Every student has a right to an excellent, intellectually honest musical education at every level. Instrumental music, specifically, is an important part of the basic curriculum in the elementary and secondary schools, as it provides a means of self-expression, an emotional outlet, and a means of communication that is unlike any other. Musical knowledge not only stimulates the mind and body, but it enhances other academic pursuits as well.
I view successful learning as students fully understanding a subject to the best of their ability, growing at an appropriate pace for them, and stimulating their own education through self-interest in music. In our band program, mastery will look not only like musical excellence through performance, but individual excellence in the way that students interact with each other, their family, and their community.
My overarching goal as a music educator is to have students who leave my band program (through their own choice at some point in 8 years or through graduation) be the best possible human beings they can be. Band is the medium I choose to use to achieve this goal. This will be achieved through musical excellence, pride in our performance as individuals and as a group, and constantly striving to be recognized as a superior organization through our members. In this vein, I wish to encourage competency on an individual’s instrument and as an ensemble with an eye on mastery. A perfect teaching situation would be 2-3 music educators, co-teaching an entire band program (5-12 grades) together as a team. I hope to, over time in the program, move from a teacher-centered approach to a more student-centered and collaborative approach to learning and rehearsing. Independence from direct instruction, especially in a concert solo & ensemble setting - which I believe should be the center of any performance-based band program - is the end goal. A high school wind ensemble rehearsal should be a collaborative effort, led by the director, but with every member contributing to the direction of the rehearsals and performance.
The skills and outcomes of my teaching, for the “perfect” student graduating my program after 8 years of membership, are the following. I strive for my students to leave the program, first and foremost, as the best possible persons and community members they can be. This is achieved mostly through a shared experience and direct stating of expectations through their time with us. I expect that students will be, at the very least, competent on their instruments. I hope for each student to strive to be part of the top ensemble, performing high level solos, and to hold a position of leadership in the band, but it is not expected of everyone. I hope that they graduate from the program as a life-long music maker (in some form), appreciator, and especially advocator. I want band to be such a formative experience for each student that, should they choose to have children some day, they believe said children should be a part of music wherever they are.
My classroom moves from a director-centered approach with the beginners towards a more student-centered, collaborative approach with the top bands. Performance will be the focus of each group; however, active listening, theory, history, and composition all play parts in the educational experience. No specific method will be solely utilized - I believe firmly in pulling bits and pieces from different methods to form a “what works for you” approach. This may change from year to year and include philosophies from (but not limited to): Music Learning Theory, Kodály, Dalcroze, Orff, and/or Suzuki.
I believe that, since music educators educate students for upwards of 8 years in many cases, we can achieve a deeper teacher-student relationship than other educators who only see these students for one year at a time. Due to this, we often take on the role of advisor or mentor to many of these students, especially if they have an interest in going into the field of music. It is our responsibility to encourage these students to the best of our abilities. I always interact with students in a professional, friendly way. My door is always open for students to come in and talk. I enjoy watching students grow, musically and personally, in their time with me. I believe music is for everyone and encourage any student who wishes to be in band to participate fully.
I assess student learning informally every day and formally often. I have found that playing quizzes and performance reflections are what work best for me currently. Concert attendance is taken to reinforce the importance of the performance, or summative assessment, to the family. I would like to explore a different approach to grading in the future - I am still undecided on what this may look like.
Each year, I attend professional development conferences to continue my growth as an educator. I want to continue to work to be the best music educator and band director I can be for my students and for myself. I would like to attain my DMA in Instrumental Conducting before my 40th birthday.
Written: Summer, 2020
Professor - Dr. Aaron Wacker, Capital University