Never in my life did I think I would be quoting the Spice Girls, but these are strange times indeed.
Like many of you, I am following the ever-evolving recommendations regarding the re-opening of schools. Almost daily, a new governmental group, organization, or industry expert comes out with new guidelines for re-opening. Clearly, plagiarism does not apply here, and the Control C function is alive and well because every report says the exact same things.
Care to play a little COVID bingo? I will use the "go-to phrases," and you shout out when you have five in a row.
Split-schedule
Social distancing
Distance learning
Deep cleaning
No large gatherings
Smaller classes
Masks
BINGO!
Every document I have read contains these same suggestions. There is a good reason for their omnipresence as they represent real and vital steps that aims to keep kids and teacher safe.
But, as time marches on, fewer and fewer people are confused as to WHAT we should do,
it's HOW we do it that is causing the concern.
Think about it like a music teacher for a second. Looking at the recommendations from the CDC is like looking at a festival rubric:
Plays correct notes and rhythms
Demonstrates characteristic sound
Plays in tune and in time
Achieves harmonic balance and blend
Performs in an artistic manner
That's WHAT you need to achieve to meet the mark!
WELL, NO KIDDING!. I know WHAT the goal is, , I am just not sure HOW to do it. After all, teach in the real world with my seventeen saxophones, one tuba, nine percussionists, three of which are on a 504 plan, a block schedule, and three kids with limited English proficiency. The goal is much harder to achieve when you lack the requisite resources required to be successful..
How do we implement it the CDC's recommendations? How do we pay for it? How do we make it work with existing buildings? How do we determine what works for kindergarten classes versus what works for a high school band class? How do we account for students who cross-contaminate and become infected outside the school and then return to infect their classmates?
Most importantly, HOW do we accomplish this with as little impact to the students as possible.
The answer starts with asking the students and parents WHAT is important to them. I know HOW we can teach music safely, but we have to first be able to demonstrate that music is WHAT students and parents want and need.
In schools, music and life, the WHAT comes before the HOW.
As the timeline for decision making becomes compressed, it becomes incumbent on us to have our students and parents speak up for what THEY want—specifically concerning the "three A's" (arts, athletics, and activities). Student and parent voices matter. They get heard. They carry weight. But if we wait much longer, it will be too late. MAKE SURE THAT THEIR VOICES ARE HEARD!
I have created a sample survey for you to use with your parents and students. It is short, simple, but specifically designed to collect meaningful data that is relevant to the decision making process. Furthermore, it can be easily disaggregated in important ways. It is focused on high school band, but can be quickly and easily altered for middle school ensemble or for orchestra and choir. As always, you can use exactly as is or tailor it to your specific needs.
But don't wait!
The time is now! Gather the data and show your leaders WHAT your parents and students want... What they really, really want!
(Good luck getting that earworm out of your head.)
Do not forward this link on. Copy the survey (right click on it) and save it to your own Google Drive. Then share your link with your students, parents, community members and alumnus.