Page 17 - 2018-BMR-September

Infusing Student Leadership

:
-
Development Year round

It’s all about the follow up!

Fran Kick

What if you could have more student-initiated leadership 1. Before starting small ensembles in April, meet with
in your band program throughout the year? Rather than the ensemble leaders to talk about effective rehearsal
just selecting a few student leaders before marching strategies and how to work with people and communicate
band, imagine what your program might look like if you effectively.
could infuse leadership development (and followership 2. As soon as school starts, assign leadership roles to as
development) throughout all your ensembles? many of my middle school band students as possible and
You certainly can grow, develop, and encourage more practical so students take more ownership.
students to make things happen—whether they have 3. Mentally prepare 7th-graders turning into 8th-graders
a leadership title or not—all year long. With some to be leaders directly following UIL. Let them know that
simple strategic planning on your part, there are many they will be the new helm of the ship for our future.
moments on your band’s calendar when preparing the 4. Once per quarter, work with and model for middle
students AND following up with the students increases school section leaders one-on-one as well as in small
opportunities to develop more leadership beyond the sectionals so that they can see effective ways to teach and
marching band season. share with their peers.
WARNING! There are three reasons NONE of this 5. In December - January, develop chamber groups with
will work for you! While John Medina would remind us coaching sessions using upper classmen, or area college
“everyone’s brain is wired differently,” we’re all creatures students, so they can experience first-hand an example of
of habit. Sometimes those old habits get in the way of “how to do small ensemble work.”
creating new habits. Check out Destin Sandlin’s “Backwards 6. Create a one-day or weekend-long Leadership Camp
Bicycle” video at https://youtu.be/MFzDaBzBlL0 and you’ll before solo/ensemble time to teach students how to rehearse
understand why we sometimes say it’s “too hard to as a group. Teach students how to use a metronome in
change!” While you’re there on YouTube, watch https:// small ensemble rehearsal. Also teach a framework for how
youtu.be/Y7XW-mewUm8 which illustrates the second those rehearsals can be structured.
reason you might NOT do any of this: because I’m 7. Utilizing a Paris Conservatory-style masterclass,
“too busy to change!” After all, developing student give solo and ensemble performance opportunities with
leadership sometimes seems like herding cats https://youtu. students providing feedback to their peers. Coach students
be/Pk7yqlTMvp8 which might be the third reason NOT to on listening to and reacting to performances—including
do this: because I’m “too tired to change!” concert etiquette as audience members.
During our presentation at the 2018 TBA Convention/ 8. Utilize 8th-grade students and high school students
Clinic, directors played a micro-lesson on how to be positive to assist the 7th-grade students in the all-region etude
and constructive vs. negative and critical. Doing short, preparation process starting in September.
simple, pragmatic exercises like this prepares students on 9. Train some trusted students how to input data and
how to interact, communicate, and help each other. After take care of other administrative duties by the third week
brainstorming ideas and prioritizing those ideas during the of classes.
clinic session, the directors shared these ideas: 10. In late-April, have high school students teach 7th-
and 8th-grade students about marching, so they are not
scared to join marching band in the future.

Bandmasters Review • September 2018 15 Texas Bandmasters Association