Five Keys to Creating a Program of Humans Who Love to Sing!

Choir programs, schools and communities come in all shapes and sizes. Whether a new director or a veteran, only you are the expert in your setting. In the spirit of strength in collaboration, I would love to share with you what has worked in our environment. We have found over the years that rather than focusing on a solution to recruiting students to be in choir, being intentional about building a community of “humans who love to sing” is the answer. The following five strategies have proven successful in building a strong choral program in musicality and humanity, and then, in turn, numbers.

Creating a Safe Environment

Growth comes from risk. In all facets of life, we learn from stepping out on limb after limb, willing to fall and pick ourselves up again. As musicians, especially vocalists whose instrument is a part of our own body, those risks take courage. Now add the natural insecurities that accompany adolescence. When we are intentional about designating rehearsal space as a safe place, a “judgment-free zone,” students walk through the door and know from day one that they are free to be themselves with no fear of disrespect from their directors or peers. Students are not taught that they must always agree with one another, but they are expected to honor the humanity in those around them. With this mindset, students feel safe enough to allow the vulnerability necessary to create meaningful music and understand each other on a personal and emotional level. In short order, the students monitor each other, policing kindness and enforcing what becomes a sacred value system. The investment is contagious and students openly communicate about how good it feels to be a part of this musical family. They practice a life lesson of mutual respect and build personal relationships, which is sometimes seemingly difficult to obtain in a millennial, aka technology-driven, world. The environment embraces diversity and teaches humanity, using music as its vehicle, opening the doors, then, to what we like to call “singing with reckless abandon.”

Creating a Narrative of Excellence

Students want to be a part of something in which they feel immense pride. By creating a high standard of practice on and off the stage, students build self-respect and create together what we now refer to as a “narrative of excellence.”

The excellence in musicianship begins with the choosing of quality and appropriate repertoire as well as teaching thoughtful singing and vocal health. This naturally sets choirs up for success and makes each rehearsal an experience in which it was worth showing up. As directors, we model lifelong learning in our preparation, practice, and investment in the music. In the same vein, well planned and communicated rehearsals eliminate stress and/or boredom and foster achievement.

If your school and schedule allow, offer a variety of choral ensembles and opportunities. We have discovered when students find their niche and sense a place for everyone, they not only return, but invite their like-minded friends. Emphasize identity and equal importance in every group. Each ensemble feeds the future of the program, and that understanding builds pride at every level. If your program includes a desired style of performance that takes your expertise outside of your current comfort zone, don’t shy away from outside help. Students appreciate getting to work with musical colleagues, as will you, and with time you all become experts together.

Creating meaningful opportunities for your choirs is a sure way to pique interest in your program. Trips create valuable experiences as well as lifelong memories. We have found equal impact through local or regional projects such as shared rehearsals and performances with a partnering high school, college, community, or professional ensemble. Annual retreats, service projects, or off-site team building activities are also beneficial.  Students reflect upon these experiences as highlights of their time together, and exhibit pleasure in the weaving of a rich program history.

Finally, the narrative of excellence doesn’t end with the performance. Every opportunity offers group discussion regarding what we feel our shared values look like in dress code, conduct, performance practices, audience practices, and as representatives of our school and community. Our narrative accompanies us everywhere we go and inspires the belief that each is a part of something bigger than self in what we do together as a choir.

Creating a Feeling of Investment

In every stage of life, isn’t it a wonderful feeling to know somebody has invested in you? Working to take interest in current students as well as building relationships with your feeder programs builds trust and investment in your program.

Spend time genuinely getting to know students and your institution. Show your interest by getting involved, attending games, performances, and school activities. Be an active listener, mentor, and role model. We support the idea that actively supporting students’ lives outside rehearsals creates a common vocabulary and a better understanding of the whole person when interacting with singers during rehearsals.

Time invested in feeder programs is time well spent. Make your students and choirs accessible to potential students. Scheduling ensemble visits to feeder programs for performances and shared rehearsals fosters such relationships. This is especially important in recruiting men. In our high school setting, we also invite the incoming freshmen to be a part of one of our annual concert experiences.

Creating Healthy Communication

Success is in the details. With healthy communication, your program will earn student, parent, and administrative support. To be a good communicator takes time and organization, which pays off professionally.

Do everything possible to plan a clear rehearsal and performance schedule in a timely manner. This eases the stress of potential work or personal conflicts. We make it a practice to over-communicate, eliminating any possibility of surprise. I remember learning in graduate school that information can be presented up to seven different ways to ensure absorption by various learning styles. We have translated that concept to our practices of communication. We now offer information through our choir website, Facebook page, Twitter account, daily projected images, verbal announcements, email communication, and through a miracle educational app called REMIND, which sends a text from the app to your students’ phones. Students and families receive information via their preferred medium, and “I didn’t know” is no longer an issue. Successful communication with students also can be exhibited in the form of open and ongoing discussion about what works and doesn’t in rehearsals, removing any confusion about your expectations.

Working in an organized fashion and communicating program information also creates a supportive and trusting parent and administrative relationship. This support is crucial to the growth of your program. If parents and your administration are kept in the loop and value what you offer the singers, school, and community, that support will be felt and seen. Don’t be afraid to share your successes large and small with these networks of support.

Creating Fun

Last, but certainly not least, with all the other strategies in place, there is room to insert an appropriate amount of intentional fun. Offering exciting activities encourages community building and serves as a welcome change of pace. Department activities for us include holiday-themed events such as pumpkin carving and Secret Santa exchanges. Following a major performance or semester tests, we celebrate with a movie day, offering the opportunity to see other musical experiences, or something just simply silly and fun. Other successful events have included choir craft day, Skype with a favorite composer/conductor, lip sync contests, performances by guest artists, choir game night, flash mobs, rock wall climbing, zip line, basketball, and karaoke. As directors, we also make a point to participate in school planned activities such as homecoming dress up days, lip dubs, parodies, etc. By setting our egos aside and showing the students our willingness to be vulnerable and take a risk, we nurture their willingness to take a risk for us.

Ultimately, when we work, we work very hard. When we play, we play hard. A good motto states that it is good to have fun, but it is so much fun to be good. With a safe environment, a shared narrative of excellence, feeling of investment and healthy communication, there is simply less drama and more fun. We have learned it is the recipe for our success, and it is my desire that something here can be useful to you. Blessings for a fruitful 2017!