budgeting for pianosWithout a doubt, one of the greatest challenges for music educators, administrators and college deans is finding funds for musical equipment. With dwindling budgets, failing gear and all those field trips, concert tours, performances, visiting artists, and so much more pulling more resources every year, it’s no wonder schools and universities are in a constant struggle to afford the things they need.  This is especially true when planning for high quality instruments which are more expensive initially (though they last longer and produce better outcomes in the long term).  How, then, can you hope to find the money you need for your program or musical project?

Budgeting.

Have you ever wondered why you’re still duct-taping music stands to the front of old beater pianos while the maintenance guys drive around in new lawn mowers?  Have you ever wondered how the sports teams get all their equipment while you’re still gluing together old guitars and hoping for the best?  We all know there’s never enough money to cover everything so how do you get administrators to prioritize your program’s needs?

old broken digital pianos

Old, rundown and outdated equipment does not produce good educational outcomes.  Do you have the tools you need to communicate this to your administration?

Ask strategically.  Administrators work hard to spread out their thin budgets as best they can.  …but they don’t have extra money for vanity projects or (what they may perceive to be) unnecessary expenses.  As a music educator, you have to present your needs in a way that non-musicians can appreciate (even if the person you are requesting funds from is a musician).  Instead of asking for “a new piano” or a “piano lab,” try asking for “new equipment” or “digital learning tools.”  Computer labs can’t function without monitors and science labs can’t function without beakers.  …so explaining that your piano lab can’t function with 30-year-old “equipment” that no longer works will make a bigger impact.  You might even partner with your local piano dealer to document the current condition of your piano inventory and provide you with a report you can submit to “The Powers That Be.”  Also, remember that some administrators may subconsciously view musical instruments as “luxuries” and not as necessary learning tools for your classroom.  If you help them understand why the new piano (or piano lab) you are asking for is essential,  you’re more likely to win them over.  Your local piano dealer can also give you specific information on the proposed new equipment (like sales features, dimensions, pricing, etc.) so you can ask with confidence.  Here’s a great example:  We just sold 30 brand new Roland digital pianos to a local school district whose pianos were old and barely functional.  One of the ways we convinced the administration to make this purchase was by proving that doing so would actually SAVE the district $50,000 in tuning and maintenance expenses in the first year!  If you speak to your administration with a prepared, assertive, persistent, and well informed approach, you will be much more likely to succeed.

Fundraising.

interviewing a piano student

This school leveraged their relationship with the local press to conduct a playathon and generate sponsorships.

If your school doesn’t have room in the budget for your program needs, you may have to do some fund-raising on your own.  Don’t let this prospect scare you.  We have created a number of turnkey fundraising programs that can help!  We can provide all of the support you need to raise funds for your new equipment.  We’ve also assembled a list of potential funding sources that offer grant money to arts programs.  Especially if your project calls for technology (like a piano lab or digital piano), these sources can be a BIG help.

Of course, you can always rally the troops (parents!) and raise money your way!  Here are some fun programs I have seen work at other schools:

  • Host a Performathon – Have your students find family members, friends, etc. to sponsor them in various performances. This can be done in a public space or online.
  • Conduct a Concert – Invite past and present students to participate in a concert to raise funds. Charge admission, request sponsors, invite local celebrities, politicians, etc.
  • Have a Silent Auction – Ask parents and businesses to donate products and services to support the cause.

You might have ideas of your own, but these are at least a few things that can get you started!  …but – regardless of which program (or programs) you choose, we are always ready to help.  Contact us for information and support on your next piano fundraiser!

Courting.

piano donor

Cultivating a relationship with potential piano donors takes time, but it produces BIG results.

Finding someone who might be willing to donate to your program is easier than you might think.  Do you have a notable alumni?  Is there a business you work with on a regular basis?  Do some of your students have affluent parents?  Make a list of five people or organizations that could fully fund your project and come up with a personal, earnest and meaningful way to approach them about helping your department out!

This approach may take some time.  You’ll have to build a relationship, maybe share a few meals and gradually introduce your potential donor to the challenges you are facing in your program.  Take it slow, but be direct and honest with your candidate and you might build both a long-term supporter and a friend!

If you want to “do your homework” before you try any of these programs, you might pickup a book called Successful Fundraising for Arts and Cultural Organizations by Carolyn S. Friedman and Karen B. Hopkins.  Nobody knows more about building a financially healthy arts program than these two women and their book is a fascinating text on the process and the power of fundraising for the arts.  Of course, you’re always welcome to contact us and let us help you fill in any gaps we can.  We’ve worked with institutions all over the US to find and fund pianos (and related equipment).  We’re always here to help!

 

I’d like to finish up with a personal story. When I was in high school (way back when!!), our school chorus of over 70 voices was quite remarkable for a small southern town in North Carolina. Our young music director (just out of college) had a vision that we should tour Europe and perform concerts at every stop along the way. This was a huge dream of his, and he created a committee of parents to investigate whether this could somehow come to fruition. (I can’t stress how important it is to bring parents into your world – to see your vision.) He got the parental support, and then he got the Administration support. But, they would not fund it.  So, we raised money for almost a year so that each student would not have to pay for the trip. We created every imaginable fundraiser and we raised $65,000, which was a ton of money back then. We achieved the goal! We toured Europe for almost four weeks, going to six different countries – performing everywhere from the Heidelberg Castle in Germany to many churches and concert halls in Switzerland, Belgium, France, Holland and England. I was 15 years old, and it was one of the best experiences of my life!

A higher level of excellence in the music teaching classroom will reap extraordinary student outcomes and build memories your students will hold onto for the rest of their lives. They will cherish your hard work and your dedication to excellence and they will have developed valuable music skills in the process!   Isn’t that worth the effort?