It’s Never Too Early to Advocate for Yourself
Think how much easier it will be to solicit funds, favors, sponsorships and donations later in the year if you lay the groundwork now about the value of your program.
We know that telling you about the importance of advocating for the arts in education is like preaching to the choir. But as budgets are slashed and donations are harder to come by, it becomes more important than ever to advocate for ourselves. No, we’re not talking about budget time or when you’re trying to sell ads in a program. We’re talking about making sure year-round that the right people appreciate the value of your program in the overall development of your students.
There’s a fine line between advocating and soliciting, and at this point in the school year, you want to stay safely in the advocacy area. Sure, it’s planting seeds so that as the year progresses you can solicit funds, favors, sponsorships, donations, etc. Think how much easier that will be if you’ve already laid the groundwork from the very beginning of the school year! Right now, you just want to deliver messages about the benefits of your theatre program. Figure out where to plant the seeds for future support by clearly defining three or four groups you want to make sure understands the benefits of what you do. Then brainstorm the best ways to reach each group.
Consider these questions as you decide who to focus on for promoting the value of your program: Will you need help from parents providing props, food, costume items, transportation, etc? Will you want other teachers in the school to be understanding when you’re calling extra rehearsals the week before your production? Will you want past students to come help you as student directors or acting coaches? Will you want the entire school body to buy tickets to the production? Will you want the administration to value your contributions to school spirit and the sense of community in the building? Will you want local businesses to advertise in your program? Will you need donations of printing, building materials, etc. from the community? If you answered “yes” to even a few of these (and we guess you answered affirmatively to even more than a few!), then you’ll be more likely to achieve your goals by starting now to “sell” the value of your program to the right target audiences.
No doubt, it’s critical to ensure that parents are among your most fervent supporters, so you’ll definitely want to reach out to them. One teacher told us that each year he sends a letter out to all of the parents in the school — both those with students in performing arts and those without — explaining his program. He talks about what plays and musicals he’s doing, how many students get involved, the good it does for the students and community. He also makes sure to incorporate a few heartfelt stories about students whose lives are significantly improved because they’ve found a home in theatre. Parents are a huge resource and getting them involved will be a huge boon for your program, so consider other ways to reach them and establish on-going updates about your accomplishments: get on the agenda at PTA meetings, speak at parents’ night, advertise in the football program, write an article in the parent newsletter (or maybe even a regular column!). The message you give needs to accentuate the positive and include actual examples of the difference your program makes, both to the individuals involved and to the school as a whole.
Beyond parents, think about the other groups you’re targeting with your advocacy. Can you invite administrators to attend a rehearsal? Can you encourage another teacher of a particularly shy student to watch as she comes out of her shell onstage? Can you get other faculty members to participate in the production with their students, e.g. art students paint backdrops, home ec students make costumes, tech ed students build sets, etc.? Can you coordinate with a school choir or band to perform in the lobby before your production and during intermission? Can you invite a sports team to sell concessions at your production? By involving others in your production, they automatically become supporters of your program.
Advocating to the community is a bit different. Contact your local newspaper and pitch them an article about your theatre or group. Maybe you have a student who has had to overcome odds to be in the program. If your local television station does community articles, contact them about your group and production. A great example of a television feature can be found here.
Of course, local business are generally great supporters for school programs, either with in kind donations (i.e. food and snacks for work days, fabric for costumes, paint for sets, electrician for your sound system) or by buying advertising space in your program. But before you ever ask them for anything, win their support first by simply letting them know what a difference your program is making in the lives of a lot of students. Businesses love to hear about the life skills your students are learning because those same skills make for better employees. So let them know how your students are learning responsibility, teamwork, time-management and public speaking. Maybe your students could even write letters or small articles about themselves that are put into a newsletter and distributed on Main Street.
With all this self-promotion, don’t forget to utilize your students. Your students are your biggest asset and having them get out front and center with their enthusiasm will be huge in your efforts to advocate. By creating staunch supporters now, you’ll have a deeper pool of resources to tap down the road when it is time to seek donations and other help.
For more information on advocating for arts in your schools on a broader scale, check out the following websites:
- Keep Arts in School has resources and research about arts advocacy. The site includes a section entitled, “Winning School Board Support for Arts Learning: A Toolkit for Action!”
- Educational Theatre Association has an entire section “Defending Your Program: An Action Toolkit.”
- Arts Education Partnership includes forums, a state policy database, publications and more, including information about the upcoming National Arts in Education Week September 11 – 17, 2011.
- The National Art Education Association’s website has a very useful section entitled “Advocacy Resources for Challenging Times.”
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