We’re just about to head into concert season, and many of us have been preparing for these upcoming events for weeks. While the thrill of getting students ready to showcase all of their hard work is always exciting, for me, it has also always been daunting. Having taught preK-8 everything I am no stranger to the constant demand for performances throughout the year. And not just for my bands and choirs. Whole-grade, school-wide concerts centering all students in general music are also common. This was something that was expected of me, and the stress of this impacted my teaching in such a way that suddenly my general music classes were structured like my performing ensemble rehearsals. In the weeks leading up to my general music concerts, I would take away precious learning time to prepare my students to put on polished performances, practicing the same music over and over again until students were bored to tears. I eventually lost sight of what mattered most in all of this—my students.
After a few years of this cycle of concert prep in my K-8 classes, I realized it was not possible for me to continue in this way and still foster a love of learning and student musical growth. Something had to give. After convincing my principal that the students needed a change, the transition from formal performances to grade-level showcases of learning and growth began—informances had officially become a part of the school culture!
Informances through the lens of equity
While music education has traditionally been centered around creating polished performances for audiences, informances often become more impactful for students because they allow them to showcase what they have learned in a more authentic and meaningful way. More simply put, traditional performances are typically centered around a polished product, while informances are more concerned with showcasing the process.
Product vs. process. It’s a compelling idea.
What I personally love about informances is that they support student equity on a whole new level. Consider, for example, your students and all of their various needs. What do your students need to be successful both in your general music class and outside of school? For me, students’ needs have always been constant: They need to be seen, heard, validated, have ownership, have opportunities to experience learning and share that learning in as many ways as possible, and more important, in ways that honor who they are as learners. They need to authentically connect school music to what’s happening for them outside in their own world.
Including informances in your curricular goals with your students provides more opportunities for students to have their needs met while welcoming all forms of participation. Below are some examples of how informances can promote equity for students:
