Instructions for the Facilitator: First, ensure that you’ve not chosen any foods that are likely to trigger allergies from the MCs and other participants. The Member Educator entertains a motion to place a food item into the mixing bowl. During discussion, amendments should be added to modify the motion based on the language. Example motions may include “Placing the cereal in the bowl rather than the whole box”, etc. Continue the motion and amendment process until there are 2 different bowls of trail-mix with varying amounts of each ingredient. Be mindful of the amount of time spent in the activity (it can quickly be derailed if there isn’t a timer and guidance in the discussion from the Active members).

Instructions for the Facilitator: Kahoot! is an online assessment tool in which the users show content knowledge through the technology of their choice. It is a competitive quiz format in which users answer multiple choice questions against one another for points. For more information, go to http://www.getkahoot. com. Review the Kahoot! and test the technology prior to starting with the class. Ensure you know which answers are correct and why!

Instructions for the Facilitator:
-Provide each MC with a copy of “Section 4: ”Meetings” of Article I of the National Constitution.
-Assign each MC (or pair or small group) a section about Meetings (3.401-3.405)
-Instruct MCs to review their assigned section.
-Ask MCs to share what they’ve learned about the section with the rest of the class.

Instructions for Facilitator: After reviewing Robert’s Rules of Order, the Membership Educator will present a mock mini constitution to the Candidates. The MCs will use Robert’s Rules of Order to revise the mock mini constitution. Revisions may include updating times, event name, songs, etc.
Sample Mini Constitution
1.1 The event shall be known as the Chapter Fun Time event.
1.2 The event shall be held every weekend during the Fall and Spring Semesters.
1.3 Lunch should be held between 9:00 AM and 9:05 AM.
1.4 “The Climb” by Miley Cyrus should be played in full 8 times before you can be dismissed from the event.
1.5 Active Members should bring at least one food item for a potluck each time the event is held.

Instructions for the Facilitator: Direct the class through the National Website showing them where they can find the different values of the sorority under the “About The Sorority” tab. Review and discuss the Mission Statement.

Instructions for Facilitator: After reviewing the learning materials, have the Candidates stand in a circle facing the center. The facilitator will begin by passing the beach ball to someone within the circle. The beach ball will be divided into sections for each of the topics taught in Module 1, Lesson 1. (i.e. official motto, colors, etc…) The Candidates will take turns passing it to someone in the circle. When someone catches the ball, whatever their left Index Finger is touching is the question they will answer. Continue to pass the ball until all questions and all Candidates have had a turn.

Instructions for the Facilitator: Share the definition of an Overture: “a musical composition, usually brief, that is generally played as an introduction to a larger musical piece” with the MCs. Ask the MCs to compare this musical definition with the purpose of an Overture Preamble and the Tau Beta Sigma Preamble (both are introductions to a larger body of work and set the tone and themes).

Instructions for the Facilitator: Ask the MC class the following question and lead a discussion – What similarities can be drawn between the Preamble of the United States Constitution and the Tau Beta Sigma Preamble?

We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

Instructions for the Facilitator: Encourage MCs to reach out to your Director of Bands to ask them to present some of the band’s accomplishments throughout the band’s history. From the talk, the MCs can create a poster to be hung in the music building to promote the band’s accomplishments.

Instructions for the Facilitator: Coordinate a time with MCs to practice together for 30 minutes. This may be ensemble music, chamber music, whatever the class sees fit. Depending on the size of the class, the Facilitator may need to reserve a room in their music building. Color Guard members are encouraged to practice their routines together in a similar fashion.

Instructions for the Facilitator: Assign the MCs to either individually or collectively research a past Women in Music Speaker that the chapter held an event for. The MCs should report on their professional title, their education history, and any notable performances/research that the Speaker took part in.  

Instructions for the Facilitator: Work with the MC class to prepare for/host a (mock) Women in Music Speaker event! Through class discussion, fill in the “Ws”:
■ WHO will the Woman in Music be? (what is her relationship to the band/ school/community?)
■ WHO is the target audience? (Marching Band, Music Department, College of Fine Arts, open to the community, etc.)
■ WHEN will the event take place? (consider band schedule, other planned events)
■ WHERE will the event take place? (how are rooms reserved on campus?)
■ WHAT ELSE is needed to be successful? (cost, technology needs, advertising, etc.)
■ WHY is this event important in regard to the Sorority’s values?

Instructions for the Facilitator: Instruct the MCs to review the requirements for the For Greater Bands Award and reflect on how qualifications for this award tie to the Second Purpose.

Instructions for the Facilitator: Review the list of notable Notable Members for the national organization. Divide the class into small groups or pairs, assign an Honorary member to research for their contributions to the band world.

Instructions for the Facilitator: Instruct the MCs to rewrite the First Purpose so that it maintains the same meaning and honors that which they find important in Tau Beta Sigma.

Instructions for the Facilitator: Instruct the MCs to create a video that promotes the band program accomplishments during the year. Share this video with your District.

Instructions for the Facilitator: Provide the following prompt and questions to the MCs then lead a group discussion. Prompt: Our founding members required leadership to see their idea of a band sorority through to the existence of Tau Beta Sigma. How is their leadership shown in their actions and sacrifices while founding the sorority? How do these skills transfer to the success of Tau Beta Sigma today?

Instructions for the Facilitator: Encourage MCs to create a social media post or take a picture while portraying the Fourth Purpose. Have them be creative and tag the Chapter or VPM on social media.

Instructions for the Facilitator: During this activity you will lead the class through the National Website, showing them where they can find program guides through the resources tab. The purpose is for the class to learn where to find information to conduct programs that the national organization has deemed “worthwhile projects”. Note: The expectation is not that each program is gone into depth during this time, as that will be completed over time.

Instructions for the Facilitator: In small groups, have the MCs restate the meaning of the Third Purpose by defining words or phrases within the Purpose:

Leadership
Active Participation
Conduct
Thought
Idealism
Responsible Membership

Each term may be assigned to a group. This may also be an opportunity for Active Sisters to participate and facilitate the group discussions. After defining the terms, groups should discuss the following questions:
How would you illustrate that word or phrase to someone who isn’t familiar with it?
What is the role of that word or phrase in a band program? How does this concept connect to our experiences in band?

Bring all the groups together and ask for a representative from each group to share the definition and examples of how that quality is seen in the band. To the remainder of the group ask the following questions:
Does anyone have anything to add to that definition?
Does anyone have anything to add to those examples?
What does this purpose look like in action?
How would we explain this purpose to someone who is not in a band?

Instructions for the Facilitator: Ask MCs (and participating Actives) to bring a recording of their favorite piece of band music and explain why it is important/special to them. If possible, create a playlist of these pieces for all to listen.

♫ Depending on the class size, make the listening portion an at home activity, or only listen to a brief excerpt of each song.

Instructions for the Facilitator: Share with the MC class projects the Chapter participates in that personify “the performance of good music [or] selection of worthwhile projects.” Ask the MCs to suggest potential worthwhile projects that they can complete during the MEP and/or with the Active Chapter.

Instructions for the Facilitator: Separate the MCs into small groups and have them restate the meaning of the Fourth Purpose by defining words or phrases within the Purpose:

Close relationship between collegiate bands
High average of attainment
Good music
Worthwhile projects

Each term may be assigned to a group. This may also be an opportunity for Active Sisters to participate and facilitate the group discussions. After defining the terms, groups should discuss the following questions:

How would you illustrate that word or phrase to someone who isn’t familiar with it?
What is the role of that word or phrase in a band program? How does this concept connect to our experiences in band?

Bring all the groups together and ask for a representative from each group to share the definition and examples of how that quality is seen in the band. To the remainder of the group ask the following questions:

Does anyone have anything to add to that definition?
Does anyone have anything to add to those examples?
What does this Purpose look like in action?
How would we explain this purpose to someone who is not in a band?

Instructions for the Facilitator: Ask MCs to each meet with an Active Sister to discuss the Fourth Purpose and what it means to them.

♫ If in a chapter with Bigs and Littles, that pairing is encouraged for this discussion.

Instructions for the Facilitator: Have the MCs write a one-page letter to one of the people or Chapters from the History of the Sorority’s founding between 1939 to 1946. Have the MCs include what they learned, what their personal feelings are about the events that took place, and at least 1 question they have for that person/Chapter (options include: Wava Banes, Emily SoRelle, Ruth La Nell Williams, D.O. Wiley, A. Frank Martin, Alpha Chapter Members, Beta Chapter Members).

Instructions for the Facilitator: On 3 large poster papers write the following
1) Qualities of Successful Leaders,
2) Qualities of Unsuccessful Leaders,
3) Leadership in Band: What does that look like?

MCs will travel in groups to each poster and discuss their thoughts on the poster and add new comments. After the MCs have had time at each poster paper, lead a discussion about the comments on each poster.

Instructions for the Facilitator: Write “What is leadership?” on the board and ask MCs to describe leadership in a word. Each word is written on the board and connected to the question using a line. Following the addition of all words, the Facilitator leads a discussion with the MCs to present their ideas and explain why they described leadership in that way.

Instructions for the Facilitator: Ask MCs to each meet with an Active Sister to discuss the Third Purpose and what it means to them.
*If in a Chapter with Bigs and Littles, that pairing is encouraged for this discussion.

Instructions for the Facilitator: Have the MCs watch a video or read an article about leadership, either individually at home, or as a group in class. After the video, ask each MC to share their takeaways from the video and list examples from personal experience that reflect the message in the video. This can be done as a reflective writing, or as a class discussion. Suggestions include:

■ Colin Powell’s Essence of Leadership
(https://youtu.be/ocSw1m30UBI)
■ Shonda Rhimes’ My Year of Saying Yes to Everything
(https://youtu.be/gmj-azFbpkA?si=y5Pu7XECMI9NxszM)
■ Duane Huff’s Band Leadership Series
(https://bandleadership.wordpress.com/author/rduanehuff/)
■ Sheryl Sandberg: Why We Have Too Few Women Leaders
(https://youtu.be/18uDutylDa4?si=EG1GDk95WA4Bmvk4)
■ Dr. Brene Brown’s The Power of Vulnerability
(https://www.youtube.com/watch?v=iCvmsMzlF7o)
■ Life’s Work: An Interview with Janelle Monáe
(https://hbr.org/2020/09/lifes-work-an-interview-with-janelle-monae)

Instructions for the Facilitator: Review the national website page Programs and Initiatives and have the MCs answer the worksheet questions (either aloud as a class or individually completing the worksheets).

Instructions for the Facilitator: Work with the MC class to prepare for/run a (mock) Crescendo or Coda activity. Through class discussion, fill in the “Ws”:
■ WHAT program is being fulfilled? (Crescendo, Coda)
■ WHAT will the activities be? (drum circle, concert, instrument petting zoo, etc.)
■ WHO is the community partner? (Nursing Home recreation officer, Girl Scouts Troop Leader, etc.)
■ WHO will participate? (full Chapter, MC class only, open to the band)
■ WHEN will the event take place? (consider band schedule, other planned events)
■ WHERE will the event take place? (Will travel be involved? How do we organized transportation?)
■ WHAT ELSE is needed to be successful? (cost, technology needs, advertising, etc.)
■ WHY is this event important in regard to the Sorority’s values? (references to purposes, mission statement, or ideals learned so far)

*If the MCs feel comfortable, have them present their mock event to the Chapter

Instructions for the Facilitator: Write “What is leadership?” on the board and ask MCs to describe leadership in a word. Each word is written on the board and connected to the question using a line. Following the addition of all words, the Facilitator leads a discussion with the MCs to present their ideas and explain why they described leadership in that way.

Instructions for the Facilitator: Select a short reading for the MCs to read individually or as a group. After reading, discuss how the reading connects to the message in the Third Purpose.

The below poems are given as suggestions, but other applicable readings may be used.

Persistence

The force that is going to carry you to your goal,
Is coiled up inside of you, in your energy, your pluck, your grit,
Your originality, your character, and your possession of a strong,
Persistent, tenacious purpose.
Whatever you do in life, keep in an ambition-arousing atmosphere.
Keep close to those who are dead in earnest,
Who are anxious to do something in the world.
You will catch the spirit of your environment.
– Orison Swett Marden

Stand and Fight

What softly stirs your precious heart to breathe
Shakes your very existence
Listens to those winds that sing, you see
Brings blessings to you
In abundance
Does it echo in the words of every woman or man
Like pearls dropped in golden light
Give you wings of desire to swiftly fly to lands
Alter your own purpose
Stand and fight
Can it unbind your soul, bring you peaceful sleep
While your heart plays in the sun
Does it gently replace the dreams you keep
Even when they have been shattered
By everyone
If nothing stirs your precious heart to breathe
Shakes your very existence
Keep listening to those winds that sing, you see
Those blessing will come to you
With persistence
– Neva Flores Varga

A Little Hope Always

i saw a beautiful red rose that sat in a field of wilted weeds
and as time went on
and the weeds grew more and more plentiful
the rose remained the same
just as cheery and red as before
and i was brought to the realization
that it’s possible for a something so beautiful to be surrounded by
such insignificance
something with so much life
can exist in the middle of emptiness
although it may seem like everything is dead,
there’s always a little hope
Always
-Arun Ajmera

Instructions for the Facilitator: Encourage MCs to practice singing the District Song(s). The Active Chapter is encouraged to participate in the practice.

Instructions for the Facilitator: Review the most recent District publication or website with the class. Have the class discuss the articles (or forms) that stand out to each MC.

Instructions for the Facilitator: Have the MCs send an additional email with the same instructions as above to a District Officer from a different District!

Reference to Previous Instructions:

“Instructions for the Facilitator: Have each MC write an email to a member of the District Council introducing themselves, describing the Membership Education Process, and sharing an encouraging message for the District Officer’s work for the organization. MCs are encouraged to research the Officer they are emailing. Have the MC copy the Chapter VPM on the email. Bonus: Invite the Officer to join a video chat with the Chapter at a later date.

*If MCs have already met or know any of the District Officers, encourage them to reach out to someone they do not know!”

Instructions for the Facilitator: Have each MC write an email to a member of the District Council introducing themselves, describing the Membership Education Process, and sharing an encouraging message for the District Officer’s work for the organization. MCs are encouraged to research the Officer they are emailing. Have the MC copy the Chapter VPM on the email.

Bonus: Invite the Officer to join a video chat with the Chapter at a later date.

*If MCs have already met or know any of the District Officers, encourage them to reach out to someone they do not know!

Instructions for the Facilitator: Assign each MC or pair of MCs a District Officer to research. Afterward, ask MCs to share that Officer’s biography with the class. Ensure that all Officers are researched by the class.

Instructions for the Facilitator: Review the District Convention website (either the current or prior year) with the class, specifically exploring for speakers, workshops, and pages focused on the business of Convention. Have a Sister who has attended a District Convention in the past speak from experience about the importance of attending the event.

Instructions for the Facilitator: Encourage MCs to research the different institutional types of the chapters in your district.

A full list of Active chapters, and their school’s designation can be found in Appendix A, which will show the population of HBCUs with Active chapters in the Sorority.

• Ask your MCs to identify and research the following:
• Which chapters are at HBCUs (Historically Black Colleges and Universities)?
• Which chapters are at MSIs(Minority Serving Institutions)/HSIs (Hispanic Serving Institutions)?
• Which chapters are at flagship institutions?
• Your Candidates should also understand the purpose behind that type of institution.

Instructions for the Facilitator: Introduce the class to the Active Chapters within the District and encourage them to memorize the Chapter designation and school of the number of Chapters specified (List of Chapters found in the Chapter Directory).
• Midwest: All Chapters
• North Central: 12-15 Chapters
• Northeast: 12-15 Chapters
• Southeast: 12-15 Chapters
• Southwest: 12-15 Chapters
• Western: All Chapters

Instructions for the Facilitator: Have the class create an acronym to help themselves remember the states of the District. Ask the MCs to share the mnemonic with other Chapters using the Chapter social media.

Instructions for the Facilitator: Prior to the discussion of each office position, have the MCs make a mock bingo card and fill in the spaces with qualities they believe are important for success in a Chapter office position. Throughout the conversation, MCs should mark off the qualities heard from the Chapter Officers. At the end of the conversation, MCs will present their Bingo cards and the MC with the best card coverage (full coverage or number of Bingos) wins.

Instructions for the Facilitator: Have the MCs complete the Chapter Officer Interest Worksheet.

The worksheet should contain the following prompts:
-The position I am interested in is…
-The position interests me because…
-What chapter or district committee can I join to learn more about the position….
-I believe I would be a good fit for this position because…
-An area I need to improve upon to be successful in the position is…
-If I were elected/selected for this position today, my primary goal would be…

Instructions for the Facilitator: Separate the MCs into small groups/pairs to meet with each Chapter Officer (in a “speed dating” format). Encourage the MCs to ask questions about the officer’s responsibilities, most enjoyable and most challenging tasks, approximate time commitment each week, etc. to learn more about being in the role.

Instructions for the Facilitator: Have the MCs work together to create a list of questions for the Sponsor/Director of Bands about their history with the band and Chapter, their role in supporting the Chapter, as well as their goals for the future. If the Sponsor/DOB is present during the current or a future meeting, have the MCs take turns asking the questions. If they are not available, the questions can be presented to the Active Chapter and the Sisters will challenge themselves on their knowledge!

Instructions for the Facilitator: Encourage MCs to practice singing the Chapter Song(s). The Active Chapter is encouraged to participate in the practice.

Instructions for the Facilitator: Have the MCs as a class or in small groups (with the VPS(P) and/or members of the Service Committee facilitating each group), brainstorm new service project ideas directed toward the band. Have each
group develop an action plan proposal answering the following questions:
■ WHAT is the goal of the project?
■ HOW will it help the band?
■ WHEN should the project take place?
■ HOW MANY individuals need to be involved?
■ WHAT materials are needed?
■ HOW will we know the project is successful?

Instructions for the Facilitator: Challenge the MCs to create an advertisement for the campus/community to learn more about the Chapter in 50 words or less. Have them write the ad and then post the results on the wall. Ask all MCs to review one another’s work and then lead a discussion to answer the following questions:
■ Which ad best communicates what Tau Beta Sigma stands for?
■ Were there any surprises?
■ What is missing?
■ Would the ads attract you to join the Sorority?
■ How can the ideas expressed in the ads be communicated in an effective way?

Instructions for the Facilitator: Have the MCs identify which Ideals (Purposes, Essential Factors, Qualities, Ritualistic teachings) are being fulfilled through the Chapter’s participation in specific band service and campus/community
activities.

Instructions for the Facilitator: Assign each MC (or paired MCs) another Chapter in the District to send an email or Facebook Message to learn about the Chapter’s band service projects this year. Share the message responses with all MCs in the next class session.

Instructions for the Facilitator: Have the class create a timeline from the Chapter’s founding to today that includes at least three notable events that occurred. Lead a discussion with the MCs about the impact those events have had on how your Chapter operates today. If the MCs feel comfortable, have them present the timeline to the Active Membership at a Chapter Meeting.

Instructions for the Facilitator: If your Chapter is in possession of a copy of its petitioning documents, have the class review them and discuss the brief bios from the founding members. Have each MC write an email to a founding member introducing themselves and describing the MEP. Have MCs copy the Chapter VPM on the email.

Bonus: If comfortable, ask the MCs to invite the founding member to join a video chat with the Chapter at a later date.

NOTE: To access the Tau Beta Sigma Petitioning Document Repository visit https://www.tbsigma.org/petitioning-documents/ and enter the TBSigma Password to find your chapter petitioning documents.

Instructions for the Facilitator: Have the MCs review the band program’s history and select an interesting aspect, then write an article for the student newspaper.

Instructions for the Facilitator: Have the MCs sit in a circle with a piece of paper and writing utensil (have them write their name at the top of the paper). Everyone will write one sentence that begins to tell the history of the Sorority’s founding between 1939 to 1946 in their own words. After 30 seconds, have them pass the paper to their left. They will then write the second sentence to continue the story of their peer’s story, after 30 seconds they will pass it again and repeat. (repeat up to 8 times) The original MC gets to keep the history that they started.