Performance
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I have a jazz group that is playing the prelude music for the choir Christmas Musical. I have a student that his parent insists on leaving after the band is done playing due to their schedule. I believe that the students should stay and watch the performance as choir students and other faculty come to the band concerts. What do you think?
It may not work for this concert, but in future concerts, when giving the information about the event, you can tell families to stay for the whole show. For example, my band concert tomorrow is followed by a drama and dance performance. I stress to my students and parents how these other groups have worked just as hard as they have and it’s important to be respectful of your peers who just sat through your part of the show. I also am a meanie and make all families sign a letter stating that the student will attend and in that letter I ask for families to stay the whole time. However, nearly every show has a family who must leave right after the band’s performance for various reasons. If they tell me ahead of time, it’s okay and we talk about how they need to put away their stuff quietly and not be a distraction. I think you should also determine if this is the parent or the student. If the student wants to stay but the parent is forcing them to leave, that’s a little bit more of a sticky situation because you don’t really want to punish the kid. Anyway, it may be too late to enforce anything this time around, but you’ll be ready at the next show!
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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