Encouraging Choir Participation

This article explores choir recruitment and retention using two frameworks: Self-Determination Theory (SDT) and Expectancy-Value Theory (EVT). The author uses SDT to better understand the ensemble characteristics that motivate students to join choirs and become life-long music-makers. EVT frames recruiting strategies and other characteristics about a program that addresses utilitarian reasons for being in choir.

The suggestions within the SDT framework were grouped into three categories: competence, autonomy, and relatedness. To create a space that allows choristers to feel competent, the author recommends incorporating a healthy level of challenge alongside clearly articulated goals that are measurable and meaningful feedback. Choristers can feel autonomous in choir if they are involved in repertoire choice and classroom procedures, and if their success is rooted in growth mindset. Finally, students may experience relatedness when they have improved self-esteem, feel care and cared for, and when their independent and interrelated needs.

Within the EVC framework, the author suggests students who feel they’ve demonstrated success and improvement (perhaps in the goals set by SDT,) they are more likely to stay in choir. Creating a program that has elements of fun will heighten the Interest Value of choir. Attainment Value is achieved when student identities are affirmed through the learning experience. Lastly, Utility Value is demonstrated by friendships and the feeling of community often created in a choral ensemble.

The author also made space in their article for the barriers and costs that come with trying these strategies for recruitment and retention. Although many choir teachers may already be embracing many of these strategies, using the framework to redirect focus from the strategy to why the strategy could work may help ensemble directors to be more effective with recruitment. For example, the author recommends a “Bring a Friend to Choir Day.” Knowing the reasons why this can be successful (opportunity for self-efficacy, demonstrating care and/or being cared for, etc.) may help to shape the planning, execution, and success of the strategy. The ideas in this article can easily be applied to different learning settings within and outside of music.