Sessions are held weekly on Thursdays from 4pm to 5:30pm. We do not require students to attend for the entire time, but most students stay for all 90 minutes. During the first hour, students work with mentors in groups, ranging from one to three, on music from their own school or on general playing abilities. At 5pm, all the students come together to work on rhythm exercises or to prepare for our annual concert. Despite the lack of formal training for the lessons, we ensure all the mentors find a system that works best for them when teaching their student. The mentors decide how to warm-up and how to structure the lesson. We also work to make sure that students are staying with one mentor throughout the semester or year through careful documentation.
As mentioned above, we hold an annual concert around Musical Mentors’ yearly anniversary. This gives parents an opportunity to see what their students have learned, and in the process, it helps students become used to performing in front of an audience. The parents can also watch CVHS chamber groups perform, where they are given a look into what the high school’s program offers.
The program is considered widely successful as a whole by our high school. Although the program is young, we have seen some students choose to attend CVHS after working in the Musical Mentors program. Musical Mentors was also recently awarded with recognition as an outstanding club/program at CVHS. We hope to see Musical Mentors grow over the coming years as the current students mature and new students join.
Specific Budget Breakdown
Musical Mentors raises funds solely to strengthen the program. On average, Musical Mentors holds three bake sales per year. Baked goods are donated by high school students, and the proceeds of these fundraisers have been used for program apparel and musicianship method books. The high school mentors contributed to the cost of the t-shirts, which allowed Musical Mentors to guarantee each mentee their own shirt. Being a student club at CVHS, Musical Mentors must make purchase orders and deposits through the Activities Office. For the 2018-19 school year, Musical Mentors aims to make a second order of t-shirts and purchase new method books for orchestra students.
New or recurring project?Recurring
How did you update/change this project from its previous occurrence?
Measurement of the success/effectiveness of this project?
Yet, with the success we have gained so far, we are still constantly looking for places to expand. In this coming school year, we are planning outreach trips to three or four feeder middle schools, where we will coordinate with instructors to host a brief presentation encouraging music pursuit. In addition, we hope to bring the students from the middle schools to CVHS to watch rehearsal or a performance. Looking ahead, we have many areas in which to grow, and there are many results already in the making.
Advice for someone looking to replicate this project in their own community?
While advertising for students is important, you must also make sure that you have mentors to teach those students. Put up flyers around your music room and ask if your director can send out information about the program. You can also ask your director to offer incentives for the program. Our director allowed students to make-up zeroes from missing class by helping out with Musical Mentors. Also try to ensure that you have mentors from different instruments. We struggled with getting orchestra mentors at first, so we enlisted the help of the lead orchestra student. Working with student music leaders, such as concertmasters, drum majors, and section leaders, is important in spreading the word about the program.
You should try to set up an executive board for the program, a few students who are committed to its success and can lead the program. These students should be able to devote a lot of their time to the project, as they will need to work with local directors, speak with parents, publicize, and train mentors.
Following that, make sure that you are answering all parent questions! If parents are unable to clearly understand what a program is, they are unlikely to send their students. Put one student’s email/phone number on your flyer, and make sure that you are punctual when answering phone calls and emails. Try to address parent concerns beforehand, as they will likely want to know if there will be an adult supervisor present, where the program will take place, and what students should bring to be prepared. If you can answer these questions before they are asked by putting this information on your flyer, parents will be impressed.