Show don't tell Kim

Holster

In the book publishing world, fiction authors are frequently reminded to “show don’t tell. “ editors remind authors that readers are drawn to a story by experiencing what the characters think, feel and say. telling the reader that the heroine is happy is not the same as reading about the expression of joy on her face, the tears on her cheeks and her sighs of delight. telling describes something; showing invites the reader to share the tale.

music teachers would do well to heed the “show don’t tell” advice. While we can tell parents, administrators and community members what takes place in music class, showing them has a much greater impact. Presentations that explain, or tell, about the Frameworks, while important, are not usually attention getting. many times the audience leaves with information in hand but no greater understanding of what takes place in the music room. t here is no lasting impression or emotional connection. In order to garner support for the program, music educators must show the community what learning takes place in the classroom. Informances are one vehicle for showing and educating the public about general music.

Why choose an informance over a more traditional presentation? Informances are hybrid presentations that combine elements of information dissemination and a performance. t heir purpose is to advocate for and promote music education by showing the public what occurs during music classes. While the expectation of a performance is a polished public presentation, informances have no set structure and therefore are more flexible. Instead of creating two separate entities of performer and audience, the nature of an informance allows for and encourages interaction between student performers and the audience. It is acceptable to stop and explain (or ask the students to lead the discussion) the learning process that occurs. When families understand why student musicians make particular musical choices, families become more invested in the learning process. this discussion and demonstration aspect of the informance, lacking in a traditional performance, creates an emotional connection, as families become active members of the informance.

Who should be invited to an informance?

Keeping in mind that an informance is designed to create awareness of the learning that takes place in class, the audience should consist of people that can advocate for music education. Parents of music students are a key element. Not only are they tax payers, but they are a strong voting block at budget time. Inviting administrators to the informance provides a focused time, without the distraction of day to day duties, for them to observe what music students in their school are learning. Seniors citizens are another key element in the community.

While they may not have children in the school system anymore, they are neighbors of students and town tax payers. Garnering their support could make a difference during budget cut times. Inviting many segments of the community increases the chance for broad public support.

When should an informance take place? t he answer, simply, is whenever it most benefits the program. a n opportunity to invite the community into the music room, is an opportunity to advocate for music education. t hink about times during the school year when families are already in the building. curriculum nights and parent conferences will reach many families at once. However, many music teachers prefer to set aside different days where the focus is on music. march, with music In our Schools m onth, is a time that is already set aside to focus on music. If the community already celebrates in some way, then capitalize on this and add an informance to propel the momentum of music education forward. other teachers prefer to reach out to the community just before the town votes upon the budget. m aximize the impact of the informance by choosing strategic times during the school year.

What form should an informance take? there is no set structure; create a setting that best highlights the learning taking continued on page 26...