35. The No-Prep School Year

Send us Fan MailTheme park trips can be one of the most memorable experiences you offer your students, but they also take a lot of planning.In Episode 41, Kevin Hoff and Jessica Frank break down how they have planned music trips to theme parks through Music in the Parks, Forum Music Festivals, and Disney. They discuss paperwork, funding, transportation, registration, performance expectations, scheduling, costs, and the pros and cons of each option.In This EpisodeWhy theme park trips can help with recruitment, culture, and student motivationGetting administrator approval and completing field trip paperworkPlanning transportation and calculating the cost per studentFinding school funding, grants, and other ways to reduce student costsHow Music in the Parks worksWhat to expect from the performance and awards experienceTheir experience with Forum Music FestivalsScheduling differences between festival companiesDisney performance opportunitiesDisney auditions, uniforms, and application requirementsWhat to expect when performing at DisneyWhy planning the trip is only half the battleChapters00:00 Theme park trips for music programs02:00 Recruitment, motivation, and program culture04:05 Musical growth before the trip05:09 How to get started05:30 Field trip paperwork and administrator approval07:06 Paying for the trip08:25 Calculating the cost per student11:52 Comparing the different trip options12:11 Music in the Parks16:24 What the Music in the Parks experience looks like18:05 Forum Music Festivals21:18 Scheduling Music in the Parks vs. Forum23:49 Disney performance opportunities26:00 Disney auditions and performance requirements29:35 Paying for a Disney trip30:10 What performing at Disney actually looks like32:00 Previewing Part 2Connect with Classroom ComposersTeachers Pay Teachershttps://www.teacherspayteachers.com/Store/Classroom-ComposersWebsitehttps://classroomcomposers.comJoin our email communityhttps://classroomcomposers.myflodesk.com/newslettersignupFacebookhttps://www.facebook.com/people/Classroom-Composers/61590769772268/Instagramhttps://www.instagram.com/classroomcomposers/TikTokhttps://www.tiktok.com/@classroomcomposersYouTubehttps://www.youtube.com/@classroomcomposersSubscribe, leave a rating or review, and share the episode with another music educator.

Send us Fan MailTeaching music can easily become a job that takes as much time as you are willing to give it. Between rehearsals, performances, planning, emails, grading, and everything else that comes with running a music program, it can be difficult to separate work from the rest of your life.In Episode 40, Kevin Hoff and Jessica Frank discuss work-life balance for music educators and the importance of creating boundaries around the job. They talk about prioritizing what actually needs to get done, accepting that not everything will be perfect, navigating especially busy times of the school year, and making sure teaching does not take over your entire life.In This EpisodeWhy music education can easily become an all-consuming jobWhat work-life balance actually looks like as an educatorSetting boundaries around your timePrioritizing what really needs to get doneAccepting that not everything at school has to be perfectRecognizing the difference between busy seasons and everyday workloadMaking intentional choices about where you spend your timeCreating space for life outside of teachingFinding a sustainable approach to the professionChapters00:00 Work-life balance in music education02:05 What does balance actually look like?03:50 When school starts taking over your time05:00 Setting boundaries around the job06:15 Prioritizing what actually needs to get done09:50 Accepting that everything cannot be perfect13:05 Navigating the busiest parts of the school year15:35 Making intentional choices with your time18:55 Creating a life outside of teaching23:05 Finding a sustainable balance26:20 Final thoughtsConnect with Classroom ComposersTeachers Pay Teachershttps://www.teacherspayteachers.com/Store/Classroom-ComposersWebsitehttps://classroomcomposers.comJoin our email communityhttps://classroomcomposers.myflodesk.com/newslettersignupFacebookhttps://www.facebook.com/people/Classroom-Composers/61590769772268/Instagramhttps://www.instagram.com/classroomcomposers/TikTokhttps://www.tiktok.com/@classroomcomposersYouTubehttps://www.youtube.com/@classroomcomposersSubscribe, leave a rating or review, and share the episode with another music educator.

Send us Fan MailClassroom management in beginning band can be especially challenging. Students are learning new instruments, new routines, and how to function as an ensemble all at the same time.In Episode 39, Kevin Hoff and Jessica Frank discuss practical classroom management strategies specifically for beginning band. They talk about establishing clear expectations, teaching routines instead of assuming students know them, following through consistently, and addressing individual behavior without bringing the entire rehearsal to a stop.In This EpisodeWhy beginning band requires strong routines from the startTeaching expectations instead of assuming students already know themCreating consistent procedures for instruments, materials, and rehearsalRepeating routines until they become automaticFollowing through when expectations are not metUsing consequences consistently without turning them into a power struggleAddressing individual behavior privatelyAvoiding arguments with students during rehearsalKeeping the rest of the ensemble learning while dealing with behaviorBuilding a classroom where students know exactly what is expectedChapters00:00 Classroom management in beginning band02:20 Setting expectations from the beginning05:15 Teaching routines instead of assuming students know them08:15 Repeating procedures until they become automatic11:20 What happens when students do not follow expectations?14:25 Consistency and consequences17:30 Avoiding arguments and power struggles20:20 Addressing individual students privately23:30 Keeping the rehearsal moving26:35 Creating a predictable beginning band classroom29:15 Final thoughtsConnect with Classroom ComposersTeachers Pay Teachershttps://www.teacherspayteachers.com/Store/Classroom-ComposersWebsitehttps://classroomcomposers.comJoin our email communityhttps://classroomcomposers.myflodesk.com/newslettersignupFacebookhttps://www.facebook.com/people/Classroom-Composers/61590769772268/Instagramhttps://www.instagram.com/classroomcomposers/YouTubehttps://www.youtube.com/@classroomcomposersSubscribe, leave a rating or review, and share the episode with another music educator.

Send us Fan MailAs music educators, it is easy to keep doing things simply because that is how they have always been done. But every rehearsal activity, performance, tradition, and expectation should have a clear purpose.In Episode 38, Kevin Hoff and Jessica Frank discuss the importance of asking, “What’s the point?” They explore how defining the purpose behind what we teach can help music educators make better decisions, use rehearsal time more effectively, and focus on the experiences and skills that matter most for students.In This EpisodeAsking why we do the things we do in music educationDefining clear goals for rehearsals and performancesAvoiding routines and traditions that no longer serve a purposeMaking instructional decisions based on student outcomesFocusing rehearsal time on what matters mostHelping students understand the purpose behind what they are learningBalancing performance goals with long-term musicianshipBeing willing to change when there is a better wayChapters00:00 What’s the point?02:30 Why music educators should ask “why”05:30 Defining the purpose behind what we teach08:30 Reconsidering routines and traditions11:30 Using rehearsal time with intention14:30 Performance goals versus student learning17:30 Helping students understand the purpose20:30 Making decisions based on student outcomes23:30 Being willing to change your approach26:30 Final thoughtsConnect with Classroom ComposersTeachers Pay Teachershttps://www.teacherspayteachers.com/Store/Classroom-ComposersWebsitehttps://classroomcomposers.comJoin our email communityhttps://classroomcomposers.myflodesk.com/newslettersignupFacebookhttps://www.facebook.com/people/Classroom-Composers/61590769772268/Instagramhttps://www.instagram.com/classroomcomposers/YouTubehttps://www.youtube.com/@classroomcomposersSubscribe, leave a rating or review, and share the episode with another music educator.

Send us Fan MailMusic education has changed, but many rehearsal techniques still rely on the same teacher-directed approach that has been used for decades.In Episode 37, Kevin Hoff and Jessica Frank discuss modern teaching strategies that can make rehearsals more effective and help students become more independent musicians. They explore modeling, gradual release, chunking difficult material, checking for understanding, and giving students opportunities to think instead of simply waiting for the teacher to provide the answer.In This EpisodeMoving beyond traditional teacher-directed rehearsalsUsing gradual release to build student independenceModeling new skills before asking students to perform themBreaking difficult music into manageable sectionsTeaching passages by rote before adding notationChecking for understanding throughout rehearsalGiving students more responsibility for their own learningMoving beyond playing the right notes toward deeper musicianshipChapters00:00 What do we mean by modern teaching methods?02:30 Rethinking the traditional rehearsal model05:00 Building independence through gradual release08:00 Modeling and teaching by rote11:00 Breaking difficult music into smaller pieces17:00 Checking for understanding20:00 Giving students more responsibility23:00 Moving beyond notes and rhythms26:00 Applying modern teaching strategies in rehearsalConnect with Classroom ComposersTeachers Pay Teachershttps://www.teacherspayteachers.com/Store/Classroom-ComposersWebsitehttps://classroomcomposers.comJoin our email communityhttps://classroomcomposers.myflodesk.com/newslettersignupFacebookhttps://www.facebook.com/people/Classroom-Composers/61590769772268/Instagramhttps://www.instagram.com/classroomcomposers/YouTubehttps://www.youtube.com/@classroomcomposersSubscribe, leave a rating or review, and share the episode with another music educator.

Send us Fan MailMore music does not always mean a better concert. When music educators program too much or choose repertoire that requires every rehearsal just to survive the notes, there is less time to actually teach musicianship.In Episode 36, Kevin Hoff and Jessica Frank discuss why music educators should stop overprogramming concerts and focus instead on choosing an appropriate amount of music at the right difficulty level. They share how leaving room in the rehearsal process allows students to move beyond notes and rhythms and spend more time developing tone, balance, dynamics, articulation, and musical expression.In This EpisodeWhy music educators tend to overprogramChoosing quality over quantity when selecting repertoireProgramming music at an appropriate difficulty levelLeaving enough rehearsal time to actually teach the musicMoving beyond simply learning notes and rhythmsGiving students time to develop musicalityRecognizing when you have programmed too muchAdjusting your concert expectations to fit your ensembleCreating performances where students can feel successfulChapters02:30 How much music do you really need?05:30 Choosing music your ensemble can be successful with08:30 Difficulty level versus amount of repertoire11:30 Getting beyond notes and rhythms14:30 Making time to teach musicality17:30 What happens when you program too much20:30 Adjusting expectations for your ensemble23:30 Quality over quantity26:30 Final thoughts on concert programmingConnect with Classroom ComposersTeachers Pay Teachershttps://www.teacherspayteachers.com/Store/Classroom-ComposersWebsitehttps://classroomcomposers.comJoin our email communityhttps://classroomcomposers.myflodesk.com/newslettersignupFacebookhttps://www.facebook.com/people/Classroom-Composers/61590769772268/Instagramhttps://www.instagram.com/classroomcomposers/YouTubehttps://www.youtube.com/@classroomcomposersSubscribe, leave a rating or review, and share the episode with another music educator.

Send us Fan MailWhat if you could spend less time planning every individual lesson and more time actually teaching?In Episode 35, Kevin Hoff and Jessica Frank discuss how music educators can create a more predictable, low-prep school year by planning the big picture first, building repeatable routines, organizing resources ahead of time, and using systems that keep instruction moving without constantly reinventing the next class period.In This EpisodePlanning the school year before planning individual lessonsCreating a clear scope and sequenceBuilding repeatable daily and weekly routinesUsing consistent warm-ups and skill-building activitiesOrganizing curriculum and resources ahead of timeLetting long-term goals guide daily instructionReducing unnecessary day-to-day lesson planningCreating systems that make teaching more manageableAdjusting the plan when students need more or less timeChapters00:00 What does a no-prep school year look like?02:00 Planning the big picture first04:30 Creating a scope and sequence07:00 Building repeatable classroom routines09:30 Organizing your teaching resources12:00 Using consistent warm-ups and skill work15:00 Planning around long-term goals18:00 Reducing day-to-day prep21:00 Adjusting when students move at a different pace24:00 Building a system you can reuse every yearConnect with Classroom ComposersTeachers Pay Teachershttps://www.teacherspayteachers.com/Store/Classroom-ComposersWebsitehttps://classroomcomposers.comJoin our email communityhttps://classroomcomposers.myflodesk.com/newslettersignupFacebookhttps://www.facebook.com/people/Classroom-Composers/61590769772268/Instagramhttps://www.instagram.com/classroomcomposers/YouTubehttps://www.youtube.com/@classroomcomposersSubscribe, leave a rating or review, and share the episode with another music educator.

Send us Fan MailRunning a successful music program takes more than good teaching. Music educators also have to understand where school money comes from, what funds are available, and how to advocate for the resources their students need.In Episode 34, Kevin Hoff and Jessica Frank discuss school funding, budgeting, fundraising, purchasing, and practical ways music educators can make the most of the money available to their programs.In This EpisodeUnderstanding the different sources of money available to a music programWorking with school and district budgetsAdvocating for the equipment and resources your students needPrioritizing purchases when money is limitedUsing fundraising to supplement school fundingNavigating purchasing procedures and purchase ordersFinding additional funding opportunitiesMaking long-term financial decisions for your music programChapters02:00 Understanding your school budget05:00 Where music program funding comes from08:00 Advocating for what your program needs11:00 Deciding what to purchase first14:00 Fundraising and additional sources of money17:00 Purchasing procedures and purchase orders20:00 Making limited funds go further23:00 Planning for future program needsConnect with Classroom ComposersTeachers Pay Teachershttps://www.teacherspayteachers.com/Store/Classroom-ComposersWebsitehttps://classroomcomposers.comJoin our email communityhttps://classroomcomposers.myflodesk.com/newslettersignupFacebookhttps://www.facebook.com/people/Classroom-Composers/61590769772268/Instagramhttps://www.instagram.com/classroomcomposers/YouTubehttps://www.youtube.com/@classroomcomposersSubscribe, leave a rating or review, and share the episode with another music educator.

Send us Fan MailNot every music educator gets the ideal schedule, class size, instrumentation, or teaching setup. Sometimes success means adjusting your expectations and finding a system that works for the students and circumstances you actually have.In Episode 33, Kevin Hoff and Jessica Frank discuss their experiences teaching in unusual situations and how they have adapted instruction, pacing, routines, and priorities when the traditional model does not fit.In This EpisodeAdapting when your teaching situation is not idealWorking with unusual schedules and limited instructional timeAdjusting pacing based on how often students meetTeaching students with different experience levelsMaking the most of the students and instrumentation you havePrioritizing what matters most when time is limitedBuilding routines that maximize instructional timeAvoiding comparisons to programs with completely different circumstancesFinding success by adapting instead of forcing the ideal modelChapters00:00 Not every teaching situation is ideal02:00 Adapting to unusual circumstances05:00 Working with challenging schedules08:00 Making limited instructional time count11:00 Different experience levels in the same class14:00 Adjusting expectations and pacing17:00 Prioritizing the most important skills20:00 Building routines that save time23:00 Working with the program you actually have26:00 Defining success in your circumstancesConnect with Classroom ComposersTeachers Pay Teachershttps://www.teacherspayteachers.com/Store/Classroom-ComposersWebsitehttps://classroomcomposers.comJoin our email communityhttps://classroomcomposers.myflodesk.com/newslettersignupFacebookhttps://www.facebook.com/people/Classroom-Composers/61590769772268/Instagramhttps://www.instagram.com/classroomcomposers/YouTubehttps://www.youtube.com/@classroomcomposersSubscribe, leave a rating or review, and share the episode with another music educator.

Send us Fan MailGood classroom management is not about having the perfect consequence system. It starts with creating clear expectations, predictable routines, and an environment where students know exactly what is expected of them.In this episode, Kevin Hoff and Jessica Frank discuss practical classroom management strategies for music educators, including establishing routines, responding consistently to behavior, handling problems privately, and avoiding power struggles with students.In This EpisodeCreating clear expectations and routinesEstablishing procedures for the entire class periodBeing consistent with rules and consequencesCorrecting behavior calmly and privatelyAvoiding arguments and power struggles with studentsCreating a safe and predictable rehearsal environmentRecognizing that the behaviors you allow can quickly become the normChapters00:00 What good classroom management looks like02:00 Setting clear expectations04:30 Building predictable classroom routines07:30 Procedures throughout the class period10:30 Consistency with rules and consequences13:30 Correcting behavior without stopping rehearsal16:00 Handling problems privately18:30 Avoiding arguments and power struggles21:00 Creating a safe and predictable environment24:00 Final classroom management takeawaysConnect with Classroom ComposersTeachers Pay Teachershttps://www.teacherspayteachers.com/Store/Classroom-ComposersWebsitehttps://classroomcomposers.comJoin our email communityhttps://classroomcomposers.myflodesk.com/newslettersignupFacebookhttps://www.facebook.com/people/Classroom-Composers/61590769772268/Instagramhttps://www.instagram.com/classroomcomposers/YouTubehttps://www.youtube.com/@classroomcomposersSubscribe, leave a rating or review, and share the episode with another music educator.