1. “It’s hard to teach an empty chair…”
Kellen Dorner, Will Janssen, and Patty Schlafer
Mt. Horeb Area School District

2. It’s Hard to Teach an Empty Chair:
How a program philosophy drives the day-to-day.
The teachers of the Mount Horeb Band program work with a shared belief that there is a place for every student in band and that every decision made represents a value held.  Kellen Dorner, Will Janssen, and Patty Schlafer have worked together for a combined 67 years to create a well-rounded and inclusive band program.  
This session is designed specifically for young teachers to examine how a belief system can shape a program and guide the day-to-day plans and decisions they make for the students they teach.

3. Our Teachers Kellen Dorner 6-12 Bands Will Janssen 9-12 Bands
Patty Schlafer
6-8 Bands

4. Why would a student want to spend time in my classroom?
QUESTION
Why would a student want to spend time in my classroom?
Once upon a time you developed a philosophy for your music education methods class. . . do you remember it?

5. How we got here…
Will
Patty
Kellen

6. Philosophy?
Think back to college when you had to write your teaching philosophy.
Can you remember what you wrote?

7. Our Philosophy! Inclusion, Variety

8. “There is a place for every student in the MHASD Band Program”
Inclusion
“There is a place for every student in the MHASD Band Program”
Variety
“We believe there is value in a diverse curriculum with a varied set of experiences for all students.” “Lots of opportunity” “more is better”

9. These are the questions we found ourselves asking...
How do we hook kids into staying involved in music when they face so many choices?
How do we address student success when we have challenging student/teacher ratios?
How is our program viewed by the community?
What is it that keeps kids involved in music?
What are the most important performance opportunities we need to provide for our students?
How do we encourage student autonomy when they work in a large group?
How do we serve kids who have no intention of continuing on in music?
What should the focus of our program be?
music?
kids?
entertainment?
competition?
How should a band fit into the school culture?
How are our students perceived by the non-musicians of the school?
How do we ensure student satisfaction and fulfillment?
Does our program reflect what we value?
What do we value more, quality or quantity?

10. Cost/Benefit example...
An example of a brief but tangible example of how inclusion and diversity play out in our daily teaching and the experiences students take away.
No judging, please!

11. The Benefit of Having a Philosophy
1. Reflects what we value and makes decision making easier
The Benefit of Having a Philosophy
We know all our choices come with a benefit and a cost!
2. We accept that “every benefit comes a cost”
3. We always ask “what are the benefits/costs that come with the choices we make?”
4. We understand we have a value system where each of our decisions carries a result, both pro and con
5. Not expecting anyone in the room to “purchase our philosophy”
6. Group Discussion! Provoke thinking about what you could do in your own situation

12. student perspectives...

13. “Some students give more than they get; some get more than they give.
Cost/Benefit issue...
“Some students give more than they get; some get more than they give.
Does the program have a balance that works for as many students as possible?” I

14. teacher perspectives...

15. Kellen = MS and co-curricular programming Patty = bigger picture B/C/O
Teacher perspective...
Will = HS programming
Kellen = MS and co-curricular programming
Patty = bigger picture B/C/O I

16. Things that make you go hmmmmmmmm...
Who is welcome in your program (what about bad players, hesitant participants, snotty attitudes, etc.)?
Things that make you go hmmmmmmmm...
Do you provide the bridge between being culturally relevant and providing the lasting value of quality literature?
What does the greater student body think of your program?
Does it matter (does it impact who might sign-up for your elective/is peer pressure accounted for)?
Since most music teachers potentially see students for multiple years, do you provide enough unique opportunities that it is worth sticking around for more than one year?
Do students sense you value their participation because you value them as people or because you really needed a bassoon player?
What does the community think of your program?
Does it matter (might it impact district financial support)?
Are you viewed as an employee who provides as much support to others as you expect from them?

17. “It’s Hard To Teach An Empty Chair”
Patty Schlafer, Kellen Dorner, Will Janssen
Some questions to prompt your thinking about the philosophy you work with these are in no particular order.
No judgments here! This is just a place to get started.
What is it that keeps kids involved in music?
How do we serve kids that have no intention of going on in music?
What are the most important performance opportunities we need to provide for our students?
How do we insure student satisfaction and fulfillment?
What should the focus of the program be. . . music, kids, entertainment, competition,  etc.
How do we address student success when we have challenging student/teacher ratios?
How is our program viewed by the community?
How should a band fit into the school culture?
How are our students perceived by the non-musicians of the school?
How do we hook kids into staying involved in music when they face so many choices?
How do we encourage student autonomy when they work in a large group?
Does our program reflect what we value?
What do we value more: quality or quantity – where is the balance point?
Who is welcome in the program (what about bad players, hesitant participants, snotty attitudes, etc.)?
Do students sense you value their participation because you value them as people or because you really needed a bassoon player/tenor voice/viola player?
What does the greater student body think of your program? Does it matter (does it impact who might sign-up for your elective; is peer pressure accounted for)?
What does the community think of your program? Does it matter
(might it impact district financial support)?
Are you viewed as an employee who provides as much support to others as you expect from them?
Since most music teachers potentially see students for multiple years, do
you provide enough unique opportunities that it is worth sticking around for more than one year?
Do you provide the bridge between being culturally relevant and providing the lasting value of quality literature? Who really cares about Mozart anyway?

18. Questions?

19. Thanks!
Kellen Dorner, Will Janssen, and Patty Schlafer Questions? Comments?
Mt. Horeb Middle School