Between the Staves: Choral Questions, Candid Answers, is fresh take on the classic advice column—this time for all things choral music! Modeled after the beloved “Dear Sally” format, this blog will answer your questions about choral music education, performance, and leadership. Whether you’re curious about vocal technique, rehearsal tips, repertoire selection, or the “other” side of our profession (business, fundraising, scheduling, recruiting, communication, audio engineering, etc…), Between the Staves will have you covered.
This Month’s Question Is:
What are some effective or creative ways you’ve recruited students into your choir? I’m at a medium-sized suburban high school, and after a number of years, my usual approaches have plateaued. I’m looking for new ideas to try!–Anonymous
This Month’s Response Are:
I think recruitment can be very personal, very particular to a community. What works in one place with one director’s personality isn’t what is best for another. That said, here are some ideas that I hope may be of use.
- Choir students are very social, and I have my room open during nutrition breaks and lunch. Any non-choir student who passes through my classroom with a choir friend for any reason- eating lunch together, stopping by because the choir student forgot their folder – I ask the friend “Why aren’t you in choir?” My starting premise is that everyone should take the class… How did it not end up on your schedule?
- My current students are often recruiting their friends to join. If a friend is not sure about it, I always tell them I can teach anyone if they are nice. I ask the choir student (in front of the friend), “Is your friend nice?” This always gets a bit of a chuckle, and sometimes students lovingly tease each other. Then I repeat to the potential recruit, “I can teach anyone if they are nice. Are you nice?” Most students are floored by this question and tell me they are nice. And then I tell them they will fit in GREAT! There is basically only one rule in my class: Dude, Be Nice.
- In my first interactions with a potential new student, I invite them to the piano to sing a few notes for me. (This is SHOCKING to most new students). But I think the ‘ask’ is very powerful. At this time, I sometimes invite a current student to sing along with them for support. I may start by asking them if they know how low or high they can sing. Let’s check your voice range at the piano! Before they know it they are vocalizing for me and we are writing to their counselor to add the class.
- Food. Food Food Food. There is always food. Kirkland pizza at every event, especially anything involving showing off high school choir to middle school students.
- BRANDING and TRADITIONS. Choir has an identity at our school with signature apparel, signature highlight moments within the year. All of this contributes to program identity and helps with retention and recruitment.
- Working with Feeders. I realize that not everyone has a steady feeder, but if you have an active middle school program that feeds into yours, work with the feeder teacher to have high school students help out at their concerts, and lead in any way that is useful. Middle school students see this, and then want to BE THEM.
- Lastly, I think excellent repertoire can be your strongest recruitment tool. Program music that is exciting, well-suited to your ensemble, and something that you LOVE that you can show enthusiasm for over an entire unit of study.
YOU GOT THIS!
Laryssa Sadoway, Chorał Music Instructor; Castro Valley High School
Castro Valley, CA
14 years experience
A successful high school choral program grows out of a balance between strong recruitment and thoughtful retention, both rooted in creating an environment students genuinely want to be part of. Recruitment works best when students encounter the program early and often. Visibility is equally important; when the choir performs engaging, accessible music at school events and in the community, it builds curiosity. In my district, these outreaches begin very early on.
Every year, my choir program does a Community Sing-Along targeted at pre-K and elementary aged students. We learn choral arrangements of about 30 minutes of music that is familiar to this age group – typically popular songs from recent and classic Disney films. Several of my students dress as characters from these movie musicals and interact with the kids in attendance following our performance. The hope is that this creates a meaningful and lasting memory for these young children that leaves a positive view of choral singers in their minds.
In my district, choir is compulsory for all 4th grade students and becomes an elective in 5th grade. In order to encourage these students to continue singing as they make this transition, we hold an assembly and bus the 4th graders from all 4 elementary schools in the district to the high school. Our top honors choir performs a couple selections for these students. Each year, I communicate with our elementary music teachers to find out what choral repertoire the 4th graders are singing (all 4 schools do the same program). I then order their favorite piece and have my students learn it as well. We conclude our assembly by surprising the entire 4th grade with a sing-along of a tune that they already know and love.
Our last big recruitment push happens as students are preparing to transition from 8th grade to the high school. We have a long standing tradition of conducting a “Voice Survey” for every 8th grader right before they meet with a guidance counselor to select courses for their freshman year. We have a private 5 minute conversation with each student, telling them about the high school schedule and the choir program. We search for meaningful ways to connect with each student (older siblings, friends, or neighbors who are singers, the kind of music they listen to, whether they play any instrument.) At the end of the short conversation, we ask them to sing “Happy Birthday” with us and find at least one piece of positive feedback on their performance. Lastly, we ask if they’ll consider choir as one of their electives. The day before 8th graders are given the opportunity to select their freshman year courses, we hold an assembly where our honors choir performs for them. During this performance, I give our high school choir leadership students an opportunity to share what the choir experience means to them.
Once you have students in the door, it is equally important to keep them engaged in the program. Retention depends less on initial excitement and more on sustained belonging and purpose. Students are far more likely to stay when the choir feels like a community where they are known, valued, and socially connected, which can be cultivated through shared traditions, inclusive rehearsal practices, and opportunities for peer leadership. Giving students a sense of ownership—whether through leadership roles, input on repertoire, or involvement in planning events—deepens their investment in the program. At the same time, maintaining a balance between musical challenge and achievable success helps students feel both stretched and capable, preventing frustration or disengagement. Recognition of effort and growth, not just performance outcomes, reinforces commitment, while memorable experiences such as trips, festivals, or unique performances often become defining reasons students continue year after year. Practical considerations like manageable scheduling, clear communication with families, and avoiding burnout also play a significant role, as logistical stress can quietly undermine even the most enthusiastic participants. Ultimately, students may join choir because it looks enjoyable and accessible, but they remain because it provides a sense of identity, connection, and meaningful shared accomplishment.
Patrick Hachey, Director of Choral Activities; Roxbury High School
Succasunna, NJ
26 years experience
Further reading:
“Building the Chorus: Recruiting Techniques that Work” by David L. Hensley; ChorTeach, Vol 15, Issue 3; Spring 2023
“Recruiting and Retention Ideas for Beginning High School Choral Directors” by Lorraine Lynch; ChorTeach, Vol 12. Issue 2, Winter 2020
Have a question you’d like addressed on the blog? Send it in by clicking the button below. No question is too specific or too big-picture–ask away, and let’s all grow and learn together!
Between the Staves is an initiative of the ACDA Education and Collaboration National Standing Committee. For questions, contact John McDonald at .
Thank you to John McDonald for this month’s contribution.
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