MUSIC ADVOCACY: Caring Enough to Put the Student First
August 1, 2005
The Right Stuff?
In the first entry of "Counterpoint" I stated that there were two primary components to a successful music advocacy campaign.
A well-organized local music coalition
Allocation and strategic use of the right information
Some of you have had a strong music coalition in place for several years.Others are making significant progress toward that end.The question remains, "Does your coalition have 'the Right Stuff'?" While your structure and membership should provide the necessary input for securing a solid philosophical and political base for music advocacy, you will be strategically most effective if you are able to collect, interpret, and correctly use the right data to support your case.
As we anticipate the beginning of another school year, it is my purpose over the next several entries to help you understand what data to collect, and when and how to collect it.Your school board and administration have already begun the process of struggling with budget and other issues that will confront them over the next two (or more) years. It is to your advantage to be aware of those issues and have the data available to support your cause.
As you collect "The Right Stuff" you will discover that it is useful for much more than just defending your program.Collection of the right information can assist you in several ways.
Developing annual reports on the status of the music program
Identifying issues that may be detrimental to the program
Providing specificity to issues related to faculty, curriculum, student participation and economic viability
Identifying levels of student participation and attrition
Expanding opportunities for student participation
Justifying current or new faculty positions
Improving facilities and equipment
Developing data related to the academic success of music students
The information will get technical and perhaps a bit complex.(That's why I recommend that each local coalition have a Statistics and Finance Committee.)I'll do my best to present the materials as clearly as possible. I'll use several case studies to demonstrate how to use the data and why it is so important. This will also give you a deeper understanding of the vocabulary of the educator (educese), the process of budget development, and how decisions are made.
Approximately 35-40% of the districts with whom I have worked over the past two decades have been able to use the information that will be provided in these next issues to save their own programs without further outside assistance. Using the correct data in the right way will give you more credibility with those who make the decisions.In some cases the materials you collect and the information it provides will help educate those who appear to oppose music education as to its educational and economic viability.
In the next "Counterpoint" entry you will be provided with three-page survey form, and a set of instructions for its use.Collection of the information requested on those forms is basic to developing your case.The information is public information and basic data that should be available in every district.
As we get into this process of data collection and development, please contact me through supportmusic.com with any questions you may have.That's why we are here!
