspection of all instruments in the high-school band.band.

• Increase the concert publicity and promotionIncrease the concert publicity and promotion• Increase participation of instrumental students at Increase participation of instrumental students at

summer music camps by twenty percent.summer music camps by twenty percent.• Develop better computer literacy by attending at Develop better computer literacy by attending at

least one workshop dealing with the use of the least one workshop dealing with the use of the computer in music education.computer in music education.

Function #3 - Function #3 - ProgrammingProgramming

• ““Generation of alternatives or strategies that Generation of alternatives or strategies that can be used to reach an objective.”can be used to reach an objective.”

• The objective: “Establish improved criteria for The objective: “Establish improved criteria for evaluation and grading purposes”evaluation and grading purposes”

• Use of music achievements tests to determine Use of music achievements tests to determine musical progress. musical progress.

• Administer written tests based on music in the Administer written tests based on music in the folderfolder

• Develop means of allowing extra credit for Develop means of allowing extra credit for participation in musical activities in addition to participation in musical activities in addition to band work.band work.

• Search for a computer program to aid in record Search for a computer program to aid in record keeping.keeping.

• Develop an improved and more organized rehearsal Develop an improved and more organized rehearsal atmosphere to allow time for the evaluation atmosphere to allow time for the evaluation process. process.

Function #4 - Function #4 - OrganizingOrganizing

• ““Focus on creating the structural framework… Focus on creating the structural framework… required to satisfy demands of objectives.”required to satisfy demands of objectives.”

• As a music educator you will be in charge of As a music educator you will be in charge of all aspects of teaching, musicianship, all aspects of teaching, musicianship, performing and public appearance. performing and public appearance.

• You must provide the Structural Framework You must provide the Structural Framework required to satisfy the demands of the required to satisfy the demands of the objectives.objectives.

Function #5 - StaffingFunction #5 - Staffing• ““Assigning human resources Assigning human resources needed to pursue an objective and needed to pursue an objective and fulfill program demands”fulfill program demands”

• Human resources generally would Human resources generally would not include other full time music not include other full time music staff members. staff members.

Staffing – Cont.Staffing – Cont.• Parent organizations: Fund raising, Parent organizations: Fund raising,

chaperones, cleaning of concert wear.chaperones, cleaning of concert wear.

• Student volunteers: can be assigned many Student volunteers: can be assigned many daily routine tasks – Attendance, library daily routine tasks – Attendance, library management, record keeping, ushering, management, record keeping, ushering, running sectionals, general housekeeping, running sectionals, general housekeeping, newspaper or website. newspaper or website.

• Community at large: help accompany during Community at large: help accompany during solo and ensemble, scholarship for band solo and ensemble, scholarship for band camps and other programs, lending their camps and other programs, lending their expertise. expertise.

Function #6 - Function #6 - ResourcingResourcing

• ““This unusual word is used to describe This unusual word is used to describe the process of acquiring and allocating the process of acquiring and allocating funds.”funds.”

• In order to write a quality budget In order to write a quality budget document, music educators need to document, music educators need to develop an understanding of the total develop an understanding of the total school budget procedure. school budget procedure.

• Get familiar with potential funding Get familiar with potential funding sources. sources.

Resourcing – Cont.Resourcing – Cont.

““Possess the necessary business Possess the necessary business skills and vocabulary to be skills and vocabulary to be successful in securing adequate successful in securing adequate funding, and demonstrate strong funding, and demonstrate strong philosophical bases for any philosophical bases for any requests.”requests.”

Function #7 - LeadingFunction #7 - Leading• ““Stimulating or motivating personnel to action and Stimulating or motivating personnel to action and

toward objectives.”toward objectives.”

• In order to run any type of program, one must possess In order to run any type of program, one must possess or develop basic motivational skills.or develop basic motivational skills.

• Because as music educators our programs inextricably Because as music educators our programs inextricably involves performance the ability to lead and motivate involves performance the ability to lead and motivate is of the utmost importance.is of the utmost importance.

• Strong, charismatic people generally find leadership Strong, charismatic people generally find leadership role to be natural while shy people find it difficult to role to be natural while shy people find it difficult to lead or motivate.lead or motivate.

Leading – Cont.Leading – Cont.• Ways to motivate within your music program. Ways to motivate within your music program.

• In order to have any control over the course, one must In order to have any control over the course, one must have a positive approach to discipline. This will allow any have a positive approach to discipline. This will allow any motivational techniques you try the opportunity to motivational techniques you try the opportunity to succeedsucceed

• Performance and contests can be used to motivate.Performance and contests can be used to motivate.

• Point systems, as you might use in grading, can help to Point systems, as you might use in grading, can help to motivate students towards specific goals.motivate students towards specific goals.

• The creation of personal pride within a class or section.The creation of personal pride within a class or section.

• Being well prepared for your class and/or rehearsal as Being well prepared for your class and/or rehearsal as well as being an expert will provide a sense of pride in the well as being an expert will provide a sense of pride in the students knowing that they are being taught/directed students knowing that they are being taught/directed well.well.

Function #8 - Function #8 - ExecutingExecuting

• ““Day to day operating functions that Day to day operating functions that command attention of all administrators.”command attention of all administrators.”

• The manner in which an administrator The manner in which an administrator handles the routine operations of a program handles the routine operations of a program can serve as a predictor of success for that can serve as a predictor of success for that program.program.

• The music educator who cannot settle into The music educator who cannot settle into some type of daily routine in classroom work some type of daily routine in classroom work or rehearsal approach will find themselves or rehearsal approach will find themselves with a group of confused and potentially with a group of confused and potentially unmanageable students.unmanageable students.

Function #9 - Function #9 - ChangingChanging

• ““a. Identify something to change”a. Identify something to change”• ““b. Introduction of innovation”b. Introduction of innovation”• ““c. Management of change to produce c. Management of change to produce

maximum benefits.”maximum benefits.”

• Change takes a long time. Be Patient!Change takes a long time. Be Patient!

• When initiating change or innovation When initiating change or innovation procedures, the degree of communication, procedures, the degree of communication, patience, research, and organization patience, research, and organization surrounding the project can ensure its success surrounding the project can ensure its success or failure.or failure.

Function #10 – Function #10 – Diagnosing-Analyzing Diagnosing-Analyzing

ConflictConflict• ““Conflict or problem diagnosis and subsequent analysis Conflict or problem diagnosis and subsequent analysis

are relatively new competencies”are relatively new competencies”

• Review drop-out scenario (Pg 17. Walker).Review drop-out scenario (Pg 17. Walker).

• Identify the problemIdentify the problem

• Identify possible reasons for the problem.Identify possible reasons for the problem.

• Don’t let emotions cloud the next two steps. It is easy Don’t let emotions cloud the next two steps. It is easy to take things personal. Most of the time it is not to take things personal. Most of the time it is not personal, and therefore is a waste of energy even personal, and therefore is a waste of energy even thinking about it.thinking about it.

Function #11 – Function #11 – Deciding-ResolvingDeciding-Resolving

• ““Focuses on resolution of Choices. It Focuses on resolution of Choices. It can be a conflict-laden or conflict-free can be a conflict-laden or conflict-free decision situation.”decision situation.”

• Review scenario (Pg 18. Walker)Review scenario (Pg 18. Walker)

• Decide on possible solutions and pick Decide on possible solutions and pick one or two that are doable. Don’t get one or two that are doable. Don’t get bogged down in unsolvable situationsbogged down in unsolvable situations

Function #12 – Function #12 – CoordinatingCoordinating

• ““The administration has the responsibility to The administration has the responsibility to unify the activities of various components and unify the activities of various components and to focus the function of discrete units onto the to focus the function of discrete units onto the objectives.”objectives.”

• Generally the Music Educator is responsible Generally the Music Educator is responsible for more than one aspect of the music for more than one aspect of the music program. Often they will be in charge of all program. Often they will be in charge of all aspects of the music program for the schoolaspects of the music program for the school

• Band Director – Concert, Jazz, MarchingBand Director – Concert, Jazz, Marching• Choir Director – Choirs, Swing choir, madrigals, etc.Choir Director – Choirs, Swing choir, madrigals, etc.• Other music courses – Music Appreciation, guitar, Other music courses – Music Appreciation, guitar,

etcetc• Parent OrganizationsParent Organizations

Coordinating – Cont.Coordinating – Cont.• The music educator must work with The music educator must work with and coordinate a wide variety of and coordinate a wide variety of objectives.objectives.

• There are different objectives for the There are different objectives for the band and choir.band and choir.

• The upper-level general music The upper-level general music program’s objectives need to program’s objectives need to coincide with those established for coincide with those established for the lower gradesthe lower grades

Coordinating – Cont.Coordinating – Cont.• The total music program must be The total music program must be focused toward meeting the goals focused toward meeting the goals and objectives set down by the and objectives set down by the school district.school district.

• The Music Educator, if needed or The Music Educator, if needed or wanted, could provide leadership for wanted, could provide leadership for parental organizations.parental organizations.

Function #13 – Function #13 – CommunicationCommunication

• ““concerned with design of information channels… concerned with design of information channels… supple relevant information in the form most useful to supple relevant information in the form most useful to various point in the system... Provide for the various point in the system... Provide for the information flow (up or down, in or out of the system) information flow (up or down, in or out of the system) essential to the other functions such as unification, essential to the other functions such as unification, motivation, decision making.”motivation, decision making.”

• The music educator must develop the information The music educator must develop the information channels that will allow the broadest possible channels that will allow the broadest possible dissemination of information in the most effective dissemination of information in the most effective manner.manner.

• In general, the more that you communicate with your In general, the more that you communicate with your surroundings, Administration, Colleagues, Parents, surroundings, Administration, Colleagues, Parents, Students, General Public, the smoother your job could Students, General Public, the smoother your job could be.be.

Function #14 – PolitickingFunction #14 – Politicking

• ““Administrators must function Administrators must function with various internal and external with various internal and external power configurations related to power configurations related to institutions.”institutions.”

• For most people “Politicking” is For most people “Politicking” is perhaps their least pleasant perhaps their least pleasant administrative function. administrative function.

Politicking – Cont.Politicking – Cont.• Politicking for the music educator involves two Politicking for the music educator involves two

well- defined levelswell- defined levels: : Internal Internal andand ExternalExternal

• Internal: involves the school administration:Internal: involves the school administration:• School boardSchool board• SuperintendentSuperintendent• PrincipalPrincipal• Vice-principalsVice-principals• Other school StaffOther school Staff

• Other instructional StaffOther instructional Staff• StudentsStudents• SecretariesSecretaries• CustodiansCustodians• Lunchroom and Cafeteria StaffLunchroom and Cafeteria Staff

Politicking – Cont.Politicking – Cont.• External: External:

• ParentsParents• General PublicGeneral Public• Other School ProgramsOther School Programs• State AssociationsState Associations• National AssociationsNational Associations

Politicking – Cont.Politicking – Cont.• On occasions successful educators have On occasions successful educators have

taken their ensembles to do politicking in taken their ensembles to do politicking in support of the music program. support of the music program.

• Playing for local clubs (Lions, Shriners, etc)Playing for local clubs (Lions, Shriners, etc)• Playing for donors at special occasions. Playing for donors at special occasions.

• This would include Christmas caroling, This would include Christmas caroling, chamber music, bands at special chamber music, bands at special functions.functions.

• Basically, occasionally you may want to Basically, occasionally you may want to perform for the people that support your perform for the people that support your program outside of the traditional school program outside of the traditional school concerts each semester. concerts each semester.

Function #15 – ControllingFunction #15 – Controlling• ““Monitoring progress toward objectives, Monitoring progress toward objectives,

keeping organizational activities locked onto keeping organizational activities locked onto objectives.”objectives.”

• Every now and then step back and take a look Every now and then step back and take a look at the program at it’s current status and make at the program at it’s current status and make an honest assessment. an honest assessment.

• Is the program where I thought it should be after Is the program where I thought it should be after ___ years?___ years?

• Are the students really learning everything that I Are the students really learning everything that I say they are learning?say they are learning?

• Interviews with administrators and colleagues Interviews with administrators and colleagues can be helpful in this assessment.can be helpful in this assessment.

Function #16 – AppraisingFunction #16 – Appraising• ““Administration requires the courage to Administration requires the courage to

assess or evaluate final results and to report assess or evaluate final results and to report the same to his constituency.”the same to his constituency.”

• The appraising and reporting process can be The appraising and reporting process can be accomplished through contest or festival accomplished through contest or festival participation. participation.

• There are pros and cons to this type of appraisalThere are pros and cons to this type of appraisal

• Bringing in outside consultants to assist in the Bringing in outside consultants to assist in the appraisal process. appraisal process.

• An educator from a nearby college or universityAn educator from a nearby college or university• Professional musician or chamber ensembles. Professional musician or chamber ensembles.

Appraising – Cont.Appraising – Cont.““It is not absolutely necessary to It is not absolutely necessary to always successfully meet your always successfully meet your objectivesobjectives. . Of greater significance is Of greater significance is that the attempt was made, the that the attempt was made, the means to the objectives was means to the objectives was determined, and progress toward determined, and progress toward achieving the objectives was achieving the objectives was monitored in some manner. Positive monitored in some manner. Positive growth for students, the music growth for students, the music educator, and the entire program educator, and the entire program results from this effort.”results from this effort.”