The Instrumental Music Director's Guide to Comprehensive Program Development by Pagliaro Michael J.;

Author:Pagliaro, Michael J.;
Language: eng
Format: epub
Tags: undefined
Publisher: Rowman & Littlefield Publishers
Published: 2012-08-15T00:00:00+00:00

Chapter 12

Buying Instruments for School Use

Note: Some information from the previous chapters will be repeated in the buying sections for the convenience of the reader.

The Process: School districts have procedures outlined for the purchase of all supplies and equipment. Musical instruments and supplies can be purchased directly from a dealer with a school purchase order using school funds. Occasionally, parents’ and local citizens’ largesse will result in contributions of instruments or money to a program.

Some districts require purchases be open to the bidding process for which the district will have a format to follow. This process allows any qualified dealer to bid with the intention of the school achieving the lowest price. There can, however, be unintended consequences to this process: The lowest price is not always accompanied by reliability and a professional support system. Promises are not always kept.

In any case, it is the teacher’s responsibility to oversee every detail of the process. Among the issues to be considered are researching the specifications of the instruments or equipment to be purchased, implementing the buying process in a manner that will result in the best possible results monetarily and in the quality of products purchased, insuring that the supplier will serve the needs of the program, and having a support system to back up those products. This is no easy task.

Buying Instruments: Shopping for a school musical-instrument program usually involves buying string, woodwind, brass, and percussion instruments in large quantities. It is therefore necessary for the buyer to establish an instrument-evaluation procedure that will be general enough to cover those attributes that are common to all instruments, accompanied by a more specific agenda that will apply to the unique characteristics of each instrument. The process should consist of the following steps:

Determine the program’s needs based on the curriculum, number of students, instrumentation, inventory on hand, replacements needed, and desired increase in the inventory. Make it a wish list that will then be adjusted as the budget is brought into play.

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