Inform Rather Than Perform

• Posted 5/25/23
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Sharing Purpose in School Concerts

What is the purpose of music education?

All music educators have spent time reflecting on this question. While each music educator’s purpose is different, it is safe to assume that all music teachers can agree on one thing: the purpose of music education is not to put on concerts.  

In the general music class (particularly the younger grades), many of the songs the students sing are under ten seconds, only a few pitches at a time, and consist primarily of quarter notes and eighth notes. We teach these songs because they are tools to teach a concept.  

However, when it comes to concert time, music teachers are frequently expected to have students sing songs that are not child friendly. These songs are long, range beyond an octave, and can have difficult rhythmic passages.  

Why? Because parents, teachers, administrators, and the general public do not understand children’s musical development. What is more appropriate? Asking a  first-grade student to read Elephant and Piggie by Mo Williams or Shakespeare? We do not expect this in the general classroom, so why are we doing it in music?  

Who is watching?

Public school music concerts have changed drastically over the last twenty years. No longer is the performance only witnessed live, but now there is a room full of recording devices and live streaming. In addition to adding anxiety for the music teacher, there are now legal considerations to consider when using copyrighted materials. 

Panic-inducing thoughts of “What if the concert is not good enough? What if it is not long enough? I don’t have time to teach all these songs and stick to the curriculum; how will I pull this off?” And because of this new pressure of permanence in the performance, the pressure to “put on a good show!” can cloud the answer to the initial question- What is the purpose? 

The purpose of music performances is to entertain an audience. Legally, music teachers can use most music in their classrooms for educational purposes.  However, royalties and extra releases are required to record copyrighted music.    Besides the legal issues that can arise from using copyrighted music, our role as music educators is not to be an entertainer. 

What if, instead of entertaining the audience one time, we educated the audience to promote lifelong music learning? What if instead of thinking, “I need to teach these songs so we can sing them in the performance.”, we shifted our thinking to, “Let’s invite family and community members into our classrooms and feature everything we are learning in music.”? 

Introducing: The Informance.

An informance is a music event to educate an audience rather than entertain an audience. Now that the COVID-19 pandemic is behind us, schools are opening their doors to parents and community members. They frequently visit grade-level classrooms to understand the teaching and learning process but not specialized subject area classes. An informance encourages parents and administrators to see what a general music class looks like and experience it through students’ eyes.  

Performance vs. Informance: What’s the Difference? 

In the general music class, students experience vocal exploration, movement activities, beat-keeping, fingerplays, and playing various instruments. The informance can (and should) include all of these elements because it is what students experience in every music class.  

ELEMENTS	MUSIC INFORMANCE	MUSIC PERFORMANCE
Setting	Music Classroom or Auditorium/Gymnasium	Auditorium/Gymnasium
Content/Songs	Songs and activities from class	Songs specifically learned for the performance
Format	Example Informance:  Parents observe a music class  Help File Informance:  Grade level performs a series of songs and activities learned in music class.	Purchased Musical  Theme Concert:  8-10 songs related to a theme  Whole School Concert:  Each grade level performs a few songs and then the next group rotates onto the risers.
Purpose	Showcase student musical learning	Showcase songs learned for the performance
Preparation	2-4 weeks	6-8 weeks or more depending on the frequency of music class.
Pros	– Saves curricular time.  – Emphasizes student learning.  – Educates the audience  – No new materials  – Audience participation is possible.	– Traditional  – Frequently a Big Hit  – Musicals can be purchased for easy planning.
Cons	Parents may be disappointed that you are not following tradition.	– Requires time away from curriculum  – Teach additional music that may or may not be developmentally appropriate  – Recorded music or a pianist required  – Additional anxiety for students.

Planning Your Informance 

Informances can be structured to fit each teacher and their students but should follow the same structure as your music class.  If the students begin every class with a vocal warm-up, the informance should start with a vocal warm-up. Maintaining this consistency drives home our purpose to both families and students.  

While most music educators, as highly-qualified musicians, would not dream of displaying a warm-up in a formal performance, parents and families get a kick out of seeing their children mimic whale calls or echo a slide whistle in this informance setting. The rest of the program should contain the songs and activities students do in music class.  

If, for example, students sing echo songs in class, pick two echo songs for students to share in the informance. As you reflect on all the songs and music activities throughout the year, remember to allow students to help decide what they want to share.  

Music class is more than just singing. As mentioned earlier, the informance is an excellent opportunity to demonstrate non-singing activities students have learned. Spoken fingerplays, movement activities, and folk dance can add variety to the program. Parents do not often see this side of their children. Comments such as, “I can’t believe he/she is dancing!” are often heard after this part of the informance.  

Include an audience involvement so parents can embrace the purpose of the informance. Instead of students singing an echo song with each other, have the audience echo the students. Instead of the audience simply watching students participate in folk dances, have the audience participate in the folk dance with their child.  

Teacher Hint: I recommend the folk dance Seven Jumps because no partners are required, and it can be done in any formation. 

General Music Teacher’s Role

The music teachers’ role in the informance is critical in helping audience members navigate the purpose and process of each activity shared by students. Remember- we are educating the audience. While students share, the teacher will “narrate” what is happening in the informance. 

For example, if you start your informance with a vocal warm-up, explain to the parents why the students are warming up their voices. One could argue, “Why do the students need to warm up their voices if they have been talking all day long? Isn’t it warmed up enough?”  

It is our responsibility to explain that the purpose of this particular vocal warm-up is to differentiate between the talking voice and the singing voice, or rather, the chest voice and the head voice, and students are preparing their voices and ears to sing in their head voice.  

If the students are about to sing a short, simple song, explain to the audience that these types of songs allow students to sing songs independently. Additionally, students are learning rudimentary intervallic relationships and rhythms to prepare them for future music literacy and fluency.

Breaking Tradition

As you prepare to make this shift of performance style, it is essential to discuss your thinking with your building administrators, custodial staff, classroom teachers, and other stakeholders that are part of the big day. Just as we aim to educate the audience, educating all stakeholders within the school will ensure a positive and successful informance.  

It is important to remember that your audience is most likely expecting to come to a formal school performance, as has been the tradition in many American schools for years. Preparing the audience for what they are about to experience is critical to starting the informance on the right foot. Before my informances, I read the following quote by Zoltán Kodály to the audience:

They say it is possible to hammer a golden coin until it is large enough to cover a horseman. In which shape is the coin worth more? Its weight remains the same, so does its value. Except it is easier to pocket the coin. Hence, a short folk song can be just as valuable as a long-hammered piece of art music.

After this statement, I continue to explain what the informance is and why we are doing this style of program, and I end my opening statement with, “Welcome to Music Class.” Allow, invite, and encourage parents to experience this performance with their child as if they have been in music class with you all year. We, as music teachers, know the importance of the songs and activities we teach, and that value should be shared with all participating and observing.  Sharing the value of one song shares the value of all music education.  

A Shared Purpose

Our job as music educators does not end with our students. Educating the entire school community, teachers, administrators, and families, is critical to maintaining a high-quality and highly respected music program. Our music teachings must expand beyond our classroom walls. Shifting to an informance style program takes a huge weight off the shoulders of teachers and students. Most importantly, it drives our purpose. 

Reflect on the question that started it all — What is the purpose of music education?  

Do it. Share it. But most importantly — teach it.  

References

Erdei, P. & Komlos, K. (1974) 150 American folk songs to sing, read, and play. Boosey & Hawkes 

VanderGraaff, Z. (2022 April 11) What is a music informance? [Detailed guide]. Dynamic Music Room: Authentic, Engaging, Cooperative. https://dynamicmusicroom.com/music-informance/