This document describes an action research project conducted by an orchestra director to address issues of lack of uniformity, pride, and proper technique among students. The director implemented a 5-point plan including clinicians, parental involvement, new materials, t-shirts, and teacher accountability. Surveys found that while some students liked uniforms and saw their value, others did not and felt their individual style was important. The director concluded they need to better explain the importance of uniformity to students and get parents more involved to set an example of pride in the program. Going forward, the director will solicit more student input and focus on recruitment to continue improving the orchestra.

1. ArtsAPSACTION RESEARCH PROJECT S. JEANNINE THAMES ORCHESTRA DIRECTOR CW LONG MIDDLE SCHOOL

2. DESCRIPTION OF PROBLEM Students not viewing uniformity of orchestra as important Student lacking pride as a separate entity with it’s own creative style Students’ bowings and articulations are random and not properly executed Students failing to see the connections to each of the items as it relates to being a performer Morality issues- not fun, the songs are not “hip”, class mates say the band is better

3. DOMAIN OF PROJECT Who? 8th grade _ 3 Advanced Orchestra Students What? Mandatory Rehearsal in orhcestra room Students have been in the program the entire year, and needed additional concert etiquette training Where- Orchestra Room C W Long Middle School When- “B” During my planning March18- last day of school 2010

4. DESIGN ofPROJECT Compose a 5 Point Plan presented to principal as a plan to improve moral, support to the program Clinicians: Visit to help with articulation and intonation Parental/ Teachers/ Community Involvement: Helps musical education become multifaceted, meaning, I am no longer the only person showing interest in them as musicians. New method books/ Supplemental Materials/ Visual presentations: showing the students performances of other students, themselves proves positive type of reinforcement. They learn not only how to be a performer, but also a spectator using a rubric behavior and how to listen. T-shirts: was a fun idea for the majority

5. METHODOLOGY AND PROCESS Planned and executed 5 Point Plan to improve morale in all areas of Performance Development Student Achievement/ Involvement Parental Awareness and Involvement Program incentives Teacher Accountability and Involvement Created and taught meaningful lessons on how being in performing groups instills pride Administered survey to glean information from students and

6. REFER TO THE DATA STUDENTS WHO BEST DEMONSTRATED UNIFORMITY BY GRADE LEVEL

7. DATA DRIVEN

8. ANALYSIS AND INTERPRETATIONS OF THE DATA What do these findings tell me specifically? The major compelling reason kids do not like to wear the school uniforms is because, kids rather do what their peers do. If the cooler kids were in uniform, they all would be! Many of my students who took the survey didn’t even realize the wearing of school uniforms was mandatory here at Long Middle! The majority of kids still wear their clothes 3 sizes too big and even when in uniform, the same still exists. They have an eerie sense of expressing their style which sends off the wrong message to people who view their tasteless display. Many boys pants sag well below the rear, their shirts are so long like dresses. The girls wear attire too revealing for their ages, and socks with flip flops. I do try to set the example and wear mine daily so the entire school may see me, and have done it for the last 2 years. As far as morale of the orchestra, I found many kids didn’t like the orchestra shirt. Some liked the shirt, but failed to see the correlation between dressing alike and performing alike amid all my efforts to get them to buy into this etiquette.

9. ANALYSIS AND INTERPRETATIONS OF THE DATA Cont. Many orchestra students were very enthusiastic about being in the orchestra. They tried their best and understood my teaching and took things seriously. They also felt like they could be spokespersons for the orchestra in ways of new ideas and recruitment

10. ANALYSIS AND INTERPRETATIONS OF THE DATA CONT. How do I interpret the results? I thought this would be an easy task, but with complex children come complex issues. Things aren’t always cut and dry. I took the results and delved a little deeper into my research… Weighed pros and cons…. IM FINDING THAT STUDENTS ARE THE SAME EVERYWHERE. ALL MY ORCHESTRA STUDENTS TOOK A SURVEY, AND THEY PRETTY MUCH SAID THE SAME THINGS! They are like sponges, they need to be molded and shaped and stressed the importance of uniformity. They may not get it this year, but there is hopefully next year!

11. THE PROS AND CONS CONS Students felt the uniforms were not going to make them smarter Some did not like the uniform itself Some thought their own clothes showed who they really were Some felt no matter what they wore, students would still wear their pants sagging and shirts too big! Some parents still bought street clothes for Christmas and children wore those instead Has nothing to do with how they feel about being in orchestra

12. THE PROS AND CONS PROS Some felt that visitors would believe the school is unified Some kids felt they wont have to worry about being teased about their clothes Some felt the audience will be impressed they will think we are professional and have a good image.

13. CONCLUSIONS AND RECOMMENDATIONS How will I change my instruction? Now, I will take more seriously imput from students when planning lessons and incentives. Originally, it was my plan, but sometimes for time’s sake, I go ahead and take things upon myself and get them done. This ties into why we have managers in the first place and could be something I place them charge over. How does this shape instruction for the future? By relinquishing supervised duties, I can focus more on increasing new student numbers, plan trips and fundraisers for items needed. I was able to synthesize by actually taking the extra time to see what was actually needed to be able to make the orchestra the fun, invaluable class the children really want! What can I share with other educators? Time management is mainly the bottom line to adequate planning, and goes naturally with giving the students more of a planning role in their own program. Also parents like being called on for more than just complaining about their child. Allow them to help build your program.

14. HOW SHALL I BUILD ON THIS KNOWLEDGE? Knowledge is power. It drives instruction and builds programs. Now that I have asked important questions to gain an understanding of how uniformity is viewed by the students, I must make every effort to make sure this important component is instilled and valued early on, so that there is no room for haphazard feelings or sluggishness about why they are in uniform to start. There is a certain pride in wearing a uniform that sets teams, groups and organizations apart from each other, and the Long Middle School orchestra is definitely set apart from the others

15. I will make more meaningful to students the reasons why they will be in orchestra performance attire, relating real life situations and themes so that they hold their heads up even if other children say whatever it is they say to interfere with that pride. When the students have that knowledge, next comes pride. Yes, there are concrete correlations to how one feels about being in ANY group, to the technical aspects of each group, to doing things in certain manner, to dressing alike!! The survey just showed me that this is the very thing I need to be stressing to my students. Also getting my parents involved with uniforms of their own will set a tremendous example of pride in uniformity to the children. There are many new ideas that have surfaced that I cannot wait to try for the up coming year!