Recruiting in a Scores Based School
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Tagged: choir, Choral, high school, Recruitment
I’m the NEW itinerant choir teacher in my district. I have two middle school classes – which I’m very comfortable teaching since I have experience with them. These two groups have decent member numbers. However, this is my first year teaching High School Chorus. I have always wanted to teach high school, so this is my dream job being able to teach both levels. My school is a College and Career Ready/Pathway School and has recently done away with the Music Pathway. Also, they have created full period intervention courses which takes students not only out of my choir classes, but also our band program IF they do not meet benchmark scores on certain tests. I have three choir periods with the following member numbers. 3, 10, and 10…Our principal is willing to work with the students on these intervention courses IF they are willing to work with him. None of the students know me except the ones I’ve had in class already OR the ones in the band program, which makes it difficult to really get out there and promote and recruit. PLEASE give me some ideas to possibly remedy this situation. I know that I may have to deal with some of the circumstances until next year when it comes to testing and scores, but there has to be a way to get more than just 23 kids in my classes COMBINED. I am planning to have a “Sing and Meet” one day after school to where students who may be hesitant come in and meet me and sing with the current choir students and possible Alumni and have pizza or something.
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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