This video was created by Seth Neufeldt, Andrea Henderson, Patrick Jacob, Taylor Ingro
I felt that my group’s video was effective, mostly because of the “testimonies” that we included. I think that if students can hear from someone that they know, or know of, and their personal experience in band, they would be more inclined to join. I also think that the inclusion of recognizable themes in the instrument demonstrations that students would know and want to play. Maybe in the future I would like to include some actual performances of students and showing them having fun, preferably playing something that they enjoy. I think that to make the video better, I would like to make it shorter, and more visually appealing. I would cut some of the demonstrations to be shorter, and would include some instruments that are not as popular, such as oboe and viola, and include more about orchestra. I enjoyed working with a group because it was nice to get different ideas on how the video should be put together. We were able to work together rather than against each other most of the time, and we were able to stay more organized because we had to coordinate as a group, and the workload was fairly spread out. It was also easier to get so many instruments into the video, because we split it. Some things that I did not like about working in a group were that we were only producing one video, and the editing was left up to mostly one person. We all had our own ideas on what to do, and we did try to respect everyone’s ideas that were presented, but we had to work hard to be able to find a solution that worked for everyone. In the end I think that we were able to produce a good video.
The video that I decided to take a closer look at was done by Kat, Brandon, Theresa, Nathan, and Robbie. Some things that they did that were similar to what my group did was putting recognizable themes or songs in the instrument demos. We also both showed some sort of full ensemble at some point to show what students would be getting themselves into if they joined the music program. We also focused heavily on band, and I think that was because most of the group members were from band and more comfortable showing and talking about what they know. Some things they did differently were focusing on the instrument mechanics, they posed a question at the beginning, they did not show band activities, and they used humor. They went into detail about how woodwinds and brasswinds worked, and when they showed the ensemble at the beginning they asked if the students wanted to be like them. They took a funny route when they could, like with the ensemble and demonstration of the clarinet components at the end, probably to balance out the lecture on the instruments. We relied on “real life” examples of band kids and their experiences, but I think that it would be nice to put a little bit of humor and narration in our video like they did. I would try to make the video a little more visually appealing, like some of the other videos that we watched, or focus on one theme broken into different instruments to see how they could all work together.
If I were in charge of a recruiting process, I would try to make it as appealing to as many different groups as possible. I think that having a video and some posters or handouts would be a good way to get to both students and their parents. They can have the information that they need in multiple forms just in case one is not appealing or available to them. For elementary students I would like to show a video in school, my school or possible feeder schools, with things like showing them the fun songs that they can learn, show events that they can go to or participate in with the group, and even testimonies from older students that enjoyed the program. The video would be available on YouTube or some form of internet with a link on a handout that the parents could watch as well. For middle schoolers I would do something very similar, and I would add things like explaining how being in a music program (band or orchestra) is an elective, and is a break from the rest of the classes that they have to take, it is the fun part of the day, and it is cool to be a part of something. I would try to make as much of the information available to parents, such as the instruments that are provided by the school or have to be provided by them, that having a group like band or orchestra is good for their children, socially and academically, and it is a chance for their children to be a part of something that makes them feel good about themselves.
I could potentially use this video, or an edited version of it, with a different school name and making it a bit shorter. I would have no problem making a new video if I had to, it would be similar to the one that my group made. I think that videos are just as effective as sending home letters or making calls to parents, and it is something that can be distributed to schools that possibly feed into mine, if I taught at a middle school and sent the video to neighboring elementary schools. Another option would be to take an ensemble to perform at an assembly or something similar to get the program noticed, and even have the students do individual, live demonstrations. I think that if I were at an elementary school I could be comfortable enough to demonstrate instruments live to students and see what they thought, and even turn it around into a sort of petting zoo to see what instruments the students might like.
As far as my participation in the group, I thought I was effective with the instruments that I demonstrated, and the pictures that I provided of my own band experiences. I think that seeing actual people being a part of something is one of the most effective ways of recruiting. I was very comfortable demonstrating on secondary instruments because I always try to stay familiar with either playing or teaching them. I would like some opportunity to play some more instruments in an ensemble, rather than alone because it helps me to see where I am at in comparison to others and how I can blend in. I want to be able to practice more in and out of class, particularly on some instruments that I am not completely familiar with, such as flute, tuba, or violin.