Function #1 - Anticipating
•
Question: “What Future conditions may
•
Planning far in advance:
confront the institution?”
• Enrollment -Instrumentation in ensembles
• Anticipate changes – investigate latest teaching
models and techniques
• Look at grade school enrollment –recruitment
• Future facility and equipment needs –
Ex. projecting future concert wear replacement
Anticipating – Cont.
“Proper anticipation of future conditions
facing the music-education program can
do much to prevent organizational
problems from becoming a
disproportionate preoccupation, placing
a physical and mental drain on the time
and energy of the music educator”
Function #2 - Orienting
• Question:
“Ensure that objectives are
generated and then used?”
• Any
successful program must include
the setting of Definable and Achievable
goals and objectives.
Orienting – Cont.
•
Goals: In music education, goals are to be
considered long range and broad in direction.
•
An Educational Goal is a desired outcome for a
student or for a program.
• Ex 1. “All graduates should be able to read music.”
• Ex 2. “All students should have the opportunity to
experience making music on instruments.”
•
A goal should have some type of support strategy
or technique in order to be realistically achievable.
Orienting – Cont.
•
Objectives: In music education, objectives can be
defined as an accomplishment that is short term in
scope, easily verified and specific in direction.
•
Objectives, when properly implemented, should
support progress towards goal achievement.
•
Specific objectives support and facilitate attainment
of broader long-term goals.
Orienting – Cont.
•
Five examples of a set of objectives for a high
school band director for a year.
• Establish improved criteria for evaluation and grading
purposes
• Organize monthly, systematic cleaning and inspection of
all instruments in the high-school band.
• Increase the concert publicity and promotion
• Increase participation of instrumental students at summer
music camps by twenty percent.
• Develop better computer literacy by attending at least one
workshop dealing with the use of the computer in music
education.
Function #3 - Programming
•
“Generation of alternatives or strategies that can be
used to reach an objective.”
•
The objective: “Establish improved criteria for
evaluation and grading purposes”
• Use of music achievements tests to determine musical
progress.
• Administer written tests based on music in the folder
• Develop means of allowing extra credit for participation in
musical activities in addition to band work.
• Search for a computer program to aid in record keeping.
• Develop an improved and more organized rehearsal
atmosphere to allow time for the evaluation process.
Function #4 - Organizing
•
“Focus on creating the structural framework…
required to satisfy demands of objectives.”
•
As a music educator you will be in charge of all
aspects of teaching, musicianship, performing and
public appearance.
•
You must provide the Structural Framework required
to satisfy the demands of the objectives.
Function #5 - Staffing
• “Assigning
human resources needed to
pursue an objective and fulfill program
demands”
• Human
resources generally would not
include other full time music staff
members.
Staffing – Cont.
•
Parent organizations: Fund raising, chaperones,
cleaning of concert wear.
•
Student volunteers: can be assigned many daily
routine tasks – Attendance, library management,
record keeping, ushering, running sectionals,
general housekeeping, newspaper or website.
•
Community at large: help accompany during solo
and ensemble, scholarship for band camps and
other programs, lending their expertise.
Function #6 - Resourcing
•
“This unusual word is used to describe the
process of acquiring and allocating funds.”
•
In order to write a quality budget document,
music educators need to develop an
understanding of the total school budget
procedure.
•
Get familiar with potential funding sources.
Resourcing – Cont.
“Possess the necessary business skills
and vocabulary to be successful in
securing adequate funding, and
demonstrate strong philosophical
bases for any requests.”
Function #7 - Leading
•
“Stimulating or motivating personnel to action and toward
objectives.”
•
In order to run any type of program, one must possess or
develop basic motivational skills.
•
Because as music educators our programs inextricably involves
performance the ability to lead and motivate is of the utmost
importance.
•
Strong, charismatic people generally find leadership role to be
natural while shy people find it difficult to lead or motivate.
Leading – Cont.
•
Ways to motivate within your music program.
• In order to have any control over the course, one must have a
positive approach to discipline. This will allow any motivational
techniques you try the opportunity to succeed
• Performance and contests can be used to motivate.
• Point systems, as you might use in grading, can help to motivate
students towards specific goals.
• The creation of personal pride within a class or section.
• Being well prepared for your class and/or rehearsal as well as
being an expert will provide a sense of pride in the students
knowing that they are being taught/directed well.
Function #8 - Executing
•
“Day to day operating functions that command
attention of all administrators.”
•
The manner in which an administrator handles the
routine operations of a program can serve as a
predictor of success for that program.
•
The music educator who cannot settle into some
type of daily routine in classroom work or rehearsal
approach will find themselves with a group of
confused and potentially unmanageable students.
Function #9 - Changing
•
•
•
“a. Identify something to change”
“b. Introduction of innovation”
“c. Management of change to produce maximum
benefits.”
•
Change takes a long time. Be Patient!
•
When initiating change or innovation procedures,
the degree of communication, patience, research,
and organization surrounding the project can ensure
its success or failure.
Function #10 – DiagnosingAnalyzing Conflict
•
“Conflict or problem diagnosis and subsequent analysis are
relatively new competencies”
•
Review drop-out scenario (Pg 17. Walker).
•
Identify the problem
•
Identify possible reasons for the problem.
•
Don’t let emotions cloud the next two steps. It is easy to take
things personal. Most of the time it is not personal, and
therefore is a waste of energy even thinking about it.
Function #11 – DecidingResolving
•
“Focuses on resolution of Choices. It can be
a conflict-laden or conflict-free decision
situation.”
•
Review scenario (Pg 18. Walker)
•
Decide on possible solutions and pick one or
two that are doable. Don’t get bogged down
in unsolvable situations
Function #12 – Coordinating
•
“The administration has the responsibility to unify
the activities of various components and to focus the
function of discrete units onto the objectives.”
•
Generally the Music Educator is responsible for more
than one aspect of the music program. Often they
will be in charge of all aspects of the music program
for the school
•
•
•
•
Band Director – Concert, Jazz, Marching
Choir Director – Choirs, Swing choir, madrigals, etc.
Other music courses – Music Appreciation, guitar, etc
Parent Organizations
Coordinating – Cont.
• The
music educator must work with and
coordinate a wide variety of objectives.
• There
are different objectives for the band
and choir.
• The
upper-level general music program’s
objectives need to coincide with those
established for the lower grades
Coordinating – Cont.
• The
total music program must be focused
toward meeting the goals and objectives
set down by the school district.
• The
Music Educator, if needed or wanted,
could provide leadership for parental
organizations.
Function #13 – Communication
•
“concerned with design of information channels… supple
relevant information in the form most useful to various point in
the system... Provide for the information flow (up or down, in
or out of the system) essential to the other functions such as
unification, motivation, decision making.”
•
The music educator must develop the information channels
that will allow the broadest possible dissemination of
information in the most effective manner.
•
In general, the more that you communicate with your
surroundings, Administration, Colleagues, Parents, Students,
General Public, the smoother your job could be.
Function #14 – Politicking
• “Administrators
must function with
various internal and external power
configurations related to institutions.”
• For
most people “Politicking” is perhaps
their least pleasant administrative
function.
Politicking – Cont.
•
Politicking for the music educator involves two welldefined levels: Internal and External
•
Internal: involves the school administration:
•
•
•
•
•
School board
Superintendent
Principal
Vice-principals
Other school Staff
Other instructional Staff
• Students
• Secretaries
• Custodians
• Lunchroom and Cafeteria Staff
•
Politicking – Cont.
• External:
•
•
•
•
•
Parents
General Public
Other School Programs
State Associations
National Associations
Politicking – Cont.
•
On occasions successful educators have taken
their ensembles to do politicking in support of
the music program.
• Playing for local clubs (Lions, Shriners, etc)
• Playing for donors at special occasions.
•
This would include Christmas caroling, chamber
music, bands at special functions.
•
Basically, occasionally you may want to perform
for the people that support your program
outside of the traditional school concerts each
semester.
Function #15 – Controlling
•
“Monitoring progress toward objectives, keeping
organizational activities locked onto objectives.”
•
Every now and then step back and take a look at the
program at it’s current status and make an honest
assessment.
• Is the program where I thought it should be after ___
years?
• Are the students really learning everything that I say they
are learning?
•
Interviews with administrators and colleagues can
be helpful in this assessment.
Function #16 – Appraising
•
“Administration requires the courage to assess or
evaluate final results and to report the same to his
constituency.”
•
The appraising and reporting process can be
accomplished through contest or festival
participation.
• There are pros and cons to this type of appraisal
•
Bringing in outside consultants to assist in the
appraisal process.
• An educator from a nearby college or university
• Professional musician or chamber ensembles.
Appraising – Cont.
“ It is not absolutely necessary to always
successfully meet your objectives. Of
greater significance is that the attempt
was made, the means to the objectives
was determined, and progress toward
achieving the objectives was monitored in
some manner. Positive growth for
students, the music educator, and the
entire program results from this effort.”