Creating individual ownership in an ensemble setting
Everyone loves the concept of individual ownership. The offensive line takes ownership in protecting the quarterback. A "Rigger" takes ownership of packing the parachute for the skydiving units of the Army. A master teacher takes ownership of the success of their students.
A few years back, my great friend Jerell Horton made a comparison that has stuck with me since: every student and staff member in a program is their own Lego piece. Without each one of them, you cannot see the set as it was intended. By itself, the piece serves a useful role, but together, it serves an even greater purpose.
So how do we do it? How do we create a collaborative environment where our students are afforded the ability to take ownership of their contribution to the group as a whole? It's a long and sometimes monotonous process to get there. It takes careful planning and patience but has a tremendous payoff to all stakeholders when achieved.
Setting up the environment
From my experience, students will have greater investment and ownership within the program if the classroom is an inviting place to learn. This first and foremost lands on us.
Numerous psychological studies have shown time after time that the benefits of positive reinforcement outweigh negative correction. I feel that it is important to highlight not only the improvements still needed for the ensemble or individual but also praise and recognize the growth that has occurred. I cannot say that I have witnessed a rehearsal where regular/frequent "tantrums" or visible frustration have contributed positively to the culture of the ensemble. I can say that I have witnessed compassionate and uplifting teachers dynamically change the students who sat/stood in front of them by believing in them (even If they did not believe in themselves sometimes). They praised the great things they heard and unemotionally redirected the areas of improvement. Their standards were not necessarily any lower, but their results almost always were greater.
If students are eager and willing to learn and improve because of the environment you have created within the four walls of the band hall (or band room), then the progress of the individual (and consequently the ensemble) becomes exponential and allows for you to begin paving the way for instilling a greater sense of ownership within each student.
Involving students in the feedback process
I remember the first time I observed a rehearsal where someone asked students questions about what they heard after a rep. To my shock, the student's ear's were just as keen as the adult that stood in front of them.
This director had a fantastic ability to make the students feel like they were a part of the instructional process. Students were not afraid to share their opinions (there were guidelines on how to voice them of course) and understood if they heard feedback from a director or another student, it was out of the desire to help them. When I spoke with the director after this rehearsal, they mentioned to me that the process began very simply. They started by asking simple guided questions (that most if not all students could answer, building confidence is a key factor) before leaving it open-ended like what I had witnessed.
Questions like:
"Which section had their sound touch the silence with the same energy?"
"Which section had the clearest start to their note?"
"Which student's sound was the steadiest when we passed it around the room?"
Every student is at a different level when it comes to being able to hear and recognize the achievement of musical concepts. Still, by teaching students what to listen for, suddenly there are 80 additional ears in the room listening for areas to improve rather than just your two!
Let students know of the plan
You always have a plan for what you are doing that day but do your students know your plan? Band kids by nature are people-pleasers (if of course, you have shown that you are invested in them and their well-being). If you say jump, they ask "how high?".
If you ask them to work on something for the next day, most of them will probably put forth their best effort to do so (if of course, as mentioned above, the environment is one that they enjoy being a part of). This can be done with any level of student, beginner to HS senior, as long as we are realistic about what we ask of them for where our students are in their musical development.
Listen to smaller groups/individuals... often
We have heard every phrase in the book (and probably repeat it to the ensemble as well): "A chain is only as strong as its' weakest link", "what you get into it, is what you get out of it", etc. But what have we done, beyond throwing out a phrase, to help ensure ownership at the individual level is taking place?
First and foremost, if presented correctly, listening to individuals does not have to be something students are terrified of. It is a valuable skill that has direct transfers such as performing a solo with an ensemble or for a solo contest, region band auditions, etc. Listening to individuals also develops a greater skill that students will need for the rest of their life: being able to present themselves in front of others. Every student may not play the clarinet for the rest of their life but they will have interviews for jobs, have to present a report to their boss or committee, or face another nerve-wracking situation.
I use playing "around the room" as an opportunity for students to practice this skill. In my first year of teaching, every student was terrified of playing in front of one another, so any time a student actually did, we clapped for them. By the end of the first month of us doing this, suddenly it was no longer scary for us to play in front of each other because we all had the agreement that we would support one another toward the end goal of excellence.
If a student was consistently struggling every time we listened to them, I would have a conversation with them away from their peers (they were probably embarrassed enough by the feeling that they were letting others down, I felt I shouldn't draw any more attention to it) to see how I could help them. They always ended positively and sure enough, after one or two conversations, they were back on track. Students are busy. They have other classes and activities they are involved in as well and sometimes band cannot take priority every waking moment. However, by you showing them how much you are invested in helping them, you will often see it become a priority once again.
I hope you found the information above helpful. There is no one way of creating a culture of ownership within an ensemble and often it is highly dependent upon the community you reside in. It will take time and patience but will pay dividends in the long run. Start with a small step and continue to implement as you feel your students are ready for it. Remember: "It takes 25 miles to turn a cruise ship". Best wishes!
Yours in service,
Matt