Articles & Thoughts
Financing High School Musicals and Community Support
https://www.thehour.com/news/article/In-Norwalk-financing-high-school-musicals-falls-10788118.php
From my years of experience as a choir teacher and drama program advisor at Brien McMahon High School, I've learned invaluable lessons about the challenges and importance of financing high school musical productions. Here are some key takeaways:
1. Community Involvement is Essential:
High school musicals often rely heavily on community support due to limited district funding. Community members play a crucial role in fundraising efforts, whether through donations, GoFundMe campaigns, or purchasing tickets. This not only helps cover production costs but also fosters a sense of pride and ownership in the local arts scene.
2. Financial Struggles Require Creativity:
Operating on a barebones budget means we often have to get creative with fundraising. Initiatives like selling advertisements, soliciting donations from families, and organizing community events become essential to bridge financial gaps. Despite the challenges, these efforts demonstrate the community's dedication to supporting arts education.
3. Advocacy for Sustainable Funding:
I've been advocating for sustainable funding for our drama program within the district's budget. Proposals have been made to integrate production costs into the annual budget to ensure consistent support for future musicals. This advocacy is crucial in highlighting the program's value and securing long-term financial stability.
4. Impact on Students and the Community:
High school musicals are more than just performances; they are transformative experiences for students. They learn leadership, teamwork, and perseverance through countless hours of preparation. These productions also enrich the community by providing cultural experiences and showcasing local talent.
5. Educational and Personal Growth:
Participation in musical productions can be life-defining for students, influencing their career paths and personal development. It fosters creativity, discipline, and a sense of belonging that extends beyond the stage. The arts are integral to holistic education, nurturing skills that are essential for success in any field.
6. The Continuing Need for Arts Education:
Despite financial challenges, the arts remain a vital component of education. They nurture empathy, creativity, and critical thinking—qualities that are increasingly valued in today's world. Advocating for continued support ensures that future generations have access to these enriching experiences.
In conclusion, while the financial burden of producing high school musicals falls heavily on the community, the rewards are immense. Through collaborative efforts and a shared commitment to arts education, we can continue to provide transformative experiences for our students and enrich our community's cultural fabric.
Frank Arcari
Choir Teacher and Drama Program Advisor
Career-Focused Programs
https://www.courant.com/1994/06/15/choral-group-at-carnegie-hall-2/
June 15, 1994
Reflecting on the early days of my musical journey, one particular experience stands out as a defining moment in my life. It was the spring of 1994, and as a high school senior, I found myself standing on the stage of Carnegie Hall, enveloped by the light and acoustics that have made the venue legendary.
The Rocky Hill School chorus, under the guidance of our remarkable choral director Claire Burnett, had the opportunity to perform Franz Joseph Haydn’s "Lord Nelson Mass" alongside choirs from across the nation. This experience not only left a mark on my memory but also set me on the path to becoming a music educator in Norwalk.
The journey to Carnegie Hall began with a simple invitation. Our director, Claire Burnett, had encouraged us to join the Carnegie Hall chorus after learning that tenors and basses were needed. We were joined by a diverse group of choirs, including a children’s choir from Alabama, high school groups from Pennsylvania and Missouri, and a church choir from Colorado. I don’t remember everything because it was so long ago, but reconnecting with friends who were there has helped fill in some of the gaps. They also agreed that the shared goal of performing at such a prestigious venue created an instant bond among us.
One of the most memorable aspects of this experience was working under the direction of the renowned English composer John Rutter. His emphasis on achieving a "bright sound" and enunciating every note resonated deeply with us. He taught us not only the technical aspects of singing but also the importance of decorum and utilizing the performance space effectively. These lessons have stayed with me throughout my career, shaping my approach to music and teaching.
As the day of the performance arrived, the reality of singing at Carnegie Hall began to sink in. Standing on that stage, I was acutely aware of the illustrious musicians who had performed there before us. The sense of history and the weight of the moment were almost overwhelming. When the lights went up and we began to sing, the initial shock gave way to a profound sense of purpose. It was a transformative experience, one that filled me with a sense of accomplishment and joy.
The impact of that performance lingered long after the final notes had faded. For many of my peers, it was a once-in-a-lifetime event. For me, however, this experience was more than just a remarkable memory—it was a revelation.
Performing at Carnegie Hall solidified my love for music and my desire to pursue it further. Alongside my friend Steven Fasano, I decided to continue my music studies at Westminster Choir College in Princeton, New Jersey. This decision was fueled by the inspiration and encouragement I received during that unforgettable performance. The rigorous training and education at Westminster equipped me with the skills and knowledge I needed to become a music educator.
Years later, as I reflect on my career as a music teacher in Norwalk, I see how that early experience at Carnegie Hall shaped my approach to teaching. I strive to instill in my students the same sense of wonder and dedication that I felt. I emphasize the importance of technical proficiency, emotional expression, and the joy of performing. My goal is to provide them with opportunities that will ignite their passion for music, just as my own passion was ignited all those years ago.
As a music educator, I am committed to ensuring that my students have access to the transformative power of music. Whether they pursue it professionally or simply carry the love of music with them throughout their lives, I want them to experience the profound impact that music can have. The journey that began on the stage of Carnegie Hall continues to inspire me every day, and I am grateful for the chance to share that inspiration with the next generation.
Frank Arcari
Music Educator
Norwalk, Connecticut
The Pros of Professional Ticket Management
https://www.brownpapertickets.com/event/4470359
As I look back on my experiences managing ticketing for school performances, I share my reflections and offer advice to fellow music educators considering professional ticket management for their student events.
One of the primary advantages of working with a professional ticket management company is the streamlined operations they offer. For our "Les Miserables" production, Brown Paper Tickets handled the online sales, freeing up our time to focus on the performance itself. This service included managing transactions, processing payments, and providing digital tickets, which significantly reduced the administrative burden on our team.
Professional ticketing services provide better customer experience. Brown Paper Tickets allowed our audience to purchase tickets easily online, choose their preferred seats, and receive electronic tickets that could be scanned at the door.
Access to detailed reporting and analytics is another significant benefit. Brown Paper Tickets offered comprehensive data on ticket sales, demographics, and attendance patterns.
The Cons of Professional Ticket Management
One of the main drawbacks of using a professional ticket management service is the cost. Companies like Brown Paper Tickets charge fees for their services, which can eat into your revenue.
Another potential downside is the loss of control over certain aspects of ticket management. Relying on an external company means you must adhere to their processes and timelines, which can sometimes be restrictive.
While rare, technical issues can arise with online ticketing platforms. During our collaboration with Brown Paper Tickets, we experienced occasional glitches that required prompt resolution. Having a reliable point of contact within the company to address such issues is crucial to ensure a smooth experience for both the organizers and the attendees.
Advice for Music Educators
Before selecting a ticket management service, thoroughly evaluate your needs. Consider the size and scope of your event, your budget, and the level of support you require. For smaller events, an in-house ticketing system might suffice, but larger productions with significant attendance may benefit from the professional touch.
Research multiple ticket management companies and compare their offerings. Look for reviews and testimonials from other schools or organizations that have used their services.
Begin the ticketing process well in advance of your event. This allows ample time to set up the system, address any potential issues, and promote your event effectively. Early planning also gives you a buffer to make adjustments as needed.
Before going live, thoroughly test the ticketing system. Ensure that the purchasing process is straightforward, that electronic tickets are delivered correctly, and that your staff is familiar with how to manage the system on the day of the event. This will help prevent any last-minute surprises and ensure a smooth experience for your audience.
Once ticket sales are underway, monitor the process closely. Use the reporting tools provided by the ticket management company to track sales and make informed decisions.
Frank Arcari
Music Educator
The Resilient Spirit of Brien McMahon's Drama Program
Jan 23, 2013
The story of our program is one of perseverance, creativity, and community support, yet it is also marked by an ongoing struggle for survival. Challenges highlight the broader issues faced by arts programs in schools across the country, and they underscore the critical importance of sustaining these programs for the benefit of our students.
Last spring, our production of "West Side Story" nearly didn’t happen. In the fall of 2011, our Drama Club was faced with the daunting task of raising $25,000 to ensure that we could bring the musical to the stage. It was a moment of crisis that could have easily led to the cancellation of the show and the disappointment of our dedicated students.
But our students, resilient and resourceful, rallied together. They sought out corporate and private sponsorships and organized a fundraiser at O'Neill's Pub and Restaurant in South Norwalk. The community's response was overwhelming, and we managed to raise enough money to allow the show to go on. That spring, "West Side Story" was not just a performance; it was a testament to the determination and spirit of our students and the support of our community.
This year, the Drama Club faces yet another financial hurdle. We need to raise $6,000 to stage our spring musical, "Guys and Dolls." While this amount is significantly less than what we needed for "West Side Story," it is still a substantial sum for a program that relies heavily on donations and fundraising efforts.
Our students have once again taken up the challenge. They are preparing for another fundraiser at O'Neill's Pub in February, and we reached out to the community for support. The generosity of local businesses and individuals has been crucial in keeping our program alive, and we are hopeful that this year will be no different.
Barbara Brueski, our donations coordinator, has been instrumental in our fundraising efforts. Her dedication and the support of O'Neill's Pub co-owners, Ollie O'Neill and Donald Leahy, have been invaluable. Their willingness to host fundraisers and provide a platform for our students to perform underscores the strong bond between our school and the local community.
In addition to monetary donations, we are in dire need of construction materials for sets and paint. The cost of paint alone can be prohibitive, and any contributions in this area are greatly appreciated. Moreover, our sound system is in desperate need of an upgrade, and any donations of sound equipment or rental services would be a tremendous help.
Reflecting on these challenges, I am reminded of the essential role that the arts play in education. Programs like our Drama Club provide students with a creative outlet, a sense of belonging, and opportunities to develop skills that extend far beyond the stage. The arts foster creativity, critical thinking, and collaboration—skills that are vital in any field of study or career path.
For many students, the Drama Club is a sanctuary. It is a place where they can express themselves, explore different aspects of their personalities, and build lasting friendships. The experience of working together to create a production is transformative, instilling a sense of accomplishment and pride that carries over into other areas of their lives.
The resilience and passion of our students inspire me every day, and their commitment to the arts is a powerful reminder of why we must continue to fight for these programs.
Frank Arcari
Drama Teacher
Bringing "The Crucible" to Life at Brien McMahon High School
https://www.ctpost.com/news/article/the-crucible-comes-to-life-on-the-bmhs-stage-900949.php
Dec 15, 2010
https://www.greenwichtime.com/news/article/the-crucible-comes-to-life-on-the-bmhs-stage-900949.php
Dec 15, 2010
This classic play, a staple in high school English classes for its rich social commentary and compelling drama, has been an incredible educational experience and a powerful production for our theater department.
Set in Salem, Massachusetts during the 1692 witch trials, "The Crucible" serves as a poignant allegory for the Red Scare of the 1950s. Although the historical context of McCarthyism may seem distant to today's students, the themes of deceit, betrayal, and the struggle for power resonate deeply in contemporary society. As we prepared for this production, our students explored these timeless themes and connected them to modern issues such as racial profiling and social justice. It was a profound reminder of the enduring relevance of Miller's work.
The preparation for "The Crucible" was a true labor of love. Nearly 20 students took on roles as actors, immersing themselves in the complex characters and intense emotions of the play. John Proctor, the flawed protagonist, grapples with his tempestuous past and seeks redemption—a journey that many students found both challenging and enlightening.
The magic of theater extends beyond the actors on stage. Countless other students contributed behind the scenes, showcasing their talents in set design, costume creation, and prop management. Our student directors and stage managers played crucial roles in ensuring that every element of the production came together seamlessly. Their dedication and hard work were evident in every rehearsal and, ultimately, in the final performances.
The community's support has always been a cornerstone of our theater program. As we approached the performances on December 17th and 18th, the anticipation and excitement were palpable. The James J. Forcellina Auditorium buzzed with energy as students and parents prepared for opening night.
Our drama productions are not just school events; they are community events. The collaboration between students, parents, and local supporters creates a rich tapestry of involvement and enthusiasm that enhances the educational experience. It is this community spirit that allows us to tackle ambitious projects.
As I look back on the process of staging "The Crucible," I am struck by the growth and development of our students. They have not only honed their acting skills but have also gained a deeper understanding of complex social issues and historical contexts. The experience has fostered a sense of empathy, critical thinking, and collaboration—skills that will serve them well in all aspects of their lives.
Our theater program at Brien McMahon High School is more than just a series of productions; it is a vital part of our educational mission. It provides students with a platform to express themselves, explore new perspectives, and build lasting relationships. The arts are an essential component of a well-rounded education, and I am committed to ensuring that our program continues to thrive despite the challenges we face.
Frank Arcari
Drama Teacher
Reflecting on the Struggles and Triumphs of Brien McMahon's Drama Program
https://www.newstimes.com/news/article/brien-mcmahon-s-drama-program-in-jeopardy-2226528.php
Oct 19, 2011
As I sit down to pen this reflection, a wave of nostalgia and concern washes over me. For years, the drama program at Brien McMahon High School has been more than just an extracurricular activity for students. It has been a sanctuary for creativity, a stage for self-expression, and a community for many students who find their voices through the performing arts.
However, the financial challenges that plagued the school and the program cast a shadow, prompting me to reflect on the significance of the arts in schools and the dire consequences of losing such an integral program there or in any school.
The arts hold a unique place in education. They provide a platform for students to explore talents, push boundaries, and gain confidence in abilities. Through drama, students learn to communicate, work, and empathize/become characters. These skills are essential for growth and invaluable in their academic lives.
At Brien McMahon, the drama club had long been a beacon. Every year, students pour their hearts and souls into their performances, learning, performing, and creating memories that last a lifetime. The stage becomes a space where they can step into different worlds, challenge themselves, and connect with their peers in profound ways.
Despite its immense value, the drama program has not been immune to the financial strains facing many educational institutions. The reality of budget cuts and shifting priorities had left our program struggling to make ends meet. The news that we needed to raise $25,000 to stage our annual musical has been a sobering reminder of these challenges.
While the figure seemed difficult, it reflected the basic and essential costs involved in bringing a production to life. From licensing fees to set construction, costumes, and technical equipment, every aspect of the performance requires funding. Without it, our students risk losing the opportunity to experience the magic of theater.
In times of need, it has always been the community that steps up to support our students. Local businesses, parents, alumni, and supporters have shown incredible generosity, and for that, we were/are deeply grateful. Their contributions go beyond financial support; they affirm the importance of the arts and the impact they have on young lives.
One such example is the recent fundraiser organized by O'Neill's Pub & Restaurant in South Norwalk. Their willingness to host an event to support our drama program is a testament to the strong bonds within our community and the shared belief in the value of arts education.
Reflecting on the current situation, I am reminded of the countless students who have found their voices through our drama program. They have gained confidence, formed lifelong friendships, and developed skills that transcend the stage. The arts offer a unique avenue for students to explore their identities and express themselves in ways that traditional academics might not allow.
It is easy to view the drama program as just another extracurricular activity, but for many students, it is much more than that. It is a lifeline, a source of inspiration, and a safe haven where they can be themselves. The thought of losing this program is not just a loss of a musical production; it is a loss of opportunities for growth and self-discovery.
Frank Arcari
Drama Teacher
Building and Sustaining a Successful Arts Program: A Guide for Arts Teachers
As an arts educator, one of the most rewarding aspects of my career has been the opportunity to help shape and sustain vibrant arts programs that not only enrich the lives of students but also foster a deep appreciation for the arts within the community. Drawing on my experience and reflecting on the 2018-19 budget process for Norwalk Public Schools, I offer the following advice for arts teachers on developing, managing, and promoting an arts program budget.
Developing a Strong Budget Proposal
1. Align with Strategic Goals:
When developing a budget proposal, ensure it aligns with the strategic goals of your school or district. By aligning your arts program with broader educational objectives, you increase the likelihood of gaining support from administrators and stakeholders.
2.Incorporate Comprehensive Curriculum Needs:
Your budget should reflect the full scope of your program’s needs, from general music and choral music to strings, orchestra, band, and extracurricular activities. In our case, the proposed music curriculum covered all these areas and included nationally recognized instructional standards. This comprehensive approach helps demonstrate the value and impact of your program on students’ overall education.
3. Include Pilot Programs:
Consider proposing pilot programs to introduce new initiatives. For example, we discussed a pilot program to begin band instruments at Grade 4. Pilot programs can serve as a proof of concept and provide valuable data to support future budget requests.
4. Detail Incremental Funding Needs:
Highlight specific incremental funding needs that may arise, such as the replacement of old uniforms for the marching band or purchasing textbooks and curriculum materials. Clearly outlining these needs helps to justify the budget and ensures that essential resources are not overlooked.
Managing the Budget
1. Prioritize:
Once your budget is approved, prioritize expenditures based on the most critical needs of your program. This might include instruments, sheet music, costumes, or technology upgrades. Prioritizing helps ensure that the most impactful resources are acquired first.
2. Additional Funding:
Don’t rely solely on the school budget. Look for additional funding opportunities through grants, sponsorships, and community partnerships. For example, the Norwalk High Marching Band benefited from replacement uniforms funded through a combination of budget allocations and external support.
3. Transparency:
Keep transparent records of all expenditures and regularly communicate with stakeholders about how funds are being used. Transparency builds trust and can help secure continued support from administrators and the community.
Promoting the Arts Program
1. Student Talent:
Regularly showcase your students’ talents through performances, exhibitions, and public events. In Norwalk, annual concerts like the “Poinsettia” and “Candlelight” concerts are cherished traditions that highlight the skills and hard work of our students. These events generate enthusiasm and support for the arts program.
2. Engage:
Engage the community by inviting local businesses, parents, and community members to attend events and participate in fundraising activities. Building a strong community connection helps sustain interest and investment in the arts program.
3. Media and Technology:
Use social media, school websites, and local media to promote your program and its events. Sharing videos of performances, like the Board of Education meeting presentations, can reach a wider audience and garner additional support.
4. Educational Value:
Emphasize the educational value of the arts in developing well-rounded students. The skills learned through arts education—creativity, collaboration, critical thinking—are essential for students' success in all areas of life. Showcasing these benefits can help secure funding and support.
Developing, managing, and promoting an arts program budget requires strategic planning, effective management, and proactive promotion. By aligning your program with broader educational goals, detailing needs, prioritizing expenditures, seeking additional funding, maintaining transparency, and actively engaging and showcasing the community, you can build a successful and sustainable arts program.
The experiences I’ve had, from working with the Norwalk Public Schools budget process to performing with students in fundraisers, have shown me that the collaborative spirit between educators, students, and the community is the cornerstone of a thriving arts program. Embrace this collaboration, and you will create an environment where the arts can flourish and inspire future generations.
Frank Arcari
Music Educator
The Musical Revue: A Unique Collaboration
https://www.courant.com/1994/02/28/teacher-students-take-stage-for-fund-raiser-2/
August 25, 2021
In February 1994, our school’s drama club, co-advised by Liz Daigle and Linda Rahbani, organized a musical revue to raise funds for future productions. The revue featured scenes from popular musicals such as "Beauty and the Beast," "Annie," "The Little Shop of Horrors," "Once on This Island," and "A Chorus Line." What made this event particularly special was the active participation of our teachers, including Paul LaRocca, who taught algebra and history. Paul was especially passionate about theater and Italian culture.
As you can guess, LaRocca's involvement was more than just a supportive gesture; he took on a significant role, playing Gaston's sidekick in "Beauty and the Beast." His willingness to step out of his usual role as a teacher and join us on stage demonstrated a level of commitment and camaraderie that left a lasting impression on me. LaRocca was a dynamic presence, both in the classroom and on stage, and his enthusiasm was infectious.
One of the key takeaways from this experience was the importance of mutual respect and collaboration. LaRocca's participation broke down the traditional barriers between teachers and students. On stage, he was not just our teacher but a fellow performer, subject to the same rehearsals, criticisms, and challenges we faced. This shift in dynamic fostered a sense of equality and teamwork that was both empowering and motivating.
LaRocca’s approach to teaching and performing was also instructive. He was consistent in his respect for students, whether in algebra class or during rehearsals. He valued our contributions and encouraged us to take the lead, offering support and guidance without overshadowing our efforts. This approach cultivated a positive and productive environment where we felt valued and capable.
The collaborative spirit I experienced during the musical revue has greatly influenced my teaching philosophy. As a music educator at Brien McMahon High School in Norwalk, I strive to create an environment where students feel respected, supported, and empowered to take ownership of their learning and performances. I believe that when teachers and students work together as equals, the educational experience becomes richer and more meaningful for everyone involved.
Drawing from my experiences, I offer the following advice to fellow music educators looking to foster collaboration and manage successful student events:
Encourage teachers from different disciplines to participate in student performances. Their involvement can bring new perspectives and skills to the production while also demonstrating to students the value of teamwork and interdisciplinary collaboration.
Treat students as equals in the creative process. Value their input and give them opportunities to take the lead. This approach builds confidence and encourages students to take responsibility for their learning and performances.
While it’s important to empower students, they also need support and guidance. Be available to offer constructive feedback and help them navigate challenges. This balance of independence and support helps students grow and develop their skills.
Acknowledge and celebrate the hard work and achievements of both students and teachers. Shared successes strengthen the sense of community and motivate everyone to continue striving for excellence.
The experience of working with teachers like Paul LaRocca during my high school years was a cornerstone of influencing my career as a music educator. It taught me the value of collaboration, respect, and support in the educational process. As I continue to guide my students through their musical journeys, I carry these lessons with me, striving to create an environment where teachers and students can learn, grow, and succeed together.
Frank Arcari
Music Educator