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“The need to feel ownership or

self-endorsement of one’s actions” (Pendergast, 2022)

“Autonomy often focuses on the humanization of the students by recognizing student emotions, concerns, effort, and ability”

(Reeve & Jang, 2006).

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"Conductor as Director" to "Conductor as Teacher"

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Student Input

Repertoire

Warm Ups

Transition Activities

Rehearsal Plans

Artistic Choices

Student-Centered Performances

Student Showcases

Solo & Ensemble

Leadership

Sectionals

Officers

Trip Planners

Non-Musical

“Swag” and Poster Design

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“Competence can perhaps best be described as self-efficacy, or the sense that one can effectively navigate challenges and grow from them” (Pendergast, 2022).

“Studies suggest that a high

self-concept of musicianship was an important predictor of students’ interest in future music participation” (Demorest et al., 2017, Adams, 2021)

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How do students KNOW they are improving?

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Growth Minded Verbiage

Student-Centered and Scaffolded Programming

Transfer to/from novel activities (games)

Opportunities to demonstrate skill growth

Sight Reading

Attitude of play

Individualized feedback

Non-Musical Competencies

Leadership, Community Building, Attitude, communication, etc.

Reflections are important!

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“Relatedness is the sense of belonging that comes from both feeling cared for and caring for others” (Deci and Ryan, 2014).

Both Bartolome (2003) and Adderly et al. (2013) found that students highly valued the sense of belonging that is derived from musically engaging with peer musicians, the friendships that emerge from the ensembles, and the sense of pride that comes with participating in a prestigious group.

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How do I model community values?

How do students KNOW they belong?

How do I - verbally and non-verbally - convey that I care for my students?

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Names

QotD Attendance

Tracked Check-Ins

Guided discussions / Intentional Transitions

Spotlight Challenges

Shared Tasks & Projects

Bulletin / Photo Board

Ensembles

Choreo / Planning Committee

Field Trips (casual and formal)

Casual = ‘I’ll be at the basketball game tomorrow. Who else will be there?”

Group Bonding Games (with reciprocal care & respect)

Swag

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Address students as singers/musicians

Cultivate a culture of possibility, where growth is recognized and celebrated.

Ask students to spotlight each other in ways that underscore their musicianship.

Identity Maps

All of the relatedness ideas earlier!

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Align class/pedagogy to class interests

Be explicit in connections!

Ask students to draw connections

Celebrate current and former members!

Social Media

Promote a growth mindset through constructive feedback

Find ways for students to reflect on and showcase their growing skills.

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The perception that the work done in choir is connecting to something beyond the classroom.

It can simply be the perception of being part of the larger program, or more external through community connections.

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Ideas from “utility”

Themed concerts

DEIB themed increasingly powerful

Community partnerships

Volunteer work

Joint concerts

Bring in Culture-bearers and other guests

Commissioned music

Great resource:

David J. Elliot’s “Music Education as/for Artistic Citizenship”

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My students are allowed to vote and choose a song for each concert (with parameters)

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When it comes to the musical I’m working on, I’ve let some of the cheerleaders in my choir choreograph part of the songs.

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Student designed shirts for each choir! It’s my first time doing it, and it was hard to let that control go, but it was so worth it!

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Allowing students to assist with programming.

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My students design the posters and vote on the themes for each concert.

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Students must send in voice recordings of themselves singing their voice parts to rep about a week before the concert