Advocacy

There is a growing excitement and interest in music among our students, and I think that we have all seen a noticeable change in musical involvement among our community. Our High School Pep-Band (open to students and community members) has become a great success and draws quite a crowd to our many sporting events. Our general ‘community spirit’ has been enriched over the past few years, and I believe it is a direct result of our increase in ‘school spirit’. I also believe that our music program has played an integral role in this process. Parents love to see their children excited about what they are learning in school, and music has been a key area in exciting parents to become more involved in their children’s futures.

Music has great value to all of the students that are involved with it in any way. Every day in my band room, I watch my students growing and changing for the better. They are excited to learn and be challenged. Music offers many students a type of learning that they can’t find in their standard classroom setting. Music also allows great opportunities for success. There are many ‘correct’ answers in the study of music, and each student is encouraged to approach the subject in their own unique way. Music encourages abstract thinking, problem solving, self-confidence, and teamwork.

It is in my interest, and the interest of our entire community to protect and advocate for the music programs in our schools.

Thank You,

Adam Craw

Tone

Tone is made up of a few different elements. First of all, timbre. The instrumentation in your ensemble will affect your overall tone. I think that this concept is often overlooked. This normally shouldn't limit what you can play, but some arranging may be necessary. A certain collection of instruments may not sound the same in a low register or up in their high range.
Another element to tone has to do with color and light. Terms we use to describe these concepts are bright, dark, mellow, bold, heavy, light, and sometimes actual colors can help a group to envision their sound. Physically, these concepts have to do with air speed, breath support, embouchure and other factors, but I think that generally saying something like, "let's try for a warmer sound at the B section" might be enough to actually get that sound from your ensemble.
Intonation is another element that is not separate from tone. If a band has a unified tone but does not play in tune, no one will hear their beautiful sound. Intonation is another issue that be literally be addressed, but I prefer to train students to listen and tune on their own, instead of me doing it for them each day. If they can learn to use their ear independently, they will begin to listen to others in the group and will become more conscious of blend and intonation. If they can begin to do this on their own, they are straight on a path to becoming great musicians!

High School Jazz Band on April 5th @ 7:30 am

Kelly's Jazz Band was an awesome little group of kids. They were all talented and committed musicians. Of course they would probably have to be to get up that early every day and play music. He started the class with a 12 bar blues in Bb that went on for quite some time. After a few minutes, Kelly would solo on his trumpet for a few bars and kick of a solo domino effect. Every student went in turn and played a 12 bar improvised solo. It was great to hear each different style and to see the kids really going for it. Some of them were really good!
Kelly told me that this warm-up was one of his most effective teaching tools. He said that some of the kids couldn't play a note of a solo at the start of the year, but they all seemed like pros to me. The rhythm section was having a little bit of trouble with intonation (bass and guitar). The two drummers were very talented and not afraid to try new rhythms. The piano player seemed on top of things as well. The trumpet section was strong and needed to be remind of balance from time to time.
Kelly's style of classroom management really seems to work with high school aged kids. He always uses his sort of 'dry' humor but never hesitates to get serious quickly if he needs to. There is room for conversation in this early morning band, but he always keeps them moving to the next piece of music so that they don't waste too much time. Overall, it was a great experience, and it makes me wish that I had an opportunity in my High School to be in such a cool jazz group.

Irving 5th Grade Orchestra on April 11th @ 8:45 am

Chandra-Lynn was an incredible teacher, especially for this age group. The students were very disciplined and well behaved. Their posture was nearly perfect! There was virtually no talking or goofing off throughout the entire observation. Not only were they behaving, they were attentive. they seemed to be glued on the teachers every word of instruction. The teacher was able to expertly keep the kids on task while not ever really losing their attention and energy.
The warm-up was a D major scale with an emphasis on tempo. The teacher would slow down and speed up while the students struggled to stay with her. She also used little catch phrases to help teach different rhythms. They had a quite a bit of trouble, but she used this time to teach them the role of the conductor and how important it is to follow them. Her conducting was very simple, clear, and effective for the level that these students were at musically.
The teacher used just the right amount of humor and it worked well for the kids. She was also very good at playing the role of a mother figure. At one point, she completely stopped the class and gave them a mini lecture on how they needed to bring their instruments and music in order for the group to be successful. The students promised to do better and seemed very upset to have let their teacher down. I was very impressed with this class.

Irving 5th Grade Band on April 4th @ 8:45 am

Mrs. Murphy was a singer but never played an instrument. She had some great ideas for classroom management, but sometimes the class would get out of control. She allowed them to talk but still maintained control of their energy. There were quite a few difficulties in the classroom that I saw during this observation. The kids seemed to get quite a bit more noisy and rowdy as the class went on. The teacher had a lot of patience, but there was also a lot of time wasted trying to keep the kids on task.

Another problem that I'm sure is very common to a beginning group was following the conductor. Tempo seemed to be a difficult concept for many of the students. The percussion section seemed to be the most ahead or behind the beat. This would be a tough situation to deal with because if your percussion is off, it's harder for the band to stay together. I would have love to take those drummers out for a sectional and get them straightened out. They were having trouble with simple eighth notes and were playing them as flams. I felt like the percussion section was basically used to being neglected.

The instrumentation was pretty balanced. Two oboes! That would be nice to start with! There was one girl on trumpet, but the rest of the girls were all on flutes, clarinets, and oboes. All the brass, saxes, and percussion were boys. It was interesting to see these stereotypes actually play out in the real world. Overall, I could see that beginning band is a ton of hard work. It would be very difficult for me to stay sane in a group of this caliber and age level. I felt like the teacher did a great job and I think that many of her students will leave her classroom with a love and excitement for music.

High School Orchestra Observation (Mar. 22nd @ 1:45)

This was my first exposure to a high school orchestra. Mike Certalic seemed pretty laid back, but he definitely managed his class room well. From what I observed, he seemed well-liked.

He had a great book of classical warm-ups. I liked how he varied each warm-up from the way it was presented in the book. He would have the students play with many different bowing techniques as well as having them change the direction of their bowing in patterns (2, 3, 4, 6). This was a great way for them to practice technique while also learning to be musical. It was definitely 'killing a couple of birds' with one warm-up.

One thing that I noticed was there were a lot of students (especially in the back) that were not playing with any enthusiasm and had incredibly poor posture. Some students weren't even playing at all for minutes at a time. I never noticed that he addressed this issue at all, but maybe he is fully aware and just has to pick his battles. Overall, I enjoyed the orchestra and would be excited to teach one of my own in the future!

High School Band Observation (Mar. 8th @ 1:45)

This was a fun one! We basically had the entire period to ourselves for warm-ups. There were three of us. Me, Jeph, and Shanna-Lee. I started with a Bb scale, but I wanted to try something a little bit more outside the box. We talked about the 'sound pyramid' and discussed issues that we might have with balance.

I had three 4-note parts written on the board for everyone to see. I divided the class up by where they fit in the sound pyramid; bass, alto/tenor, and suprano. When the groups played their parts separately it was quite simple sounding and boring to play. I had them all play together and try to think about how their part should be balanced with the other parts. As they all played together with this common goal it sounded wonderful! I, IV, V, I...I really think that it was effective and hope that the kids enjoyed it!

High School Band Observation (Mar. 1st @ 1:45)

This was Kelly Birdall's most difficult group, and he let us know that before the class started. I was a little surprised that he indulged so much information, but I think he was a bit embarrassed by the group. As I observed the group, they seemed like a typical freshman band. There was a lot of goofing off, talking, and distracting behavior. Sounds like a lot of fun...

Warm-ups were very simple. Bb scale up and down at a slow tempo. He also had them play the same scale on a few different rhythmic patterns. After class, I asked him if I could try some harmony based warm-ups of my own. He said he was fine with whatever we wanted to try and wished us luck.

His sense of humor was perfect for high schoolers. They seemed to like him as a teacher because he was goofy. It also seemed like they respected him. He would not allow them to push him around in any way that lost their respect. I thought that he maintained a great balance between humor and seriousness.

The rep. was very appropriate. He had the whole group get out a piece and had them all set up to play then said, "All right, turn it in!" "It's too easy for us..." I thought that this was an excellent way to scrap a piece of music without making it a big deal or having the kids feel like they weren't good enough. Great idea!

Elements of a Successful Program

1. School/community desire for a program

Deserves a…

2. Qualified & knowledgeable director

Who supports…

3. A clear path for the program (i.e. mission statement)

And understands the importance of…

4. Advanced planning & organization

Will be able to maximize…

5. Time with students

And experience…

6. Efficient rehearsals

Which will inspire in the students an…

7. Effort & desire for excellence (instilled by director)

And create a desire for…

8. At-home practice

So that students can meet the challenges of the…

9. Music (quality repertoire)

Which all work together to produce inspiring community…

10. Performances!

Band Observation (Feb. 23rd @ 8:15 am)

Sally Nelson has a significantly different approach to teaching than I have ever seen. It was quite the change from the orchestra observations. Ms. Nelson is full of energy and seems to be very organized and prepared. She was very efficient and effective in getting things done quickly. She was having a little bit of trouble with some classroom management issues but handled them very well. When students would be talking in the background, she had no trouble calling them by name and letting them know that she didn't appreciate them being off task.

The music seemed appropriate for the group (even a bit on the challenging side). There was a very talented percussion section that really helped to keep the band together. Ms. Nelson was able to work with small sections quickly and then involve the rest of the group just as she was losing their attention. I was impressed by her pacing and her ability to fix some details while not getting too picky. The group was always reminded of the 'big picture' and this helped them to put the music in context.

Viola Lesson (Feb. 14th @ 8:15 am)

This lesson didn't go as smoothly as the first. It was difficult to really teach well without some preparation. Austin and I were trying to 'wing it', but neither knew how the music sounded, so we had to sight read. It also didn't help that we didn't have our own copy of the music. I understand that this was good practice to test our musical knowledge and skill, but we definitely would have been more effective with proper preparation.

The kids were great! They seemed to know what they needed to work on the most. We focused a lot on rhythm which was a lot of fun. We had them sing and clap as a group. This really got them to feel the music a lot more than just slowing it down and reading it. Austin led most of the teaching of the rhythms as I stomped the beat. This seemed to work very well for us.

Overall, I really enjoyed the opportunity to be able to teach string sections. I have never had the opportunity to observe an orchestra, and it really helped me to be able to work with the sections in smaller groups. I enjoyed orchestra and hope to continue to work with them in the future.

Pep Band Observation (Feb. 11th @ 4 pm)

They started in the band room by socializing and getting their instruments ready. Mr. Birdall casually tuned the woodwinds to A and then the brass to Bb. That was that and we went on over to the game. The Star-Spangled Banner was incredible! The arrangement was simple and reverent. There were some great ornaments for brass at the end. The band seemed very disciplined. They all wore white tee-shirts and looked sharp.

The instrumentation of the pep band was different from my pep band in Polson. They had a barry, a few tenors, some altos, a bass clarinet, and some trombones. Their three trumpets seemed to project well enough. They also had some big bass trumpets that I had never seen before. Their ten clarinets, ten flutes, and a piccalo were hard to hear any of them over the brass section. They had five bass drums, four marching snares, and a trap set. I would have liked to see some tubas, more trombones, and a bass guitar, but I know you can't have everything.

The repertoire was pretty standard. Mostly pop tunes from the 60's and 70's with the pep band classics mixed in. I thought Mr. Birdall was very organized with a little flip-chart that cued the band for each song. They had a few contemporary pop tunes that they played during half-time, but I definitely could have done without the Lady Gaga. I would have liked to see a few more modern tunes and maybe even some funk and jazz. Mr. Birdall could be busting out his own instrument as well to add to the energy of the group. Overall, an impressive group that was fun to watch and hear.

Recruiting Beginners

#1 - A child should have fun with their instrument. It can be hard to fall in love with an instrument when you first start playing it. You don't sound as good as you want to. You begin to realize that this is going to be a lot of work. As a teacher, it is important to encourage each student and make sure that they are having successes on their instruments, however small they may be. In the first year it is important to teach technique, but not at the expense of enjoying the playing experience. Each instrument has qualities that can be highlighted by a great teacher. You could also have the kids listen to professional musicians that play 'cool' stuff on their instrument. More importantly than loving the instrument that they choose (they may switch multiple times anyway) they should learn to love music. This will keep them with you through thick and thin!

#2 - Recruiting is a difficult thing. The kids need to know that they will have fun and be 'cool' if they are involved in music. They can't see it as 'dorky' or 'nerdy'. Their parents need to know this as well. Parents also need to know that their child will be a part of a group that strives for excellence. There is a long term commitment when it comes to music and the skills and abilities that they acquire in your classroom will continue to be of great use to them throughout their lifetime. Getting this message to parents and convincing them of your resolve and sincerity is essential in creating and maintaining a strong music program. Good luck!

Cello/Bass Lesson (Feb. 9th @ 8:15 am)

Instruction, Process, Feedback.

Instruction was on the fly for some of the lesson. For the part that I was able to prepare for, it went OK. My rhythm turned out to be a little too difficult, even for me at times. We broke it down nonetheless. We took it one measure at a time to start. First, I modeled the rhythm with syllables, then we clapped it as a group. I had a few students model the rhythm, and then we were ready to play it on the instruments. In the end, I don't think we successfully nailed the rhythm. In the future, the rhythm could be a little less complex.

The process that we used to teach involved a lot rhythmic sections of their piece (Go West!). Austin would model the rhythm and we would have the kids count it before they played. Notes didn't seem to be a problem, so we played and re-played their trouble spots until they were more comfortable. Austin conducted as I clapped the pulse. I think this really help them to 'fell' the rhythms and not just read them. I think that this was a very successful process and great team-teaching experience.

Feedback...We complemented the students on their successes, but more importantly they were able to share in our excitement as they nailed a section that was tough for them previously. The students were well behaved and attentive which impressed me greatly. I think that the major feedback and assessment for this lesson involves self-assessment. I realized that I have much to learn to become a great teacher. It's difficult to be put on the spot and have to improvise your teaching, but I'm sure that this happens all the time in the 'real world'. I think it was great practice and a wonderful opportunity. I also realize that I need to add more to my 'bag of tricks' so that I will be able to be more productive on the fly.

Orchestra Observation (Feb. 2nd @ 8:15 am)

This was my first time in an orchestra classroom. I really would have loved the opportunity to play in orchestra! My musical life would probably be quite different today. One thing that I noticed throughout my observation was that there are many different ability levels among the students. This is common sense, but it was really obvious and visible in this smaller orchestral setting. I could hear each individual section, and there were even some students that really stood out from the group. Another thing that I noticed was that there were different commitment levels. I understand that this shows a judgement made on my part, but I saw some players that looked as though they were not as committed to their instruments of the group. I guess the key as a teacher is to be able to see things as they, but not let your observations cause you to give up on a single student. You never know what your influence can do for each individual student...

The Resource Notebook

• My RN will be their as a 'quick draw' when I need to solve problems out in the field
• It will be incredibly handy to have this resources on the spot when I have questions as a teacher. I definitely understand the importance of being able to draw from the experience of other educators.
• My RN will help to organize what I have learned throughout my college experience
• It will be most useful to me if it is organized because I will be able to quickly reference material. It is also great to know what material I will to need to have access to.
• My RN will act as a 'living' resource that should be constantly updated & modified
• It is essential to realize that my RN should be constantly changing and improving. It will be great to find more resources to add throughout the years. Hopefully I will begin to develop my own tricks and techniques in order to help others that might follow in my path as a music educator.

Music Philosophy

Music embodies human culture. Culture is life. What we think, what we do, what we feel. Music is the universal language. It has the power to bring humanity together by reminding us of our similarities. Our innate sense of soul, our vast range of emotions, and many questions from our analytical minds are summoned up in the echoes of music. Music evokes excitement, empathy, and exploration in all of its students.

Music is the organization of sound. When students are given opportunities to explore music, they will inevitably learn how to make order out of chaos. They can learn to take random notes or sounds and put them together in ways that make musical sense. When they do this, something beautiful emerges. A song, a creation, a piece of art. Music is a wonderful conduit for individual and group success. Many valuable life skills can be gained from the study, creation, and performance of music.

Music is an art-form with complex patterns, intricate details, and liberating depth. Music inspires all that hear it, expands all that create it, and fundamentally changes those who live within its flow. George Harrison put it best when he sang, “And the time will come when you see we’re all one, and life [music] goes on within you and without you.”

Core Values

Hello again self. Why is it important to have values? This is a questioning worth exploring. Core values are the principles that each of us live by. It is important to understand what your underlying principles are. If you are aware of them, you can change them or strengthen them or come to see yourself more clearly. We all have biases and prejudices that we need to recognize and often come to grips with before we can change or correct them. Our principles guide us on how to behave or respond to any situation that we are in. Unlike rules, principles don't tell us exactly what to do in each situation, but they give us a foundation to work from. Having core values or principles give us a healthy place to start when solving problems in the real world. When our values are good ones, they free us and help us to act in a consistent and appropriate way whatever our situation may be.

Some values I find most important as a music teacher are...

1) Love of children

2) Every child can learn

3) Music is worthy of study

4) Freedom of ideas & expression in the classroom

5) Classrooms are communities

6) Restore Integrity - Do the right thing, especially when no one is watching!

Hello, Future Me!

Here we finally are! It's been a long time coming. Too long really...I think we were ready for this a few years back. You've been institutionalized just in time to find that the real world can't be re-created in a text book. Now your education truly begins! Just try to tap into that excitement & energy that you had when you committed to travel this long road. Remember it's all about helping your students become better individuals. Music is an excellent medium for that goal. You're a teacher fist, then a musician!

Core values? They have certainly been changing & developing up to this point. The key is to never let them stop developing. You're not going to have it all figured out anytime soon, so stay open-minded to other perspectives. Listen to & learn from those that are placed in your path. Work hard, be passionate, think outside the box. Love people, love yourself, love what you teach. Be positive. Show your students what music can do for them by sharing shamelessly what it has done for you.

Music will need to be defended wherever you find yourself. Remember that you are on the front lines! If you don't do it, very few will. You are an advocate for music in your community, big or small. Show them by example. Let your program sing with excitement & energy! If you program is weak, make it strong. If it's strong, make it stronger. There will always be a need for the power of music in the life of a student, school, & community!
Most important thing to do right now? Pray like everything is up to God, & then go to work like everything is up to you! Be willing to work your but off. You're not in college anymore. This is your chance to do something great, to contribute to society, to do something that should be remembered. Don't blow it! Well, it's been nice taking to me. Good luck, self!