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There may be considerable uncertainty when it comes to audiences for school performances. Each state, county, and school may have different levels of audience allowances. If there are audience restrictions, it is important that parents/guardians and family members be allowed to see their child perform and see their child’s growth as a result of their music instruction.
Provide the most up-to-date information to your audiences about your school’s mitigation techniques. This will enable all audience members to be prepared for the requirements necessary to see their loved ones in performance.
Use your school district calendar and website.
Send information home with your students.
Include school information on community calendars.
Post requirements outside the venue.
Provide masks (if required) for those who forgot theirs.
Have a plan for “next steps” if someone refuses to abide by your requirements. Make sure all staff are aware of the policy.
If in-person audiences are not allowed depending on your local restrictions, there are several options available to live-stream and make the performance available to your community. It is important to understand the copyright limitations for virtual audiences; more information can be found here: NFHS Copyright Resources and Copyright Performance Permissions.
Be mindful of teacher safety. As we approach the 2021–2022 school year, many are unsure about what the year will bring. Teachers are often more concerned with the well-being of their students than they are for their own. It is vital that teachers take all precautions to ensure their own health and safety.
Review state and district policy concerning the rights and responsibilities of teachers.
Review NEA and state union suggestions and guidelines.
Meet with administrators to discuss safety measures in the music classroom, including the most recent aerosol studies.
Be aware of current CDC guidelines for student and teacher age-group.
Stay vigilant by continuing to social-distance, mask, and sanitize in the classroom.
Consider social emotional learning components to be equally important for both the teacher and the students.
Take time to rest and recover from teaching each day.
Continue to prioritize personal health and family safety.
Avoid stress and self-imposing unrealistic academic and performance expectations.
Leave school at an appropriate time
Listen to music, read a book, talk with a friend, and/or write down thoughts and feelings from your day.
All across the United States each year, a new cohort of students enthusiastically signs up to become actively involved in one of the elective music groups at their school. However, within one year, many of these novices will leave the program. Why does this happen? Does this mean that music is only for a chosen few? Is there a remedy for this perplexing situation? The answer may lie in the overall mindset that parents have about instruction in music and the arts.
Here are some resources and ideas to consider:
The Music Parents Guide: A Survival Kit for the New Music Parent by Anthony Mazzocchi. This was created to “fill in the gaps” with information for parents and students alike during the first year or two of music study. By implementing a few easy approaches, families will be equipped to support music learning at home so that their children can benefit from the transformative power that music and the arts can provide for the rest of their lives.
Student handbook considerations: Since mitigation techniques may change, refer to something that you can change as needed. Example:
For the most up-to-date information on mitigation techniques and audience participation:
Please refer to our XYZ Middle School webpage [Note: Make sure families have this link and access to the information in other forms if they do not have a home Internet connection.]
Your teacher will provide this information to you in the classroom throughout the year
Please follow this QR code to the most up-to-date information.
Consider the situation in your area: What do things look like in your state?