Music Teachers

Music Teachers Play it Forward

.
 What's the real reason to perform in nursing homes?

Ten years from now, a student might not remember their contest rating or how to play quarter note triplets.

But . . .

• They might remember the woman who quietly sang and cried during "What a Wonderful World."
• They might remember feeling nervous and then realizing they felt wonderful.
• They might remember the woman who told them she played the clarinet when she was their age.
• They might remember discovering that their hours of practice changed someone's day.

They will remember that music matters in an immediate, human way.

Many of us became music teachers because we believe music has power. Now we have a chance to show it—not just to our students, but with them.

19 Great Questions by Teachers

"Is it Worth It?" Questions

1. "Why should I?" Your students will benefit in unique ways, so will the residents, and so will you.

2. "Is this actually worth it educationally?" It aligns with . . .

National Core Arts Standards -- Performing, responding, connecting
Service learning or Community engagement requirements in some districts
Social-emotional learning (SEL) objectives and Character education mandates
21st-century Skills -- collaboration, communication, cultural competence

3. "Won't this take time away from contest preparation?" Might complement it. It's a low-stakes out-of-school performance that builds ensemble cohesion. It can be done during downtimes, like after contests or before holidays.

4. "How much time does this take?" One performance takes 3 hours including travel, and some teachers do 2-4 per year during non-contest times (12-15 hours the first year).

"How Do I Start" Questions

5. "What would this look like?" Here's how it looked for one vocal ensemble: Four weeks lead time, seven singers, "jazzy and folk" songs

6. "How do I find a place to play ?" Google "assisted living near [your school]." Call and ask for the Activities Director (10:00-3:00 ). Say you have a student ensemble that would like to perform free for 30-45 minutes.

7. "What specifically should I say?" "Hi, I'm [Name], the music teacher at [School]. I have a [type of ensemble] that performs music from the 1940s-70s, and we'd love to offer a free performance for your residents. We're looking to give our students real-world experience while bringing live music to the community. Would you be interested in discussing this?" They'll almost always enthusiastically say "Yes."

8. "How many students should I take?" Usually, 4-15 musicians is good. Larger groups (20-40) can work for independent living facilities with auditoriums.

9. "What about liability and permission slips?" Use your standard field trip procedures—this is legally similar to any other field trip, covered by your district's regular insurance. No special liability coverage needed.

Performance Questions

10. What equipment do I need? Ask. They might have a piano, and most places are small enough where a classroom voice is loud enough.

11. "What do we play?" Play what you want, or play things like these:
• For Band Combos: Swing standards, Big band classics, Familiar ballads
• For Choirs: American Songbook, Doo-wop, Folk songs, Patriotic songs, Show tunes
• For String Groups: Light classical, Familiar melodies, Waltzes, American classics, Movie themes

12. "How should I structure the program?" 45 minutes. One way is the "Bookend Approach." The first 15 minutes can be upbeat songs, and the last 15 minutes can be sentimental songs, and the middle 15 minutes can be everything else.

13. "Should we announce each piece?" You can have students do it. The name and an interesting fact is enough. "This next song was a #1 song in 1954 by Frank Sinatra." This is a good experience for students.

Student-related Questions

14. "How do I address students' fears or discomfort?" Reframe them. "We're bringing joy to people who might not get much entertainment. You'll probably find it uplifting. Residents are very appreciative"

Maybe show a YouTube video of student nursing home performances. The video above is a choral performance and the ones below are of string and jazz band performances. Set clear behavioral expectations about dress, phones, and respectful conduct.

15. "What if students don't want to go?" Make it optional first (volunteers share positive experiences that convince others), or frame it as a privilege for selected students, or make it mandatory with admin support as a curricular requirement. Most resistance disappears after the first performance when students realize it's actually meaningful and uplifting.

16. "Should students interact with residents before/after the performance?" Totally optional. Simple greetings are enough: "Hi, I'm Valerie. I hope you enjoy the music!" Shaking hands is fine if students are comfortable

17. "Should I debrief with students afterward?" Absolutely! You can debrief four times:
• Immediately after (on the bus or back at school): Quick reactions, feelings, funny moments
• Next rehearsal: Deeper reflection: "What surprised you?" "What was challenging?" "What did you learn?""How did this experience change your perspective?" "What will you remember?"
• Maybe assign a written reflection can be powerful (and count toward grade)
• Share positive feedback from the facility

18. "How do I assess/grade this?" You can grade on performance participation (punctuality, professional behavior, musical quality) and a written reflection with prompts like "Describe a moment you'll remember and what it taught you." This aligns with National Core Arts Standards for Performing, Responding, and Connecting, plus SEL competencies.

19. "What if I'm uncomfortable in healthcare settings?" Start with independent living facilities (less medical atmosphere) or bring a colleague for support—most teachers find the nervousness disappears after the first visit.