COVID-19 Updates

All in-person TMEA meetings and events are suspended for the remainder of the school year. For the latest updates, go to the COVID-19 Updates page. The information on the COVID-19 webpage supersedes any standard program information presented on this website.

TMEA members who have found ways to remotely recruit and retain students to their music classes have offered their methods below. You can view all answers or filter by TMEA Division of the submitter.

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Beginner / Middle School


How have you been remotely recruiting students to join your beginner music class?
We have a Google Classroom dedicated to our current 5th graders who have chosen band as their elective.

Submitted by: Sharon Walker, Division: Band, Classification: 3C
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Right after spring break, I contacted all the 5th grade teachers. I asked them to send a link of our band website for students to check out our videos and to sign up for band. Remotely, we've also put website information in their school's newsletter and on parent Facebook pages.
https://clintsmallmsband.weebly.com/beginning-band.html

Submitted by: Tonia Mathews, Division: Band, Classification: 3C
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We requested a list of all current 5th graders (with parent emails) from the campus registrar. We are lucky enough to be recruiting students who are currently on our campus. We contacted students and parents about band and choir with instructions on how to register for both within one email.

For choir, we created a promo video with fun pictures and videos from class, concerts, and field trips. We also did a screencastify of the presentation that we normally use for an in-person parent meeting.

Then, we did a joint Q & A with the band directors for 5th grade parents to ask questions about both programs if they were on the fence about joining either program.

Submitted by: Jillian Nidever, Division: Vocal, Classification: 3C
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I have not necessarily been recruiting students remotely as all of the recruitment has been completed earlier in the school year. That being said, I sent an email to every single current 5th grader and to their parents explaining that band signups are still happening and to fill out an attached Google Form if they were either already signed up for band or even interested in band.

Submitted by: Greg McCutcheon, Division: Band, Classification: 3C
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In my school, students take one year of band as a mandatory class in 5th grade. Because of the missed performance opportunities for the 5th graders this year, my administration is extending that to 6th grade next year. My JH Principal is going to automatically re-enroll next year's 7th grade students in band so that I can have a shot at a good kickoff in the fall. I will get to basically recruit them to stay in band the first week of school and then if there are some students who truly do not want to be there, they will be allowed to change their schedules during the second week.

Submitted by: Anonymous, Division: Band, Classification: 1A
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I have sent multiple newsletters keeping families informed. Making a short video showing a smiling face and calming words is some of the best recruitment we can do right now.

Submitted by: Chad Wood, Division: Band, Classification: 2C
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My fifth grade choir students have been "hanging out" in a non-required Zoom meeting each week after school hours. We share all kinds of things including pets, toys, and family. We take turns leading fun vocal warm-ups and we sing along with YouTube videos. We are working on "Rise Up" by Andra Day for a concert in the future.

Submitted by: Teresa Francis, Division: Elementary, Classification: Elementary
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We have been working on reaching out to all of our incoming 5th graders through phone calls and emails to parents. We also plan on contacting students NOT signed up as we usually have all students come test out instruments in case there were any that forgot to sign up, wanted to join their friends in band, etc.

Submitted by: Charles 'CZ' Stollon, Division: Band, Classification: 3A
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Post videos that share your personality. Send them out into the world. Nextdoor, Facebook, elementary teacher's Google classrooms, Have families post it everywhere. Make it entertaining so that kids actually watch it—they don't want to see your senior recital.

Lake Travis Orchestra motivational video

Submitted by: Austin Leach, Division: Orchestra, Classification: 3C
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We have reached out to all parents of students who selected band as 1st, 2nd, or 3rd choice. We sent an email to the parents and have called parents to discuss band. We sent a flyer to our future students and set up a Google classroom for these students to ask questions and select an instrument.

Submitted by: Victoria Watson, Division: Band, Classification: 2C
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I have sent a promotional video to my elementary feeder music teachers. They have attached a link to the Google interest form that they sent out to their students.

Submitted by: Lance Newman, Division: Vocal, Classification: 3C
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As a part of our TTU String Project, we created instructional videos that were released on Monday each week. The university staff created the content and recorded the short videos for both our youth and adult students. Staff also used various platforms including FlipGrid and various videoconferencing platforms to connect with individual students for weekly check-ins and private lessons.

Submitted by: Blair Williams, Division: College, Classification: College
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How have you been helping students to remotely select instruments for next year?
On our Google Classroom, we've given kids ways to explore the different instrument choices: we posted a video of the instrument demonstrations produced by the U.S. Army Field Band, as well as a list of characteristics needed to be successful on each instrument (in the style of a sorting hat from Harry Potter). We've had kids respond to the videos by selecting their top 4 instrument choices. They've also attached videos (when able) to demonstrate skills like singing pitches or keeping a steady beat.

Submitted by: Sharon Walker, Division: Band, Classification: 3C
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Scott Lang’s Be Part of the Music sent an email that became the jumping off point for me. I then created the website linked below. I give a written explanation as well as recorded a video to explain what to do. Then there is a link to the Be Part of the Band website. My focus is on the two parts that I feel are needed. The Instrument Demonstration videos and then the Instrument Matching Tool. I am about to launch it out to students and parents Wednesday so then I see how it works and if the responses come in as hoped. Most of the 5th graders have internet access. Those few who don’t I’m hoping to do a home visit and finish the process off.
https://sites.google.com/comfortisd.com/comfortbeginnngband/home

Submitted by: Chris Mulliniks, Division: Band, Classification: 1C
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We had the task of communicating with over 100 incoming beginners and selecting an instrument. I emailed every 5th grader student coming into our school in this fall. In the email, I sent a link to our website to fill out a Google form. Name, school, ID#, email, cell, rank instrument choice, piano experience, were some of the questions in the Google form.

From there we took the information submitted, and divided it into 3 groups by brass, woodwind, and percussion/other interest. They received an email with a Signup Genius to pick a time to meet with a director on Zoom. The Sign Up Genius included the Zoom information. If students didn't respond, we called via Google Voice to get a hold of them. You can create one long Zoom meeting, keep students in the waiting room and bring in a new one every 15 minutes.
As of today we've placed them all after 2 weeks of Zooming. Face buzzing, personality, interest, physical characteristics, aural ability, and rhythm ability were the criteria used in the meetings. It was very hard but I honestly think it worked out pretty well under the circumstances. It was really nice to also speak to each parent and student together.

Submitted by: Tonia Mathews, Division: Band, Classification: 3C
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We had a drive-by instrument selection in our large parking lot where students remained in car, we showed instruments and explained what was needed to play each instrument and we could also see physical features. We had an 88% turn out. We sent a JotForm prior to our drive by. Email me if you have questions, BobbyJGuess@katyisd.org

Submitted by: Bobby Guess, Division: Band, Classification: 3C
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We held a live Zoom meeting for all incoming beginners explaining what we usually do in a "normal" year versus what our plan is for this school year. We will not be officially placing students on instruments. This will be done once we see our students next school year. That being said, together, the parents and students are to answer an extensive Google Form/Questionnaire that will help guide that initial placement. We find that approximately 90% of our students in a "normal" year end up on their first-choice instrument regardless. The Google Form also requires them to upload three pictures of the student (full body - head to toe, face/mouth only no smiling, and face/moth exposing teeth).

We also had our private lesson staff make a 3-4 minute introductory video of their instrument where they play a bit and also talk about the characteristics as well as the personality of the instrument.

The Form, Presentation, video of the live meeting, and videos of lesson teachers can all be found on this website: https://cmswestband.wixsite.com/westband/copy-of-join-the-band-family.

Submitted by: Greg McCutcheon, Division: Band, Classification: 3C
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We plan on placing students on instruments in the fall and recruiting consultants to help make it a faster process.

Submitted by: Anonymous, Division: Band, Classification: 1A
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We will be setting up screening appointments with smaller numbers and spread out over a longer period of time to ensure we can keep social distancing practices and allow for more thorough cleaning of all equipment used.

Submitted by: Chad Wood, Division: Band, Classification: 2C
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We already had a fifth grade pre-band where we had 30+ students spending the year on plastic instruments and performed at the fall concert. When they come in the fall, we will have pencil pouch bags with mouthpieces, reeds, etc., for them to check out, try out what they like best, then see a director one on one during class to get fitted. They'll turn those bags back in and we will clean and sanitize. The pre band was an afterschool club 2 days a week and the HS students helped.

Submitted by: Paul Martin, Division: Band, Classification: 3A
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We will be working with the New Haven Symphony Orchestra website and forms for remote instrument selection.

This does include strings in the instrument selection as well. https://sites.google.com/view/instrument-selection/home?authuser=0

Submitted by: Charles 'CZ' Stollon, Division: Band, Classification: 3A
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Lake Travis Orchestra Instrument Selection video

Submitted by: Austin Leach, Division: Orchestra, Classification: 3C
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We sent an email with a video for each student to view about each instrument. Students were invited to rate each instrument and then we set up a zoom video conference with our future student to select their instrument for the upcoming school year. A parent needed to accompany their child which was great for moving forward with any questions.

Submitted by: Victoria Watson, Division: Band, Classification: 2C
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My coworker and I set up individual Zoom appointments to meet with all of our incoming beginning band students. During these appointments, we checked lip size/shape, teeth alignment, aperture size/shape/location, general facial structure, pitch, hand size, and finger dexterity to help each student choose the best instrument for them.

Submitted by: Randallyn Holdford, Division: Band, Classification: 3C
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We have created a recruitment video (pre COVID-19) that will be first used for our Fall 2020 recruitment season. We will be working with local school districts and the university as plans develop during the summer.

Submitted by: Blair Williams, Division: College, Classification: College
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While remote, how have you been working to retain students in your program for next year?
We set up a Google Classroom page, separate from their class work page, entirely for the benefit of the kids' band social lives. Kids have been sharing compositions they've created on Chrome Music Lab's Song Maker as well as videos of themselves playing pop tunes they've learned by ear. We directors have been using the page to wish our students a happy birthday and to have photo scavenger hunts, as well as share how we're feeling. We had a lovely thread going where kids shared tips for coping with isolation, helpful hints for using music software, and other supportive information.

Submitted by: Sharon Walker, Division: Band, Classification: 3C
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We have set up Google Meets twice weekly for our current beginners. (Flute/Clarinet, Trumpet/Low Brass, and Percussion). During these times, we try to have some sense of normalcy through playing warmups together, lines from their book, and other music that is assigned. Students have the option at the end of our session to play assignments via online to count toward their weekly assignments.

Submitted by: Suzanne Pecht, Division: Band, Classification: 2C
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Since their classes were already chosen for next year before Spring Break, this was easy in that respect. We have tried to keep learning fun and as productive as possible. Our school uses Canvas and we also included Smart Music lessons. I have found it helpful to Zoom once a week with each section of Wind Ensemble and each beginner class to make sure each student knows how to navigate all the lessons and hear them one at a time to make sure they aren't falling behind.

Submitted by: Tonia Mathews, Division: Band, Classification: 3C
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We have used weekly check-ins for our students. We do a Zoom or Google meet where the kids can drop in and talk to each other. They can ask questions about the current online assignments, but mostly they enjoy getting to visit.

I have also used a Google Voice account to call any parents of students who are not signed up for choir next year. This allows me to call without using my own cell phone number and have those important conversations live rather than via email.

Submitted by: Jillian Nidever, Division: Vocal, Classification: 3C
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We have focused only on the individual player throughout this time at home. We have done ZERO ensemble things as it's simply not conducive to the current environment we are teaching in. We want the individual player to develop to the highest level possible especially considering the current circumstances.

Submitted by: Greg McCutcheon, Division: Band, Classification: 3C
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We have been actively using a virtual choir and webpage. We have weekly class schedules and they are studying Vocology. I have given them voice lessons via Zoom and they are on track to do Region Choir auditions. We have set up a summer plan for learning Region and have asked others to join.

Submitted by: Kelly Marcades, Division: Vocal, Classification: 3A
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Instead of trying to recruit students obviously, we took a subtle approach. Every time a student completes an assignment for band, they get a positive text on their phone or through our school message system. At least one of the positive messages the student would get would be futuristic - how will it be BETTER when you are in band NEXT year, in the NEXT grade, with ONE more year of experience. Lastly, we called parents at the 3 weeks and shared one of two messages: (1) Your child is right on target! They will thrive in band as they get older; or (2) We miss hearing from your child. How are they doing in their other classes? It will be good for them to get back into the program next year. Band will really be good for them. Either way, the parent walked away without negative comments about their child and they knew their child was valued and cared about by the band program.

Submitted by: Anonymous, Division: Band, Classification: 1A
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For next year, we have been checking in with students already throughout the semester (we get our first set of numbers in February). Any student not signed up or in the correct ensemble is contacted either during our virtual classroom or by phone/email. We are also in constant contact with our counselor in charge of schedules for updated rosters.

Submitted by: Charles 'CZ' Stollon, Division: Band, Classification: 3A
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Find an audience and perform for them any way you can. Make videos announcing birthdays at assisted living, or any other similar ideas—find an audience and have a purpose. Give kids ownership too, design T-shirts, find an audience, plan for next year, give them ownership.

Submitted by: Austin Leach, Division: Orchestra, Classification: 3C
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We have a Google classroom for our students. We send weekly emails to the parents to keep them informed. We have weekly Zoom rehearsals with our students by sections 6th grade-8th grade. Eighth graders are mentors on the Zoom classes. The younger students look up to our older students as they model on their instruments and then we have fun playing songs in SmartMusic out of their binder. We cater to all levels when we do songs. A link of the video is provided below as we believe in social time and always began with a questions as student were Zooming in to the class. Krueger MS Band weekly Zoom sample

Submitted by: Victoria Watson, Division: Band, Classification: 2C
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I went on YouTube and found videos of previous band concerts and marching shows and posted those in our Google Classrooms. I'm not sure how much of an impact it had on kids, but my goal was to show them what we normally do this time of year and what they have to look forward to in the future by staying in our program.

Submitted by: Anonymous, Division: Band, Classification: 3C
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We have been using Zoom meetings, a few sectionals, and fun activities like SoundTrap projects to keep them as engaged as possible.

Submitted by: Mark Nichols, Division: Band, Classification: 6A
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Students embraced the check-ins with their teachers on a weekly basis. Families are being offered summer remote private lesson package options to participate. The staff put together a very fun Talent Show for the end of our semester that was released to our families at the end of classes for the Spring 2020 semester. We received great feedback from our families about how excited their students were to watch their teachers perform and have fun playing!

Submitted by: Blair Williams, Division: College, Classification: College
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High School


How have you been remotely recruiting students to continue music in high school?
We have created multiple accounts using social media platforms to hook kids in from outside our group. We have an Instagram account titled cpchoirmemes and our regular cphschoir Twitter, Instagram, Facebook, and YouTube channel. This may feel like a lot of work to keep track of, but we use our choir officers to delegate and provide content. We also created a virtual concert that was linked through the school newspaper and main school twitter/insta/facebook accounts.
https://www.instagram.com/cpchoirmemes/

Submitted by: Lisa Holt, Division: Vocal, Classification: 5A
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We have been in contact with our middle school directors and, through different means, have also been reaching out to the eighth graders who are coming into high school.

Submitted by: John Carroll, Division: Band, Classification: 6A
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Our choir officers organized a Choir Q&A session that we presented on Google Meet. The link to the meeting was shared through social media and emailed to students that choir members identified as potential choir members in the following school year. If the prospective student could not attend the Choir Q&A, they were sent a link to view a recording of that video. Google Meet has a record option that only records the face of the person that is speaking or making the most noise. The platform also has the capability to identify incoming viewers which allows the teacher to screen those viewers before they are able to join if their associated email address is created outside of the district.

Submitted by: Nathan White, Division: Vocal, Classification: 5A
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We maintain voice lessons and Vocology. All are published through our music webpage. They are on track with beginning the work for the choir trip next year and we have set up times to get funds accomplished even over the summer. We are recruiting for the trip as well as for Region/All-State.

Submitted by: Kelly Marcades, Division: Vocal, Classification: 3A
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I made a "movie trailer" for my HS band and then added a 'commitment' form for next year. I got the form from a band director teaching at a successful small school program and was hoping to use it at the end of my regular school year anyway. When that didn't work out as planned, I had the students fill out a modified version of the form as an easy grade for my class using KAMI, software that allows you to fill out PDFs and other forms.

80s Rocked Trailer

Submitted by: Anonymous, Division: Band, Classification: 1A
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My leadership team had a separate Google classroom where they went through the Scott Lang Leadership training then implemented that to the others in our regular band Google classroom. Since we had UIL before spring break, we spent time after that talking about next year and getting them pumped about the fall marching show.

Submitted by: Paul Martin, Division: Band, Classification: 3A
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Remotely, we have been talking with current students during class and have also been in contact via phone or email with other students interested in our program.

Submitted by: Charles 'CZ' Stollon, Division: Band, Classification: 3A
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We are usually pretty much in constant contact with our 8th graders, but this year we became very tech savvy:
  1. We had current leaders send out a video over Google classroom.
  2. We had some of our top freshmen send out a video over Google classroom.
  3. Used Google forms to get all of their info. Contacted every kid that said “No” or “undecided”
  4. Had junior high directors contact them

Videos
  1. Channel View Band Upperclassmen Video
  2. Channel View Band Freshmen Video

Form
Band Information Form

Submitted by: Aaron Allison, Division: Band, Classification: 6A
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We are fortunate that pre-enrollment was 90% complete prior to Spring Break. Our Principal wisely reopened the online course selection until the last week of April. Our counselors have been extremely helpful by running reports and providing us with phone numbers. Outside of the guise of distance learning, we have contacted each student and his or her parents with three topics. 1) are you and your family okay? 2) Is there anything you need? 3) Let me give you some contact information. Contact me any time. After we cover those questions about basic needs we talk to the student about how pleased we are that they'll be back or how disappointed that they didn't enroll. Found around 10 who had either not completed the online registration or thought they were enrolled. At that point we got the counselor involved to correct the scheduling. We provide information in four ways: our district PEIMS System (Skyward), REMIND, Facebook, and local media. We go through our district communications officer for local media. Past that, we let kids know when we will be at The Lobo Band Hall. That provides them the opportunity for face to face conversation if their family situation is deteriorating. For instance I spoke to one of our seniors in person. I continued the conversation because we felt like there was something out of the ordinary. Turns out that this Senior was the only member of his family who was working and his minimum wage job was the only income they had. We have absolutely provided practice material, but our primary focus has been the well-being of our students.

Submitted by: Will Burks, Division: Band, Classification: 4A
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We did auditions through Zoom with all members for next year. This included incoming 8th graders. It gave us a chance to talk to them all about high school band and what it had to offer. Luckily, we were able to already have our 8th grade band night during marching season and our side by side clinic before the quarantine.

Submitted by: Mark Nichols, Division: Band, Classification: 6A
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How have you been remotely working to retain students in your program for next year?
We have worked to keep students engaged by keeping them performing. We are presenting a full choir virtual concert where students have submitted their own recordings of covers and self-made music videos that we are going to premiere on our YouTube channel at the end of the month. The students have even developed collaborations and group songs through the use of technology. I have hosted several how-to Zoom meetings to teach the students to use freeware such as Davinci Resolve, audacity, and Apple iMovie platforms. Fortunately in our school, course schedules had already been solidified before the break, and our numbers are up an additional 15%, unless of course there are directions for class sizes to change.

Submitted by: Lisa Holt, Division: Vocal, Classification: 5A
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With current students, we have Google Classrooms for each band class as well as for a separate percussion ensemble class. We communicate that way. We also have the BAND app that we have created for social interaction with them. On these pages, we post enriching material, post fun pictures, and often refer to what is in the future for us. We have remotely met with our officers and talked to them about things. We are now starting our Leadership Team to pick our leaders, and thereby have them help with retention. We feel like the best way to retain them is to be socially engaged with them beyond assignments, to show them that we are still "here" for them, and to discuss next year.

Submitted by: John Carroll, Division: Band, Classification: 6A
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We have weekly classes and we reach out to all of the class for updates as to their health and family health and needs.

Submitted by: Kelly Marcades, Division: Vocal, Classification: 3A
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Our principal does announcements via Facebook live so I got on there with our marching uniform on to talk to the community about the happenings with band and our show theme for the fall. Current students have a separate Google classroom account to where I'm sending them links to stand tunes to keep them interested and looking forward. I plan to do an optional summer cardio workout schedule of days students want to come to the track to work out and get in shape for the fall.

Submitted by: Paul Martin, Division: Band, Classification: 3A
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We have been doing Zoom a lot of different ways. We did an online talk with one of our composers. We posted a recording and had students evaluate it. We asked students locate original versions of folk songs they were playing. We finished the semester with Hangs on Zoom, sectionals, and a performance of an entire piece using the SoundTrap app.

Submitted by: Mark Nichols, Division: Band, Classification: 6A
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What have you been doing remotely to encourage your students to continue music in college?
We have had three different virtual meetings with the band directors from three nearby colleges. Any interested student was able join these meetings (we sent them the respective links), and the students heard about the workings of college bands, the socialization that they afford, the scholarship opportunities, the fact that often college bands take less time than high school bands, etc. Even though these meetings were with band directors, those directors also talked about other performing ensembles on their campuses. We feel like these meetings were successful.

Submitted by: John Carroll, Division: Band, Classification: 6A
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I've conducted a couple of interviews with college choral directors through the Google Meet platform. I record those interviews and then put the finished video into the content delivery platform called Edpuzzle. I can create questions to check on student comprehension and it allows me to see the percentage of the video that the student watched. Then the students provide their reflection on the interview in a Google Form. I've found if they find the video particularly relatable, the student will reach out to me if they would like further information about that college or about continuing their music education in any college. After reviewing the answers to the Google Form, I can also follow up with students that provide answers who express interest in continuing in college music programs.

Submitted by: Nathan White, Division: Vocal, Classification: 5A
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I have helped two students continue to put their work together in a digital portfolio.

Submitted by: Kelly Marcades, Division: Vocal, Classification: 3A
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I speak with my seniors via phone on a weekly basis. It's not just about continuing band. I ask them about applications, scholarships, 'roadblocks' and if I can associate any of these with band, I make the connection to them.

Submitted by: Anonymous, Division: Band, Classification: 1A
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That really is an ongoing process. All of our kids have been exposed to collegiate instructors through the year. We also post information about auditions in a spot that is conducive to conversation. As we have received info from collegiate info during the shutdown, that info has been transferred to the Facebook page.

Submitted by: Will Burks, Division: Band, Classification: 4A
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College


What have you done during this time of remote instruction to recruit prospective students (majors or non-majors) to participate in your music program?
  • Stronger presence on social media
  • Flyers advertising extended education opportunities to join TCU Bands. Sent to high schools and junior colleges.
  • Current students contacting new TCU students via email and Zoom letting them know of performance opportunities and benefits for participating in band activities at TCU
  • Amplified contact from TCU Band Directors to prospective student via email, Zoom, and phone
  • Modify audition process for newly discovered potential band members
  • Aggressive contact with potential returning students so ensure higher retention rate


Submitted by: Bobby R. Francis, Division: College, Classification: College
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We have gleaned the lists of incoming freshmen for membership in orchestra during high school. We then sent an email to each one with information about the two orchestras and hoped to get a reply. Thus far, we have a 20% reply rate. Our traditional yield in this format is about 20% of those incoming freshmen who played in orchestra, meaning that almost everyone who responds to the email ends up in one of the orchestras. Wish it were better!

Submitted by: Anonymous, Division: College, Classification: College
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Currently I am designing signs which are the placard type with wooden stakes. These will be screen printed and be advertising a "Virtual Choir" for the first semester along with scholarship money available for participation. The hope is to avoid confusion should we have to go to an online presence for the face-to-face singing course. Also if distancing measures are such that we cannot meet all together, the students can work on parts at home and I will be able to run the class in stages. Hopefully the lure of technology combined with scholarship money will be enough to get them to sign up.
Additionally, I am hoping local directors might be looking for a great place to send students to school and pass my contact information to the students. This type of endorsement is the most crucial and powerful to students. Thank you to the directors for their support in helping students choose to sing at the post secondary level.

Submitted by: Michael Matchael, Division: Vocal, Classification: College
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We've used ZOOM to host online Q/A sessions for prospective students, as well as one for new students. It's a great way for them to meet the faculty and current students. It's somewhat of a social hour, but very informative and upbeat.
We've also used Google Docs to collect interested student's name, email and phone number to remain in contact with them to answer they're questions and learn more about their interests and needs.
I frequently email directors, counselors, and prospective students individually to learn of student needs and those students who are still needing support for post graduate studies.
To retain students, we've held weekly meetings via ZOOM to stay in touch with one another and to give feedback on student recordings and written creative assignments during the pandemic. Once our semester ended we held an online choir party, also via ZOOM. It was a "Chips & Guac" theme celebration. Everyone in their homes with their families participated congratulating one another while enjoying chips, dips, and drinks. We had a blast. Before we concluded, I shared my screen to play their slide show. We laughed and commented on the photos. It was a really good experience, considering.

Submitted by: Nyadia Thorpe, Division: Vocal, Classification: College
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We have been working with families, communicating with students, and developing plans on our campus to consider all options for engagement safely as our situation continues to be fluid. We are offering summer camps virtually to continue to connect with students and continue to create music!

Submitted by: Blair Williams, Division: College, Classification: College
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