8 Ways to Increase Music Advocacy by Involving Others

Discover innovative ways to increase music advocacy and engage others in your music program. Learn effective strategies to build support quickly.

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1. Use volunteers to “fill in the gaps.”

My first teaching position was as a 5–12 band director in a small rural district. The high school band was very unbalanced instrumentally, but the staff and small community were full of musicians who simply weren’t playing anymore.

One father had played trumpet in a military band. Our superintendent and principal were also trumpeters. As I asked around, I found several parents and teachers who were willing to dust off their instruments and join us.

I scheduled one evening rehearsal each week so adults could attend. Many hadn’t played in years. One parent even asked for a few refresher lessons. But they improved quickly.

The result? A more balanced ensemble, richer performances, and instant parental support.

That example was at the secondary level, but the principle is the same in elementary music: look around. There are musicians in your community who may be waiting for an invitation to get involved with your elementary music classroom.

2. Augment Performances

We performed twice — once during the school day and once in the community that evening. Both concerts became highly anticipated events. Students loved performing alongside their teachers, and staff members genuinely enjoyed being part of the experience.

Even our district superintendent joined us one year. You never know unless you ask. Inviting staff to participate doesn’t just enhance a performance, it builds visibility and shared ownership of your program.

3. Enhance a School Event

I created a small teacher orchestra that performed each year at our fifth-grade promotion ceremony. Most of the teachers only played once a year. (One even kept her instrument stored at school.)

Their live music added a special element to the ceremony. Parents noticed. Students felt honored. And teachers enjoyed reconnecting with their instruments.

It also became a meaningful way to invite retired teachers back to participate. Several continued playing with us years after retirement.

When staff members contribute their own musical talents to important school events, it raises the visibility of your program and strengthens community support.😊

4. Cameo “Celebrity” Performances

One year, our local TV weatherman agreed to appear in our fourth-grade show, The Weather Man. He climbed inside a refrigerator box that served as our “television” set. When the “screen” came on in the final scene and a real celebrity appeared, the audience gasped.

That evening, he even gave our program a shout-out on the nightly news using lines from our show.

In elementary school, “celebrity” can mean many things. Consider inviting:

• Local police officers or firefighters.
• Middle or high school music teachers.
• High school student musicians.
• Coaches or community musicians.
• Music teachers from nearby districts.

A short cameo can create excitement, increase visibility, and connect your program to the wider community.

5. Teachers Can Serve as “Celebrity” Performers

Sometimes the best “celebrities” are already in your building.

One year, our fifth-grade teachers performed cameo roles as the “monsters” in our show The Dream Catcher. The art teacher even sang a solo. Students loved seeing their teachers step into the spotlight.

Another year, our school librarian (who played double bass) and our orchestra teacher (violin) dressed in costume as “ma” and “pa” for a grade-level program. While students sang, danced, and played Orff instruments, “ma” and “pa” fiddled along. It was a highlight of the performance.

When teachers perform alongside students, it strengthens relationships and builds shared pride in the program.

6. Invite Guests to Help Teach a Lesson or Unit

During our fifth-grade recorder unit, I taught students a simple 12-bar blues vamp. Once they were confident, we invited a local jazz musician to join us.

While I played piano and kept the group steady, he improvised over their soft recorder patterns. With his encouragement, we opened the form and several students even volunteered to solo.

I prepared my students carefully ahead of time, but the guest musician brought a level of authenticity and energy I couldn’t have created alone.

Inviting a guest artist into a well-prepared lesson elevates the experience for students and shows your community the quality of learning happening in your classroom.

7. Invite Retired Teachers to Help

Retired teachers can be wonderful partners in your music classroom. Two retired music teachers assisted me several times with running music centers. Their help allowed us to manage small groups more effectively and introduce new activities that would have been difficult to oversee alone.

Their presence not only saved me time, but it also enriched the learning experience for students. Retired educators often miss the classroom and are happy to stay connected and help out with well-managed classes. A simple invitation can benefit everyone.

8. Teach a Collaborative Unit

When our second-grade teachers approached me about teaching a unit on the science of sound, I was excited. We worked together to design a unit that was taught partly in the music room and partly in the homeroom classroom.

As part of the project, students built homemade instruments. In music class, we used those instruments for improvisation and presented a classroom performance.

It was a true partnership. Students made meaningful connections across subjects, teachers shared responsibility, and the final performance showcased learning in both classrooms.

Collaboration like this strengthens relationships and highlights the value of music as an essential part of the curriculum.

Start Slow and Plan for Success

Begin with one new idea that involves others in your music program. If it goes well, it may become a tradition.

When inviting others into performances or lessons, planning matters. Without structure, even a good idea can lose momentum and weaken support instead of building it.

Before bringing others into your classroom:

• Communicate the details in writing.
• Meet ahead of time to clarify roles and expectations.
• Prepare students musically.
• Ensure students know the behavior expectations.

Clear planning benefits everyone and ensures the experience reflects well on your program.

Conclusion

Look for creative ways to involve others in your elementary music program. Opportunities are often closer than you think.

When events and lessons are well planned, inviting others into your classroom builds community and strengthens support for music education. Most importantly, your students gain meaningful experiences they will remember.

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P.S. Elementary music teachers play an important role in strengthening middle and high school programs. When more students continue in band, choir, and orchestra, they are more likely to remain lifelong music participants.

See 7 Ways Elementary Music Teachers Can Help Build High School Music Programs for specific strategies to support upper-level programs in your district.