1. Why They Quit, Why They Stay Improving Retention in School Bands and Orchestras Phillip Hash – Calvin College

2. TX Education Assoc. (2004-05) Band 6 th - 90, 810 7 th - 65, 925 (-27.4%) 8 th - 58, 790 (-38.3%) 9 th - 43, 760 (-63.8%) 12 th - 16, 564 (-81.8%) % Remaining = 18.2% Orchestra 6 th - 18, 121 7 th – 11, 994 (-33.8%) 8 th – 12,179 (+1.5%) 9 th – 7, 065 (-74.3%) 12 th – 2, 407 (-86.7%) % Remaining = 13.3%

3. Survey of Former Students 27 non-music major undergraduates who participated in inst. music in ES/MS/HS 9/27 (33%) graduated as a band/orch. member Questions

4. Why Students Quit or Stay Dropout Lack of Progress Peer Pressure Conflicting Interests/Schedules Low Recognition of efforts Continue Social benefits Musical enjoyment Performing opportunities Adult influence

5. Conclusions Stayed –musical reasons (14) –social reasons (12) Quit –Conflicts w/ other interests (8) –Too difficult/not a good player (6) –Loss of Interest (6)

6. Maslow – Hierarchy of Needs Biological and Physiological needs Belongingness and Love needs Esteem needs Cognitive needs Aesthetic needs Self-act. Safety needs

7. Maslow – Levels 1 & 2 Biological and Physiological needs Safety needs

8. Maslow Level 3 Biological and Physiological needs Safety needs Belongingness

9. + & - of Peer Pressure “I loved the tone of the French horn but what kept me involved was my friends”. I also had a lot of friends in the band and my section in particular. “I quit because of the aspects of band that were associated with not being cool…being a “momma’s boy” or whatever”. “I quit because I was extremely self-conscious of my image. I didn’t want people to think I was a ‘Band Boy’”. Students most attracted to athletics/least attracted to music. (Eder & Kinney, 1995; Holland & Andre, 1995)

10. Maslow – Level 4 Biological and Physiological needs Safety needs Belongingness and Love needs Esteem & Achievement

11. Retention Depends on Success Costa-Giomi (2004) –Piano teachers can predict who will succeed after 6 wks. of instruction –Dropouts after 6 wks had: Missed more lessons Practiced less Progressed through less material than peers

12. Maslow – Level 5 Biological and Physiological needs Belongingness and Love needs Esteem needs Cognitive needs Safety needs

13. Aesthetic Needs Maslow Level 6 “Playing is fun, but playing remains only fun unless we play something worth playing” (Britton 1991). “Although educational pieces are often justified for being motivational, in fact they may have the opposite effect by being unchallenging and blandly alike”. ( Budiansky & Foley, in press)

14. Harry Begian “The monotony of playing and hearing the same kinds of musical sounds, textures, and rhythmical devices can only discourage and disappoint players,” (Begian, 1990). “School bands that study and perform music of limited substance cannot do anything good for young musicians and may eventually turn students away from band. The study and performance of good music is what attracts students to a band program. Conductors who play only the best music with their bands rarely have a dropout problem” (Begian, 1991).

15. Conflicts w/ other Interests Average HS band performed 43x per year. Only 12.6 were concerts (Miles, 1995) Burnout?

16. Other Classes Elem./Mid. School Pullout Lessons –Academic Achievement? –Other Issues Before/After School –Treat as a class High School Challenges Consider offering additional sections –Compare to other subjects. –What about performances?

17. With Administration Data rather vs. speculation Devise a plan Tradition vs. what is best now Let guidance counselor know who should be in band next year

18. With Parents/Students Newsletter Motivational Letters Positive Parent Communication Honest use of Research 73% of dropouts never contacted by band director (Solly, 1986)

19. Closing Thoughts Almost everything we do has the potential to affect retention A well disciplined ensemble that focus on playing great music is least likely to have problems with retention