Coloring inside the lines

The Dutton/Brady school presented their first concert of the year on Tuesday. We perform once in the morning for the rest of the school body and once in the evening for the parents and community. The morning performance is generally considered to be a dress rehearsal with an audience, and errors are common as students overcome their nerves. When the Junior High band played, suffice to say that there was an abundance of nerves to go around.

Fast forward to the rehearsal just after lunch, where the students without question wanted to work on their music one last time before the evening performance. It was here that I began to make an analogy for the students. I related music to visual art. They are both creative, they can both be beautiful, and they both take a certain amount of skill. However, while a drawing or a painting can last a lifetime, music only lasts for the moment. This is what makes music so interesting and requires everyone to be in the moment while they are performing.

Having laid the foundation, I then asked the students to describe the differences between a junior-high-level performance and a professional-level performance. After shooting down the first couple of answers like "it sounds good," or "they are better," which I responded to by saying, "That tells me nothing, please give me a more specific answer," one of the students suggested that they play all of the right notes at the right time. Ding-ding-ding! But that's not all that music is about - there is much more to it than just playing the right notes and rhythms. I had the idea that playing the right notes and rhythms is very much like coloring inside the lines on a drawing. It takes some skill, and mistakes are more obvious, but there is more to art than just coloring inside the lines. Throughout the rest of the rehearsal, it was easy for me to distinguish the basic concepts of pitch and rhythmic accuracy by saying, for example, "Trumpets, you were coloring outside the lines on that one. Let's fix your rhythm." Any time it was a simple error of accuracy, I addressed it as such. But when it came to ideas of expression and interpretation - e.g., shaping a phrase - there was a sense of actually creating art, rather than simply staying inside the lines.

Behavior Expectations

I'm writing down a thought about student behaviors in the classroom. While it may seem a little bit pessimistic to some optimists out there, I think that students are guaranteed to misbehave. Anyone who walks into a classroom expecting the students to be fully capable of good behavior is unaware of reality. The problem is, when teachers expect perfect behavior and students begin to misbehave, it affects the emotional stability (and sanity) of the teacher. "What could have gone wrong?" "What did I do to allow or create such behavior?" It really drains you. I know because I used to have those high expectations for all of my students. It really upset me when a student would misbehave and then not even care about it. After years of teaching, I realized that this emotional rollercoaster was avoidable, and that my "high" expectations were actually "unacheivably high" expectations. When I come to the conclusion that students misbehaving was a regular thing, it wasn't so draining anymore.

The second thing is this: students are children/adolescents, and they are going to act that way. There is such a thing as requiring too much of them. There is such a thing as being a behavior-Nazi. So Bobby is whispering to Joey and they're giggling about something. Is it really necessary to break it up? Are you going to address every single misbehavior? Not a chance, not in the long run. There are some things that my students do that irritate me, but that doesn't give me the right to require them to stop. In my opinion, the students are allowed to have a little fun now and then. I don't necessarily have to approve of it, but as long as it's not going to hurt somebody, sometimes it's okay to let it happen. It is hard letting go of control. I want every student to be quiet and pay attention every time I speak. I want them to say please and thank you. I want them to say nice things to each other all the time. But the truth of the matter is, sometimes I catch myself holding my students to higher standards than I even hold myself. Pay attention for a whole hour? I have trouble doing that in church. Raise my hand every time to interrupt? Sometimes I just need to interrupt someone else's conversation. This year, I'm letting go of some control and realizing that kids don't always behave like they should. I didn't, and somehow I survived (and even turned into a teacher!).

Spectrum of Repertoire

Just a quick post during my morning prep period:

There are two polar opposites when it comes to selecting repertoire for use in band, general music, and choir. One end of the spectrum says that music teachers should always include new music. There are so many pieces of high-quality music out there, and the only way to experience even a fraction of them is to make sure to choose new pieces every year. In other words, a teacher should never use the same piece of music twice in their entire teaching career.

The other end of the spectrum says that music teachers should find a set of music that can be rotated every two to four years and stick to teaching that music. It's easier for the teachers because they don't have to continue learning new songs, and it's better for the students because the teachers will really know each song inside and out and what to expect while teaching it. If the music is of the highest quality, there is no harm done in sticking to the tried-and-true pieces.

In practice, I would assume that nearly all teachers fall somewhere between the two extremes. Newer teachers probably choose more new music each year as they try to find songs that work best for them and their students. More experienced teachers probably repeat songs that they know to be effective in both challenging their students and giving them the feeling of success.

Teaching Students To Practice

The bell is about to ring, and it's time for the students to put away their instruments. You look around the room and observe the various routines of individual students. One has already begun taking her instrument apart, another is playing through one of the songs from earlier in the year. Most of these instruments will be shut in their cases and will not see the light of day until the next rehearsal. Some students are taking their instruments home, but you wonder what exactly they plan on doing with them. Maybe they have a great time squawking on their mouthpiece to annoy a sibling, or perhaps they are trying to learn a song that they heard on the radio. How many of these students are actually going to sit down in a quiet room with a mirror, care for their instrument, take at least fifteen minutes to warm up, and spend time working on the repertoire that they are learning in class? You sigh as you admit to yourself, probably none of them.

Most band students do not have good practicing habits, and that is a fact. Most of the time, I am just happy to hear a student say that they are taking their instrument home this weekend. In a perfect world, all of my students would understand the need for dedication, the time committment that is required to be a part of the band. They would all know how important it is to practice the basics, and to practice every day for at least thirty minutes. At the very least, they would take their instruments home to learn their band music. So how do we get there from here? Without a private teacher for every student, it is difficult - but not impossible.

One misconception that I had as a beginning teacher was that my band students would figure out how to practice all on their own. I covered the basics during the first few weeks, things like "take your instrument home," and "play long tones first," and "slow down difficult passages." Now, I think that practice techniques should be taught all year long. As a beginning teacher, I also underestimated the amount of time and effort that it takes to create specific practice assignments on a regular basis. Not only are the students at different ability levels, but they also play different instruments and different music! To put it simply, teaching students how to practice is difficult!

So here are my ideas on making it a little more manageable:

1) Learn to play all of the instruments. This is beneficial in so many ways. Learn the All-State audition pieces for each instrument. It lets you discover the intricacy of each instrument. You will understand the differences in each instrument and how they should be practiced.

2) Teach practice techniques regularly. Use them during rehearsal. Have the students speak the rhythms, use fingers only, use an air stream, slur everything, tongue everything, play only the dynamics, isolate tricky spots, and all of the other techniques that professional musicians use on a regular basis.

3) Teach the fundamentals of playing as part of the warm-up, and don't skip the boring ones. Practice breathing, practice on the mouthpiece, practice articulations and releases, practice range, practice dynamics, practice scales. Emphasize the importance of spending time on these things, and separate them from learning the repertoire. Make them understand, "This is the warm-up. This is where you learn your fundamentals."

4) Require the students to practice. Whether you use a check list, individual assignments, or even a set amount of time each week, the students need to know that they have a responsibility to practice outside of the classroom.

5) Identify both long term and immediate goals. The goal of practicing is never just to make it to the end of the song. The goal of practicing is to make the music sound like what you think it should sound like. Identify immediate goals such as learning a new fingering or a new rhythm, playing with specific articulations and dynamics, or learning to play a specific passage without errors.

This coming year, I want my students to practice better. Maybe I will use a practice journal, where they will write down their goals at the beginning of the week with my help. Maybe I will have individual students come in after school for temporary private lessons. I know that I will focus more on the warm up period, where all of the fundamentals are honed in. One thing is certain: learning to play an instrument takes time, and time is a valuable resource. Learning to practice means making practice time more efficient.

Is it summer yet?

I just finished Music Festival weekend, so I should feel a whole load off of my chest, right? Then why do I feel like things are even more difficult? Why is it harder for me to plan my lessons and pick music? Why am I thinking about packing up and shipping out?

Do I really want to be a music teacher?

Why did I choose this job in the first place?

I want to be a good music teacher. I want to have a successful classroom, where students enjoy coming, where they focus on making music. I want to have a successful program, where the band and the choir are filled out with students who know what they are doing. I want a curriculum where the students learn what's important about music, where all students are successful.

Do I really want to be a music teacher? Well, what else could I be? I have devoted nine years to the profession. It's not like I can make very much money being a performer, not that I would want that type of lifestyle in the first place. I don't think that any other job is free from stress, at least none that would help me provide for a family. It's not that I mind teaching music, it's just that I don't like feeling like a failure. I don't like free days, or musical chairs, and I don't like my students to think that music is boring. I need a curriculum. I need to be able to plan lessons. I need to see the big picture at all times, and then focus on the little details. And that's not even going into the social aspect.

Why do some of my students torment me? It bothers me so when any student struggles, but it bothers me more when they take an attitude with me or one another. I'm always asking myself what I should have done or what I should do in any tough situation. Why does it have to be so complicated? Why do they act the way that they do? And is it my responsibility to teach them how to act?

I chose this job because I like music and because I like teaching. I think that I am good at both. Maybe its the scope of K-12 that is daunting to me. I know that if I only had one student, that I would be very good at teaching them. Maybe I should look into being a private teacher? But then I would have to find students and who knows what my income would be. I'll keep being a music teacher, and I'll keep working on a curriculum.

Practice requirements in 5th and 6th Grade

Practicing requirements usually fall somewhere on a spectrum. On one end, there are no practice requirements, and students are not required to take their instruments home. On the other end, the students are required to take home weekly practice sheets, log their times and/or exercises, and return the slip with a parent's signature. There are many different views on this subject.

For teachers who do not require practice time from their students, there can be several reasons, such as assessing students in class. Students who excel naturally do not need to take their instrument home to learn the part, while students who are struggling will receive a poor grade unless they take their instruments home. Thus the students are not graded on their practice, but on their performances. A poor reason is that the teacher does not have the time, organization, or support from parents and administration to require at-home practice. Perhaps the teacher innocently believes that the students should want to practice, and that requiring students to practice goes against the teacher's philosophy. Also, a new teacher may hold a position where students are combative about practice requirements. Combined with an unsupportive administration and community, it may be in the teacher's best interest to leave this battle for another day.

Teachers who require students to log their practice time and return signed practice logs at regular intervals have several approaches. The simplest approach is to assign a regular amount of practice time for each week, such as the 45 minutes that are required here in Dutton, and to reward those students who practice with stickers and good grades. The philosophy is that practicing something is better than practicing nothing at all. Other teachers make specific assignments each week, requiring the students to practice certain exercises at home. In theory, this would be the best practice because the students would know exactly what was expected of them. However, in practice it is very demanding to create new practice assignments each week and assess whether they have been completed. The previous method takes much less effort, but it is also less effective.

Here is a third alternative which has just occurred to me: at the beginning of each midterm, the students are tested with a sight-reading exercise of appropriate difficulty. If they pass their sight-reading, their practice requirements are lowered for that term. For example, if all students are required to practice for 45 minutes each week by default, but Student X passes a sight-reading test, then Student X is either excused from practicing for that term, or has their requirements lowered to 30 or even 15 minutes a week. At the beginning of the next term, Student X is given a more difficult sight-reading exercise (if the student is progressing enough in class, then they would not be required to take their instrument home). Student Y, who is not as talented, does not pass the sight-reading test at the beginning of the term, so they are required to practice for 45 minutes each week until the next term begins, at which point they will have another opportunity to sight-read.

This model requires less work than assigning specific exercises each week and accommodates students who are either struggling or gifted. It also requires some thoughtfully chosen or created assessment materials, as well as some means of assessment. One final thought that just occurred to me: the 6th grade students should be given the second year book as well as the first year book. In rehearsal, they use the first year book. While practicing at home, they use the second year book.

Responsibility in band: Part 1

One of the problems that commonly occurs in band class is that students will forget to bring an instrument and music folder to class. Either the teacher must provide the student with an instrument and music (if one is available, which still takes up everyone else's time), or the student will have to sit for the period with nothing to do. Both of these situations are win-lose, so here is another alternative.

Band students need to learn how to be responsible. Sometimes it is necessary to take the instrument and music home to practice, so like everything else about classroom procedures, this should be practiced until the students are proficient. In other words, the students need to pratice taking their instruments and music home and bringing them back for the next rehearsal.

This begins with an assignment: all students must take their instruments and music folders home. Then the teacher must observe, at the end of the day, whether or not all of the instruments and folders have been taken. Next, the students must all bring their instruments and music back for the following rehearsal. This is much easier, as students who do not come prepared will be obvious. When all students are able to complete this assignment, the students no longer have to take their instruments and music home. Here is the catch: if a student forgets to bring his instrument home, or if he forgets to bring it to the subsequent rehearsal, all students must continue the assignment until all members of the class are able to follow the instructions. Also, if at some point throughout the year a student is unprepared (or perhaps leaves his music or instrument out), the task is reassigned to the entire class. This focuses not only on responsibilty, but also incorporates teamwork, because the students will be motivated to remind their classmates of their responsibilities.

Update: Some students are no longer trying to bring their instruments home. Many more students turned in their weekly practice slip, but getting that 100% seems to be unrealistic. Is there a way to modify this responsibility assignment? For example, separate the group by grade level or instruments and have a competition to see who can reach 100% first. Perhaps keeping a list and checking off a student's name once they have returned their instrument? (Although this contradicts the purpose of being responsible as a class - the teamwork side of playing music.) Finally, as a last resort I might have to punish students who do not show any effort to bring home their instruments.