CHALLENGES FOR SMALL SCHOOLS AS FALL 2020 BEGINS

Karalyn Sofer OMEA Small Schools Chair

For music teachers of small schools, a normal school year is already challenging: juggling multiple subjects at grade levels, shifting between diferent buildings or classrooms, and preparing kids of all ages for concerts and contests. Then, when March 2020 came, all of that changed. Between creating assignments that needed to be posted online, copying paper packets to be sent home, or trying to maintain what performing programs they have by motivating students to continue practicing, it further added to the task of an already busy, yet rewarding career. However, it is a new, but uncertain school year, and while I look out into my empty band room, unsure if I should unpack the percussion and set up the chairs from the storage room, 2020-2021 will be a year to remember.

After speaking with general music, band, choir, and orchestra teachers of small schools from across the state, I learned that every district seems to be doing something diferent. Decisions to open fully in person, use the hybrid model, or implement the comprehensive distance learning model depends on the size of their schools, the resources they have, and the community COVID-19 metrics. Some are able to teach their general music or performing classes online, while others are even able to have small cohorts come into the school to rehearse. One of the unique challenges facing small schools that are starting the fall with distance learning is fguring out how to work with students who have access to online learning, but how to serve the many who cannot get reliable internet because of where they live.

Unfortunately, some districts are not ofering their performing group classes this fall. Some have turned these into general music classes. One district was able to purchase ukuleles to keep students actively learning the concepts of music. In other schools, music appreciation, basic theory, and discussion and listening techniques will be used in lieu of their normal performing classes. This past spring, the biggest sense of excitement and engagement I received from my younger band students was when I posted YouTube videos of instrumental groups playing music they already knew, such as a percussion ensemble playing a piece from Pirates of the Caribbean. The most important thing we can do right now is keep students engaged and interested in music.

Band, choir, and orchestra will continue online for several districts using the online platform their schools are using. These will include individual lessons and/or small group classes. The idea of an online recital to keep students working toward a goal was mentioned, as well as sending in recordings one day a week or a playing quiz over Zoom. Several districts discussed having breakout rooms from bigger classes to allow for small class discussion or music making. Smart Music is still being utilized as a practicing tool and for logging time spent outside of school. For districts sending home packets, or working with students without internet access, teachers need to be especially creative with how to keep students practicing and engaged. Practice assignments can be played or sung over the phone, and weekly practice logs and creative writing assignments will be used by some teachers. One assignment I gave out in the spring was for the students to watch a movie with their family, pick one scene, and describe in words the music they heard.

Our music students need us now more than ever, and they need music education in their lives now more than ever. If you are one of the many across the state that were told you will not be teaching your music classes this fall, keep advocating to your administration, parents, and students how important music education is for them and their community. Check in with your colleagues and OMEA district leadership, and reach out to other educators if you have questions, as we are all in this together! Always make sure to take care of yourself and stay safe!