Performance attendance
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I have had a problem with students missing performances this year. Parents will write excuses for them. My policy is misses should be for emergencies and illness only, but I get excuses for family events, unable to get rides, etc. The students get the performance calendar at the beginning of the year (Sept.). I have gotten excuses for concerts and parades. If I put a zero in the gradebook for missing a performance, they go to my admin and complain. I then hear about it. The students don’t dare do this for our sports teams-they know they’ll be benched. They don’t understand they are in a performance class (that’s a huge portion of their grade). How should I get students to have ownership in what they do and not just show up to band during the school day? I’m frustrated as a teacher that the school wants performances, but won’t back me up in holding the students accountable. HELP!
1
I’ve had the same problem in the past. What has helped me was to have a frank discussion, a pep talk if you will, with the band a couple of weeks prior to the performance. Remind them how important it is to work as a team and how the other band members are depending on them to be there. I give them a Performance Reminder letter to take home and have signed by their parents and returned with enough time to call the parents of the students who don’t sign or say they can’t make it. It’s much harder for people to say “no” to you personally and it also gives you an opportunity to work out any issues with rides, etc. Also, your dependable upperclassmen or section leaders can be helpful. Ask them to talk to their section or underclassmen about what is expected of them. You can even have elections for President and Vice President, etc. They too can be an effective go-between. Best of luck.
Christopher M. Johnson, Professor of Music Education and Music Therapy, is currently the Chair of the Music Education and Music Therapy Department and Director of the Music Research Institute at the University of Kansas. Johnson earned his Ph.D. from the Florida State University.
Since his arrival at The University of Kansas, Johnson has taught courses in Instrumental Conducting, Teaching Instrumental Music, Managing Behaviors in the Music Environment, Psychology and Acoustics of Music, and Research Methods in Music Education and Music Therapy. Johnson served two terms as the editor of the International Journal of Music Education: Research, the research publication of the International Society for Music Education. He is currently serving his second term on the National Association for Music Educations Executive Committee of the Society for Research in Music Education. He also served on the editorial board of the Journal of Research in Music Education, and one earlier term as the Chair for the MENC Executive Committee of the Society for Research in Music Education. Johnson also served as the Chair for the Research Commission of the International Society for Music Education.
Johnson’s research interests include applied research in music education, and basic research in all aspects of the psychology of music. He has published articles in many journals including the Journal of Research in Music Education, the International Journal of Music Education, the Journal of Music Therapy, Journal of Band Research, Contributions to Music Education, and the Bulletin of the Council for Research in Music Education, among others. Johnson has also been an active member and contributor to the Research Seminar of the International Society for Music Education and World Alliance for Arts Education.
Johnson received a university teaching award – the Ned N. Fleming Award for Excellence in Teaching and received the recognition for Graduate Teaching Achievement from the Center for Teaching Excellence. Johnson was also awarded a lecturing & research award as a J. William Fulbright Scholar and recently received the Ella Scoble Opperman Citation for Distinguished Achievement from the Florida State University College of Music.
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