Are you interested in supplementing your income as a performer?
Curious about what it would be like to do daytime gigs in schools?
Well, here’s exactly how a typical day went for me just before the COVID shutdown . . .
(And how much I earned in the process.)
As mentioned elsewhere, I literally stumbled into school performing back in 1995, and I now find it to be among the most satisfying things I do as a musician.
On a good day – which most of them truly are – the teachers value what I do, the kids eat it up, and real learning occurs.
(I learn things too.)
I’m also able to make a solid middle-class living doing this.
So, here’s how an average Tuesday went.
The Night Before
I needed to be out of the house by 6:15am on Tuesday, so Monday night was the time to make food for the day, set up the coffee, lay out my clothes, gather all the instruments I’ll need for the gigs, grab my confirmations, make sure I have good addresses for the schools, etc.
The Day Of
Tuesday 5:30am The alarm went off. Yikes. I don’t always need to get up so early, but in this case my morning gig was 3.5 hours from home. (Smarter people might consider going the night before.)
I purposely scheduled the show for 10:30am (as opposed to 8:45am) so I could wake up at home and still have time to get there and set up.
6:10am In the car and on my way to the first school. I love this drive time, alone with my thoughts, podcasts, music, breakfast, coffee, and any work I need to be thinking about. On this particular drive, I learned some lyrics, listened to rehearsal recordings for some summertime festival gigs I’d be doing, put together a game plan for an unusual concert I’ll be doing in the coming days, and then got caught up with the news and various podcasts I listen to.
9:40am Arrived at School #1, safe and sound. This is a school I’ve been coming to for years, and a really special relationship has developed with the students. They’re super happy to see me again (and vice versa), they remember stuff from the last time I was there (even if it was 18 months ago!), and it’s just a great time. There’s also something really magical about kids in small-town school districts like this one – they just seem more like the kids of “old” in terms of their innocence and willingness to try anything you might ask them to do.
So, I checked email in the car, then went into the school at about 10am to set up for a small concert on Colonial America for just the fourth grade, who happen to be learning about the 13 colonies this year – maybe 65 students in a cozy music room in the back of the building. Great fun. I LOVE working with small groups and single grade levels (dialed right into their curriculum, no PA system, lots of individual attention and interaction). It doesn’t always happen this way, but when it does, I’m always grateful.
10:30am The show begins. It’s 45 minutes long, which is just about perfect for a group of 4th graders. An hour can work too, as long as you keep them REALLY engaged. I started with a fun song that tells a great story and involves an instrument the kids can’t get enough of (jaw harp), then I delivered some educational content about Colonial times, quizzed them a bit to see how much (if anything) they’ve already learned (which informs how I will approach the rest of the program), then taught them a song in Dutch. From there, we talked about slavery and I taught them to “hambone,” we looked at the banjo as an African instrument, I demo’d it, hit them with a song I wrote about the 24 colonial trades with lots of humor and built-in guessing games, invited six of them up on stage with me to play some Iroquois rattles as we sang and discussed the effects of colonization on the Native Americans, and then we finished with a colonial dance song into which I inserted the names of their teachers.
A great time was had by all!
Now, I suppose I could have come in and just played music and “lectured” on Colonial America, but there’s a high likelihood I wouldn’t be invited back if I did that. It also wouldn’t have been as much fun, and the kids wouldn’t have learned nearly as much. We all learn best when we’re having fun, and when we’re actively involved. So, it’s all about keeping them engaged in the presentation.
Earnings from School #1: $750 ($400 for the show + $50/hour round-trip travel time/expense)
11:30am Back in the car and on my way to School #2, a drive of just under an hour through some beautiful countryside. This was a school that is also a 3.5 hour drive from home, so it was nice to schedule a visit when I was already going to be out in the general neighborhood – I was able to offer them a nice discount that way too. Ate lunch in the car, listened to music, arrived at the second school around 12:20 or so, checked and responded to emails again on my phone, then headed into the school for two afternoon concerts.
Once again, I got to be with small groups of ~60 students per concert (sometimes it’s 300), doing one program for 2nd grade and one for 4th grade (sometimes it’s one big show for Kindergarten-8th grade!), in the school library (sometimes it’s in a big loud boomy gym), no PA (I frequently need to set up and run sound for these shows), and topically dialed right into the school curriculum (a concert on neighborhoods and communities for second grade, and Erie Canal songs for 4th grade). This too is a school I’ve been to multiple times in the past, but not as consistently as the first school – so, some of the teachers know me, but I was a new face to the students.
1:15pm The “Songs from our Communities” concert for 2nd grade kicked off with an “icebreaker” song having nothing to do with the topic but everything to do with getting the kids singing, responding to me on cue, and generally having fun. From there, I told them what the show was going to be about, defined a few terms we’d be using, busted out that contagious jaw harp again and asked them to listen for clues in the next song (is it from a “rural” or “urban” community?). Next, I told them a relatable, funny story, sang a call-and-response song with funny lyrics, did a quiet singalong with hand motions (hand motions make any song more fun for younger students), invited students up to play some rattles, and finished with another fun song.
Oh, and in between all the music, we were reinforcing simple ideas about communities, such as that they change over time, they’re filled with different people who have different wants and needs, and they require basic responsibilities from their members.
The kids had a blast, and might have even learned something! Smiles on teachers’ faces always really make my day too, as they love nothing more than to see their students engaged in the learning and having fun.
2pm The third and final show of the day. I won’t bore you with all the details of this one, but suffice it to say that 4th graders across New York State learn about the history of the region, and the Erie Canal is a significant story here. This show has been very popular because, again, it ties directly into what the schools are already teaching. I bring lots of great songs, historical information, and old and unusual instruments (bones, spoons, washboard, etc), and try my best to strike a great balance of fun, participation, and authentic learning.
One thing I SHOULD point out about this particular show is that the students had not learned anything about the canal yet. These shows often get scheduled months ahead of time, with teachers taking their best guess as to what time of year they will be immersed in a given topic. This is really handy information to know, since I designed the show to complement what the students typically learn in class rather than to teach the subject from scratch. So, a quick question to the teachers ahead of time got me the information I needed, and I adjusted as best I could to make the show more of an “intro” to the topic.
This happens all the time – just something to be aware of.
So, this show was also a blast. It’s rare that every single show in a given day is a “home run” – I do anywhere from one to four concerts a day when I work in schools, and it’s fairly typical that one of them will feel a bit less effective than the rest for whatever combination of reasons. But this was a great day all the way around.
Earnings from School #2: $800 (a discount off the regular price of $950 if I were coming from home)
3:05pm Back in the car. I was pretty fried, but really happy with how the day went. Listened to news, checked in at home, responded to emails (at the rest stop, of course), and just vegged out to some music.
6:30pm Back in my driveway where it all began, and home for dinner.
Totals Stats and Earnings for the Day: 494 miles driven, two meals eaten in the car, 185 students and 15-20 teachers seen, two school buildings, three shows, 12.5 hours away from home, two hours and ten minutes “on stage,” $1550 earned.
Want to Do Daytime Gigs in Schools?
I recorded a two-hour webinar covering the whole gamut of school performing, from choosing a theme and designing a show to working with different age groups, pricing your shows, marketing to schools, booking procedures, and more. A replay video is available for purchase right here.
About The Blog
Since leaving a white-collar marketing job in 1992, Dave Ruch has been educating and entertaining full-time in schools, historical societies and museums, folk music and concert venues, libraries, and online via distance learning programs.
Along the way, he’s learned a great deal about supporting a family of four as a musician.
The Educate and Entertain blog provides articles, tips, encouragements, and how-to’s for regional performers (in any region) interested in making a great full-time living in the arts.