Music Articles and Reviews

An effective syllabus is a commonly overlooked, but essential pillar of any K-12 music class. In these introductory statements, sometimes called disclosure documents, teachers set out the crucial information that they want students to know and be responsible for. As one of the first things that parents and students read, syllabi (the plural of syllabus) form a vital first impression, and the policies outlined therein can last the entire year—for better or for worse. Hence, any ambiguity, omissions, or even a simple miswording can result in heartache and confusion for everyone involved. Writing a good syllabus takes thought and experience, yet teachers receive little training in developing them. This article offers K-12 music educators some suggestions for composing quality syllabi.

Instructor Information

Every syllabus should contain the instructor’s name, school email address, room number, and classroom telephone number. Make this information clearly identifiable—perhaps in the top right hand corner of the first page. Depending on how much trust the teacher has in his or her students, a home phone number, cell phone number, and a personal email address may be included as well. Some teachers also include their planning period times, and whether they prefer to meet with parents before or after school. It is even more important to delineate possible meeting times, if a music teachers travels between multiple schools.

Greeting

Unfortunately, a syllabus’ first paragraph may be the only thing that some parents will actually read, so make it count. Set a positive and friendly tone while briefly outlining the year’s vision. A greeting should be less than 100 words and let everyone know what to expect from the teacher and the class. A small 2×2 inch picture of the teacher can be part of the greeting, perhaps placed in the top left-hand corner of the first page.

Course Description

A good course description gives an explanation of the content of the subject. Here is an example of a course description written for a typical band class:

Cadet band offers advanced junior high school woodwind players the opportunity to learn and perform advanced note reading and rhythm techniques. In group and individual music settings, woodwind players will learn correct intonation, blending, and performance skills. They will also study musical vocabulary and terms, and critically analyze contemporary and historic band literature. Rehearsals concentrate on mastering scales, etudes, and concert repertoire. Cadet band members will perform in several performance venues throughout this yearlong course.

In a public school setting where a music programs hosts a number of similar ensembles, it is helpful to show how a class fits into the hierarchy of music classes i.e. Cadet band is the highest-level woodwind ensemble at the school.

Course Objectives

Course objectives are broad statements describing how a course will fulfill the program’s objectives and thereby satisfy student needs. Many educators begin this section this familiar statement, or a variant of the same: “Upon successful completion of this course, the student should be able to…” Educators should also communicate the skills and/or values that the course will instill in its students. This section preemptively answers the question that a parent might ask, “What will my kid get out of this class?”

Instruments/Materials

Instrumental music educators in particular should include a paragraph in the syllabus about instrument quality and purchasing and renting musical instruments. To steer parents in the right direction, give the location and phone number of a trusted local music store or two. It is completely reasonable to discuss recommended instrument brands and models as well. Doing so will reduce the number of students who purchase or rent poorly constructed instruments. Outline the method/scale books, reeds, rosin, oil, folders, and all other miscellaneous supplies that students may need. Parents often have little experience in obtaining instruments and musical materials and supplies, so ensure that this section is written in a “Dummy’s Guide” style without being condescending.

Concerts

Because of their high visibility and importance, the initial course document should thoroughly cover everything related to concert performance. How many times have students shown up to a concert looking like they are going to the beach only to claim that no one told them that they should not sport their flip flops, bright pink shorts, and a Hawaiian tank top on stage? Get specific about the dress code including colors, shoes, and socks.

In addition to the dress code, the disclosure document must include the year’s complete concert schedule for two reasons. First, parents need to know the concert dates so that they can plan their vacations and other activities without fear of double-booking their children. Second, posting the complete concert schedule enables music directors to hold students’ feet to the fire if they (heaven forbid) miss a concert.

Highlight any concerts and performances that take place away from the school i.e. music tours and trips. This also includes briefing the costs involved with these excursions. In addition, discuss the consequence of missing a mandatory concert. Many music directors require students to attend an occasional professional concert performance.

Grading

Include the grading scale in the disclosure document, and if a point system is used, make clear the point value of every student activity. Use the syllabus to state the policies on extra credit and late work as well. Remember, parents do not always pay attention to whether their child can sing or play in tune (some can’t tell anyway!), but few ignore report cards. Cover the homework policy, especially any extra curricular practicing requirements. Talk about the attendance policy, in-class performance testing, and whether any before- or after school rehearsals with affect learners’ grades. Most of all, leave no doubt in anyone’s mind that the grading policy is simple, equitable, and well thought out.

Behavior

Outline the class expectations including rehearsal etiquette and student demeanor and conduct. Do not forget to mention the non-verbal aspects of behavior. List the basic classroom rules like talking in class, food and drink, gum and candy, cell phones, and other small but important topics. Do not neglect the teacher’s behavior responsibilities towards the students and their parents—after all, it’s a two-way street.

Fundraising

Since fundraising takes up so much and effort, it is a good idea to give a brief overview of any fundraising projects that students will participate in during the year. Talk about the fundraising philosophy, including any mandatory student fundraising requirements. Highlight the dates of the fundraising campaign, what the students will be doing, and how parents can help. Always tell the parents and administrators what the money will be spent on, and state the fundraising dollar amount goal.

Parent Volunteer Opportunities

Many parents want to get involved with their son or daughter’s music program, but are never given the opportunity. Use the disclosure document to ask for those who would be willing to help with the music program to indicate it and follow-up with them.

Renting/Using School Equipment

Nothing can crush a music program like students who abuse school equipment. That’s why it is important to emphasize the importance of taking care of school equipment early and often. Use the syllabus to indicate the rental fees for school instruments (if any). Talk about instrument maintenance including the consequences of damaging school instruments and property. Many teachers require parents and students to sign an additional document in order to play on school owned instruments.

Length

Include everything that needs to be covered in a short easy to read syllabus is simply impossible, but if it is too long, no one will read it. To solve this conundrum, many music directors print a comprehensive band/orchestra/choir handbook as an addendum to the disclosure document. A complete handbook exhaustively covers a music program and fleshes out the details of the syllabus. This spares the disclosure document for only the most important information. Linking a course syllabus with a personal or school Webpage saves space as well. In fact, the Internet is a great place to publish the comprehensive music handbook. In general, a class syllabus should not exceed a single two-sided page. One motto to remember: Maximum disclosure, minimum length.

Signatures

Parents and students should signify their agreement and compliance with the disclosure document’s policies by signing it. Many school districts legally require students and parents to sign a syllabus to participate in music programs anyways, but even if the school or district does not mandate any signatures, it is a good idea to require them anyways. Many teachers design their initial course documents with a detachable portion—enabling parents to keep most of the syllabus for future reference, while returning the signed portion to the teacher. File the signature away in a safe location for later use if they needed.

Emails

A great way to keep in contact with parents and students is through emails. If the disclosure document asks parents and students for their voluntary email addresses, music directors can use those emails to communicate announcements, changes in rehearsals, and other useful information. If a student is having trouble in a class and the parent is hard to get a hold of on the phone, sending an email to them can save the day.

Syllabus Quiz

With all that this article has said about the importance of a good syllabus, one thing more needs to be said: No one reads syllabi! Parents usually get a stack of syllabi on the first day of school, and few read all them thoroughly (much less the students). One way to encourage (a.k.a. force) students to read an initial course document is to quiz them on it on the second day of school. Teachers who warn their students of an impending syllabus test will find that their learners may actually read it.

Conclusion

This article has offered numerous suggestions for writing effective K-12 music syllabi. One of the best ways to refine a syllabus it to obtain and use feedback from parents, students, other educators, and administrators. Disclosure documents should evolve with the teacher, not just get Xeroxed from last year’s syllabus binder. Pack your syllabus with the most important information that you want your students and their guardians to remember. Keep a positive tone, and most of all, be yourself!

Original article on music articles.

About the Author:

Dr. Burke Sorenson has taught music, humanities, and education courses at Snow College, Western Governor’s University, and Utah Valley University. He is currently the Director of Orchestral Studies at Salt Lake Community College (SLCC) and an instructor at BYU-Provo. He can be reached at burkesorenson@gmail.com.

by Admin ~ November 7th, 2009. Music Education.