Tuesday, December 28, 2010

Book Review: "The Wind Band" by Richard Franko Goldman

"The Wind Band: It's Literature and Technique" by Richard Franko Goldman. Published by Allyn an Bacon, INC. Boston, 1961


The front page
In my study for the literature of my medium, "The Wind Band" was a text I was instructed to pick up from the library. I'll be honest it took me far too long to complete the 270 pages of this volume by R Goldman (who is the son of bandmaster Edwin Franko Goldman). I enjoyed it more as I read, but it's not something that gripped me from page one.
The book is divided into four parts; "The band as a Musical Insitution", "Technical Problems of the Band", "The Repertoire of the Band", and "Improving the Band". This includes a few chapter under each part, totalling ten in all.

The first 100 pages or so focus on the military band movement and such leader/composers as John Philip Sousa, Edwin Franko Goldman, and Patrick Gilmore. While this is certainly of interest, it was not something that was really touched on by my teacher this past term. This is alarming because we were covering the 1500's through 1909 in Wind Band History and Literature. The "heyday" of the march was 1829-early 1900's. A curious point I will be sure to bring up as classes resume.

Of course the book is outdated in some areas. Chapter 4 talks of "contemporary bands" but this was as of 1961 so there have been some changes. Fennell and the Symphonic Wind Ensemble is discussed by page 140, but this is where the trail ends for modern band.

One of the most interesting aspects of the book were the many lists of programs and instrumentations of various groups. As I program works that were written from earlier periods in our history, the size of ensembles that were playing at the time of composition is useful knowledge.

Part 3, which focuses on the repertoire of the band was the most helpful in terms of my study. I wish I would've skipped ahead and read chapter 8 first. This section has information that is relevant today and valuable in the study of transcriptions vs. original works for the wind band. It seems that an explosion of our "core rep" happened during this time. I am finding Edwin Franko Goldman and Frank Battisti are largely responsible for this fact.

The last part, reads kind of as an after-thought on practical problems of the band. I wish more of the book would've been written on the history of wind works before 1760(especially since I was trying to find info on that anyway) instead of tacking on this small section on teaching and conducting. There are many fine texts written on those subjects.

As someone who is so driven by technology this statement in chapter nine amused me. "The band has tuning devices, tape-recorders, and all manner of equipment that would've been unbelieveable only a short time ago. All this is well and good, provided that it does not become an end in itself, and that all of the equipment is put to some profitable use. It might, on occasion, simply be recalled that band and other musical organizatios did manage to exist, and fairly well, before all of these things appeared on the scene." I wonder what Goldman would have to say to us today(he passed in 1980).

The text does include a nice index, which I'm sure will come in handy when I go to check it out from library again to take a more in depth look at it. For now a once over must be enough as I try to get through at least one more book before break is over. It's an important read, but I don't think it had any information that can't be found in another text. I found the language to be a little stodgy(which accounts for my struggles diving in to the book).

It'll probably sit on my IKEA bookshelves someday, but on the "Grad Assistant getting Married" budget, it's not something I'll run out an buy, especially since it's out of print. I imagine the Dunbar Library will check it out to me a couple of times before I'm done here.

Monday, December 6, 2010

Book Review: Conducting Technique for Beginners and Professionals

"Conducting Technique For Beginners and Professionals" 3rd Edition - By Brock McElheran, Forward by Lukas Ross. Published by Oxford University Press 2004 198 Madison Ave New York, NY 10016
The Little Green Book

 When I began graduate conducting studies I was told to buy one book, the aforementioned one. This is probably the smallest, yet most useful textbook I have ever purchased. It applies across specialities(wind, choral, and orchestral) and is a fun read. Yep, I said it a fun textbook. I also found out that, without discussing it, both the Director of Bands and the Director of Choirs at Wright State both use this book for undergraduate conducting.

Professor McElheran

McElheran(1918-2008) was the Director of Choral Activities and Professor of Music at the Crane School of Music, SUNY-Potsdam. He retired in 1988 and the last published version of this book was reviewed four years prior to his passing at age 90. His witty insights well live on in this text. I'm so glad Dr. Booth gave it to me.

The book is broken down into 27 short, easy to digest chapters, over the course of 129 pages. Chapter progression is designed for a quick overview of conducting technique and other problems. Each short chapter, seemingly averaging around 5 pages, ends with "assignments" for beginners and professionals. The questions are thoughtful and really should be done by everyone, whether you consider yourself a green beginner, seasoned professional, or someone in between. Everyone has something they can tweak from the book.

I grabbed my highlighter and a pencil and went to work marking things that I want to be able to find quickly. I think I will need to read other texts and explore options before I'm done with study, but I will try to hold myself to at least going through and reading my highlighted portions once a term.

The book also has great diagrammed beat patterns.  It's really a conducting survival guide that could be read in a few short sessions. If you're serious about being an effective conductor, this needs to be on your desk.

I'll leave you with a few of my highlighted passages all are the words of McElheran.
On the most important requirement of a conductor: "Make the performers want to do their best."

"Conducting technique must be studied and practised, during the entire career of the conductor."

Baton Fact: "A baton magnifies any hand quiver to a conspicuous degree."

"Beat is a moment of time, a split second infinitesimally small, like a point in geometry. It is NOT a duration."

"Remember that you must show the performers what to do before they do it."

"Every musician, instrumental of vocal, should count every rest his entire life."

"A conductor who cannot follow is almost as weak as one who cannot lead."

"Stokowski keeps a large colored pencil handy and writes warnings to himself in large letters." (Note: no one is every magically able to remember everything. Write it down, if the masters do, we all should.)

"Be sure that everything you do has a purpose, and that it has a specific effect on the music. Otherwise eliminate it. Guard against extra loops and waggles which are not called for in the music."

"The best way to become distinctive is to develop a conducting technique which is clear and totally subservient to the music. This will mark you as a rarity among conductors."

"A start must look like a start. Anything before a start must not look like a start."

"You must constantly remind yourself to listen. A well-known corporation hangs a sing saying THINK in all its offices. Our slogan must be LISTEN."

"Performances are never perfect." and followed by "Music is for enjoyment."

"I am merely the builder who follows the composer's blueprints in re-creating this masterpiece."

"It is the ability to listen, think fast, and communicate with hands, arms, and face that marks the good concert conductor, as contrasted to the good musicians who can train performers. He combines artistry, knowledge, and sensitivity with speed of thought and action to re-create the music every time he conducts."

"Two mottos should be on every conductor's mind and wall: "WORRY EARLY and ONE PERCENT OF CONDUCTING IS CONDUCTING."

Thursday, December 2, 2010

Book Review: The 20th Century American Wind Band/Ensemble

The 20th Century American Wind Band/Ensemble: History, Development, and Literature - by Frank Battisti Published by Meredith Music, First Edition 1995. (Does anyone know if there's a new edition?)

About a week ago I finished a text about the History, Development, and Literature of the 20th Century American Wind Band. Dr. Booth recommended it to me as we started a "History of Wind Band and Literature" class during my first quarter of graduate studies.

Out of the books, I have started reading for coursework this has been the most interesting. I have found facts and figures, but this book really seems to explore how serious works for the wind ensemble came to be after 1900. It was published in 1994 so it doesn't deal with out current new works, but the bulk of literature I really enjoy so far comes from this period. The development of our medium is still so young when you compare us with the orchestra. I wonder where the wind ensemble is headed...

The book includes an easy to read format outlining periods in development by year. It's broken down by 1900-1959(The Early Years), 1960-1974(Changes and Growth), 1975-1989(Expansion and New Connections), 1990-1994(Two Different Worlds and Exposures), which leads up to the publication of the book. The last half of the book tackles the topics of; Commissioning, Contemporary Wind Band, Repertoire Establishment and Program Planning, School Band Repertoire, and Challenges.

The Appendices have helpful lists and information on the chronology of literature, recommended literature for HS Wind Bands, Instrumentations of ensembles 1952-1994, recommended reading(which I will be checking out), and the bibliography. There's also an index that can quickly help you find information within the book about certain pieces, composers, and compositions.

The author, Frank Battisti, has served as the Director of Wind Ensemble Activities at the New England Conservatory. He is also a past President of the College Band Directors National Association(CBDNA) and found of the National Wind Ensemble Conference, World Association of Symphonic Bands and Ensembles(WASBE), and the Massachusetts Youth Wind Ensemble. He's active guest conductor, clinician, and contributor to professional journals and is considered one of the foremost authorities on wind literature.

Before reading this book he was just a name of another conductor and college professor that I'd seen on a program or in a book somewhere. This might make me seem naive, but aren't we all? Isn't the point of further to study to teach us what we don't know, not pat us on the back for what we do? I'm really enjoying discovering things like this through my studies.

That's probably why I'm spending so much of my break in the Dunbar Library. Here's to learning!

Saturday, October 30, 2010

The Score Marking Dilemma

First quarter of Grad School(yes the quarter system is weird) is almost complete. I performed in my first concert in a long time. Still in awe of playing on the Hindemith "Symphony in Bb" and Rodrigo's "Adagio" is one romantic, fiery piece! It's been 5 years I think and my chops have sure let me know it, however I think I'm in better shape now then I ever was in my undergrad...

playing with my iPhone4
Wind Symphony and Chamber Players gave a good concert last night. I was glad to be part of it, but I can't wait to be conducting them next quarter. The piece is still TBA, but I'm starting to score study some options. That brings me to the point of this post. Why can't I find a score study method that is clear, thorough, uncluttered, and makes perfect sense to me???

In an effort to relieve my headache this afternoon. I took a break from marching band rehearsals at Centerville and marking up scores to "google" score study. Here are a few links I found:



So I read through these today and I'm just as confused as before I started. I am in grad school to try to find my conducting "voice" or my style, and of course to gain credentials for a good job.

I sit here now with my erasable colored pencils with which I have marked dynamics and time and cues and wonder if I should do less. My score looks cluttered, but I can easily see what's happening. Then again am I too focused on what I've carefully marked in the score?

Should I do a little less and write more in the margins? Should my cues be like ( connecting those I want to cue? How do I make sure I take care of percussion too? Should I use highlighters? my colors? Just a regular pencil? Macro? Micro?? ahh what I'm I supposed to mark to help me help the ensemble? Should I mark spots to listen for common errors? How do I show who's the counter melody together without making broad strokes across the whole page? How do I show phrasing? How to I keep track of rapid fire meter changes.

Looks like I'm going to take this to the www.musicpln.org! Then again I know in the end it's all personal choice. I just don't know how to get there now. What is my method and how do I discover it?

My mentor keeps telling me that everything in life is a conducting lesson. He also says that I will leave our lessons with more questions than answers. The great thing is I didn't even have a lesson today.

Tuesday, October 12, 2010

20 Minute Update

Grad school isn't a cakewalk, ironically neither is "Cakewalk" from Bennett's Suite of Old American Dances...

We're are halfway through the quarter(I know it's weird to not be on semester's. I think that all the time) and I'm busy, you can tell by my lack of blogging, but I love it. I'm being challenged and depending on when you ask I'm either overwhelmed by, or immersing myself in learning. I'm sure for Jes it's like living Dr. Jeykll and Mr. Hyde. I'd like to come up with creative music names for that, but it's 10:30 and I have trumpet lessons tomorrow so I'm not witty.

Anyway, my schedule is very different based on the day, which is a change from teaching 5-12 band. Somedays are packed with conducting lessons, wind band literature class, trumpet lessons, studio class, and a number of rehearsals(chamber players, wind symphony, symphonic band, pep band). That doesn't include lunch or coffee with my new found mentors. Somedays I don't have anything "official" to do until 1PM. I never seem to have a shortage of things to do, including those random tasks assigned to grad assistants.

I have mentioned my connection to the Centerville Jazz Band and I'm enjoying that as much as I am school. The hours are pretty tough, but I would really miss working with kids like that. It's like taking the best students at my old HS gig and multiplying them in number by 15. The most surreal moment so far: I'm talking to Mr. Wayne Markworth about doing an independent study with him next Fall at a rehearsal last week. I said, "Mr. Markworth, do you think we can use the CJB as part of independent study." He replied, "Not unless you call me Wayne." He has always been a distant legend in my eyes, now I'm standing beside him, calling him Wayne. He also added me on Facebook. Seriously, it blows my mind.

The Pep Band(my ensemble) is taking off. The students are working really hard to make it a more professional group and the numbers are growing. I'm hoping that fans and athletics will take notice. We started with around 20 members and it looks like we're going to break 60 next quarter. I'm learning how to pound the pavement for recruitment, even though it's not something I was comfortable with I know it has to be done. We have volleyball this Friday, but really I can't wait for basketball to start.

My trumpet playing is getting better thanks to a great new trumpet teacher, Dan Zehringer. He actually played a gig this summer with one of my former teachers, Dr. Bruce Briney. Small world. I'm working on the Hindemith Sonate for Trumpet. It's pretty far above me, but the range isn't bad so at least I'm not fighting that demon. After my audition I was told my tone was too bright, I sounded like a jazzer(kudos Dr. John Cooper right?). I'm working, but it's slow. Not sure I'll take trumpet every quarter it's struggle to find time to practice both trumpet and conducting enough. I always feel like I'm short changing something.

The best moments of learning so far have came in informal ways. I had coffee(well both of us drank tea) with Dr. Jagow to talk about how she does score study. I like to use color and so does she so it was great to have her help me articulate why I use color. We spoke about how much we like where we are and how different things are in Canada(her home). We even had a visit with another professor's parents and toddler daughter. It's great to see the teachers as human, with families...you know normal, but awesome like I hope to be someday.

I spent 10AM-2PM with Dr. Booth today. We conducted, we talked history, then we went to lunch. At Arby's we discussed pieces we thought were cornerstones of wind band lit as well as the "coming of age" composers I have played a lot of and had my students play. Over a market fresh sandwich and curly fries we talked about "La Fiesta"(he was shocked someone my age listed that piece) I really enjoyed that talk today and I hope for many more like it.

Alright Jes is home and it's time for me to get back to work! Hopefully the next one of these posts will happen a little quicker. Until next time...

Friday, September 10, 2010

Grad School: Week One

I am tired. I am asking myself questions about my life and my goals. I'm working very hard to fit in, yet be myself. I'm listening, playing, and conducting all day while teaching all night. I'm drinking coffee(and I don't like it). I am a graduate student, graduate teaching assistant, and adjunct faculty member at Wright State University. I'm earning my Master of Music Performance Degree in Wind Conducting.

Week one started on Tuesday with listening to Wind Symphony auditions. I also did some PDF scanning and organizing. In the afternoon I conducted the non-majors who are hoping for a spot in Symphonic Band while the director listened for who she would select. Then it was off to Centerville for a couple hours where I worked with the marching band. Then right back to school, Jes is singing in the Dayton Philharmonic Chorus and she had rehearsal at Wright State so I rode with her and got more work done.

Wednesday it was more listening to more groups. I'm glad that the band faculty here are seeing me as one of their own so quickly, every time they go to lunch or to get coffee and I'm in earshot I'm invited. I learned a lot sitting at Wendy's with them. Three very different personalities, teachers, and conductors. Even though I'm assigned to the Director of Bands since he is in charge of the graduate wind conducting program, all three of them have been open to me and I feel safe discussing a multitude of things with them. I will be in as many rehearsals as possible. I will try not to let a second of observation and dialogue go by in these two years. I think lunch with them was the only time I eat a meal this week...

The next day was my trumpet audition. I prepared to the best of my ability. I had been telling the professors not to expect much from me. They were shocked by my audition. When we figured it up I hadn't taken a lesson in 5 years or played in an college ensemble in 4. I wish I would've played like that at WIU, I might've had some more respect for myself...but hindsight is 20/20. I played with the trumpet ensemble in preparation for our upcoming performance for Doc Severinsen. I'm thankful Mr. Zehringer chose to include me in that group. I pulled two pieces to read with the non-majors again and both selections were well received by Dr. Jagow, the Associate Director of Bands, so I conducted those in the afternoon.

After the auditions were done, Dr. Booth found me and we headed to Starbucks(I think he practically lives there) to talk about my audition. I missed Wind Symphony by sliver. He knew I was disappointed, but understanding I mean how could I compete with the trumpet grad students and the studio players who were consistently taking lessons? I made the decision there to take lessons if the professor would have me. Who would've thought, me wanting to take trumpet again?

Dr. Booth and I talked for many hours about our stories and why we ended up in this job. He explained to me that we're friends now and we're going to work closely to highlight my strengths and my weaknesses strengths. I wish I had as much confidence in me as he does. He says we put up screens to protect ourselves, but they don't let us grow. He asked how he can get rid of my screen. I feel like he has quite the handle on my psyche already. The stories he shared blow my mind. He compared me to Gary Green, the director at the Frost School of Music. Ironically, one of my mentors, Doug Phillips, is studying with Dr. Green now. I thought I could never be anything great from the middle of nowhere IL...has that all been a lie I've told myself for 26 years? Do I have the ability to be great? Dr. Booth sure think so, I guess I picked the right mentor. It's great to have someone believe in me.

As for that audition, maybe I'll get back in shape...maybe I'll make, or not. I'm so thankful he made me try again.

Today I was tired. Dr. Booth says that all the faculty I work here will charge my batteries so that I go out and set the world on fire. He told me as a 5-12 director I gave a lot of myself and now it's time to refine and replenish. I was tired, but I'm motivated. I worked a few hours at the music table at "Fall Fest" recruiting for my pep band. God help the Pep Band here. We meet Monday night and I have no idea what kind of shape the group is in since I haven't heard a good thing about it yet. It's college teaching experience nonetheless!

After more auditions and a talk with the trumpet professor(by the way the reason I didn't make Wind Symphony? My tone is has too much sizzle, they pegged me a jazz lead player which made a whole lot of sense) The professor says he can easily help me and trumpet lessons start on Wednesday. Then I went to Centerville to get the band practiced up for the big Alter v. Centerville game tonight. The place was packed tonight! On a random note, Wayne Markworth friended me on FB. Look him up if you don't know that name!

I'm glad I had the night away from the game though. It's nice to sit in my shorts and blog. I see this blog evolving a bit into reflections on what I'm studying. I can always pull it up on my BB to remember talking points right? I guess I just don't know how to internalize and study the books he just gave me to read this weekend. Well I better get to reading "Conducting Technique for Beginners and Professionals"

My mind will stretch and tonight I sit here wondering what can I be? What will I be?

Sunday, September 5, 2010

Northmont Serves Up Nostalgia

Yesterday began around 7:30AM for me and ended a little after midnight. Yep, you guessed it I was with a marching band. It was my first actual performance with the Centerville Jazz Band and even though it was just an exhibition it flooded my mind.

I first was amazed at the dedication of the students. At 8:30AM they were ready to go even though they had performed at a football game the night before. They were more awake than some of the techs that's for sure. It was great for me to see the way they rehearse on a performance day. Since this venue was only 35 miles away they got in a full day of cleaning before we loaded 5 buses for Northmont. They didn't play much, as expected, but they have such an attention to detail. For example, the practiced in their shakos to get a feel for the sightlines that would be blocked. It all makes so much sense, everything has its place...a purpose. They slowly, but surely head towards their goal at BOA Finals. There's so much to copy from their playbook. I'm very thankful for the opportunity.

I thought a lot about what my future holds, do I want every weekend to be like this for the rest of my career? After meeting with my newest mentor and getting my first experiences as college faculty I wondered if that will be the path I chose. I guess I have a lot more thinking to do and I'm really ok with that for the first time in my life, I'm letting things happen because I really don't know the next step no matter how many times I've said "I want to teach a big HS program" or "I want to be the Assistant/Director of Bands at a University".

I came home during the dinner break to change and sneak a few quiet minutes. The staff just dresses up a pair of jeans. The director said he just doesn't take himself too seriously, that's why the tie will get broken out at the end of the season. It was weird to be sitting on a bus in jeans and button down shirt. Still with my bag of course.

I couldn't help, but think of the Marching Titans as the bus hummed along the interstate. Students were listening to Ipods, texting, and laughing as we drove. While it wasn't my group and I didn't have a bag of med forms, it felt comfortable. It was like I was home. The groups have many things in common, despite the obvious differences in size and financial support. The passion and drive, the sense of belonging, not to mention some cool uniforms, and of course lack of sousaphones(shudder).

I could pick out personalities that reminded me of my first band. There seems to be an equivelent to each of the students in those first EPGHS bands here at Centerville. They might not correspond by instrument(however the sax section leader is a tenor playing girl who plays very well), but the spirit is the same. I could go on, but that's not really the point.

For better or worse, I'm glad I turned down a few other offers to be the director at EPG. I met some great people, learned a lot about teaching, and found my future wife. I was told by one of my teachers that even though it wasn't the ideal job, I would always remember my first band. The group that really let me teach for the first time. I didn't believe it when he told me, but today I'm certain I would have no problem listing every student in the band 07-09 and something about them. I know I'd smile (almost) the whole time too. Those kids made just as much of an impression on me, if not a deeper one on me, than I did on them.

Sunday, August 22, 2010

Everyone Seems To Hate Scale Study...

As you may have noticed. I have moved out of my comfort zone in good, old Illinois. I'm here in the SW part of Ohio living the dream. I work/study at Wright State where I have a sweet assistantship. I work with one of the best HS marching bands in the country. Yep, I'm pretty thrilled.

So far my experiences primarily with the CJB and I have determined that even though I was once thought the kids in this band must be super heroes, they're just normal high school kids. How did I find this out, you ask? They don't know all their major scales. Not only do they not know them, but *gasp* they hate practicing them. I know I was amazed too. I also had a little pat myself on the back moment(my little band at El Paso, IL was going to town on some scale studies!!)

One of the directors and I set a check off goal for the brasses. Yes, the woodwinds checked off major scales in mid-July. They always seem to be ahead of the brasses, anyone know why? I have my theories, but I digress. The other director also discussed the fact that if a F# concert scale appeared in their show music, they'd memorize it. Yet, the scale sheet in their binders goes unlearned.

I'm glad their making a push for scales, because it's something I always pushed for with my ensembles. As I was browsing around on www.musicpln.org (which you should check out) I found a great blog post about Lisk and scales by Thomas J. West. Check it out by clicking...HERE! 

Now go practice your scales. I played my Circle of 4ths today, did you?

Saturday, August 7, 2010

Away Or Stay?

The 2 week stretch of band camp is over and I'm home alone for the evening, so it's blog time. I want to explore the idea of away camps for marching bands. Is it worth it? How about with the economic situation? What does your group do? Here's a little article from halftime mag that I found on this very topic. I'm sure a few directors struggle with it.

I'm working with the Centerville Jazz Band and they go away to camp. However, I'd never been involved with a band that did that. Come to think of it, I can't name a band in Illinois in that does. Let's look at some quick pros and cons that I observed a couple weeks ago.

Pros:.
- Having university facilities(plenty of room for different groups)
- Bonding for the band(floor activities, volleyball tourney, meals together)
- Less distractions(no parents, appointments, out of band friends)

Cons:
- Financial obligations($$$)
- distance from "comforts" of the band room.(extra gear or repairs)
- anxious students/parents(fear of the unknown or letting go)

Centerville Jazz Band(CJB) is not a typical program. If you haven't heard of them just do a google or youtube search. Anyone familiar with BOA knows who they are. It's really a great opportunity to tech for them so I'm soaking it up while working as hard as I can. Oh they're also featured in the documentary "From the 50 Yard Line" That being said, "results may vary"

We started our away camp on Tuesday after a day at the high school. I'm just a brass/visual tech and very new to the program so I tried to find out as much as I could from the band directors. I hope I didn't annoy them too much during our dinner breaks(speaking of bonding it's hard being the new guy). I found out that just by having the students/staff bring their own linens/towels and skipping Monday saves over $8,000.

We stayed until Friday with a staff of 2 directors, 4 techs, 5 percussion staff, 2 guard staff. We had a floor to ourselves, but doubled up rooms. The kids(around 180 of them) along with around 10 parent chaperones(2 with medical training) stayed on the floors above us.

The days were long. Rehearsals started promptly at 8AM and the day ended at 9:30PM(not that anyone went to sleep). The rehearsals were intense, focused sessions that reinforced great technique and meticulously built the opener. The students were focused and given off about 4 hours a day, including one structured hour of "attitude" sessions. Thankfully, those were in the A/C and very relaxed. Oh and the end of each night featured activities for the students they built some great relationships while the staff played volleyball under the lights outside the dorm(which was fun except that little visit from the skunk and the fact that I suck at volleyball)

The cost of camp total at Miami University in Oxford is close to $40,000. I don't know a lot of programs that have that kind of money to spend, especially in this economy. Even though this band has a long history of away camps at MU, the director told me it might not always be that way. I don't know if it's justified. I know what kids accomplished was nothing short of amazing. I wonder if they would've got as much done and bonded as much without the away camp experience.

I think if a program has the resources, it's valuable. I really wish schools/programs were more equal, but I know that's not pragmatic. Opportunities shouldn't be reserved for certain students, but we do the best with what we've got. I wouldn't be disappointed to be the Director of Bands for a program like this. Not fair, but true. So away or stay? What do you think?

Saturday, July 31, 2010

Away We Go!

Well the move to Ohio didn't exactly leave a lot of time to settle in here. We arrived on Saturday, unloaded and now exactly a week later so much has happened. Here's the short version. I think eventually I will write a post about what I thought of doing an away band camp, since I had never experienced one of those before.(I'm also new to being a tech on a large staff. I'm used to being the director or in the band!)

Monday we did a day of camp at the high school and I went to Wright State to sign my GTA contract. It was great to speak with Mr. Jobert again. He's one of the music education profs at Wright. He let me in on a lot of information about what I will be doing there and it was nice to have that contact with him. He also is the one who takes care of the WSU Music Facebook page. I think great things will happen at that school.

Tuesday I left Jes, my future wife, in a very unfinished apartment so that I could go to camp with the Centerville Jazz Band(look them up if you don't know this marching band). It made for some long days. It's tough being the new guy on a staff that really knows how to work and play together, but I met some amazing kids and I'm looking forward to spending a couple seasons with them.

Jes worked like crazy to make our place a home and when I came home on Friday night. It looked more like something of HGTV than a little white box. I'll probably post up some pics on our wedding blog. I'm feeling very fortunate that she was brave enough to come on this adventure with me. I know she left a lot to do that for me and I really appreciate that.

Now I'm recharging for the weekend, doing some more apartment shopping, and catching up online. I can't believe I hadn't been on my laptop all week. Then again when you're teching for the band 12 hours a day and then playing volleyball with the staff at night, there's little time for computing. I also need to get a chance to jump back on http://www.musicpln.org/ I hate that I've been neglecting that!

I hope this will be a great place to talk this year as I expand my horizons. It's going to be a wild time. Graduate school, working with a phenomenal group of kids, living in a new state, and getting married! Hold on to your hats, this blog might actually get exciting!

Saturday, July 10, 2010

Are We Successful Teachers?

Last week's #MusEdChat on Twitter focused on what makes a music teacher successful. We discovered the answer is varied depending on the perspective of parents, students, administrators, and ourselves. I always love these chats and I can't wait for the next one. They always make me think a little deeper. It's not talk about philosophy instead of just pedagogy. Honestly, I think more deeply about pedagogy most of the time.

Anyway, we tweeted about all these different groups. We talked of how sometimes parents just want it to be fun for their kids. I spoke about the idea of teaching parents during the school concert. An Informance instead of a Performance if you will. Teachers all view their own success very differently, some more noble than others. I wish I was more noble actually...and then bringing up administrators always starts an uproar.

The most important group for me is the students. Sure, I want to myself and my peers to view me as successful. I want the administrators and parents to respect what I do. However, if they students don't see me as successful, what kind of leader or teacher am I? I'm not a clown to entertain them, but I am there to be a counselor, their musicality leader, an explorer, a knowledge giver as well as seeker, and many other things.

Since I let me former students find me on Facebook, I put up a post asking what makes a successful teacher? I was impressed that a few took the time to tell me. Even more impressed that one(who is a history ed major now) sent me a paper he wrote for class. So here are some response excerpts below. What do your kids think?


"I feel a music teacher should be judged on his musicianship and how he uses it to improve his students' musicianship. The teachers who go out of their way and use their time to help a student in need or a student who just wants to be the best is always a teacher I would choose. Also I feel that teacher should push his students to their greatest potential and not give up on any student because he, the teacher, doesn't feel the student has the capablilties to improve or expand. Lastly and most importantly: I feel a music teacher should have a great love for all musics and children or teens (whatever age group) he is working with and should accept any student, no matter their skill level, who comes to him with an intrest in music and accept that student with open arms."


"Have fun and being able to connect with the students and just lay back and have a blast playing!"


"Discipline is extremely important because you also earn respect from your students. And strong leadership skills will tell students that you are the one in charge-not them."


"I think its a combination of two things, character and wisdom. Students won't respect a teacher unless they see something there to respect, if you know your stuff and your able to portray that knowledge in an interesting way I think you've got it made. I know that if I have a professor that is more knowedgeable about music than I could ever hope to be and that professor can show that through his conducting, his assistance with different instruments, personal accounts, and on a one on one basis that is the best teacher I can get. And I would hope that, at least on a collegiate level, that respect would counter the need for discipline."


"talking and getting to know your students. that way you know and understand what drives them to work hard and improve."


"...seemingly in constant motion with one thing or another going. ..Very early on in my education, I was inspired by my teachers. I admired their work ethic and their ability to make me enjoy learning. That was quite an accomplishment with my case, for I was not too interested in learning at that time. "

I hope those first couple of classes of mine, the grads of 08-10 continue to think as well as post goofy videos on FB. :)

Friday, June 4, 2010

A School Year Reflection

I have officially been out of school for a week. The desk is packed up and I've moved into my temporary summer home to save money before the big move to Ohio. I always like doing reflective posts because, like a fine wine, they get better with age. Or so I'm told, truth be told I don't know a whole lot about wine.

I started the school year taking a job after a week of trying to decide between a move to Minnesota or staying very close to my hometown. I chose being close because they had a marching band, I could live with my fiancee in my old college town, and it just seemed easier. The HS principal called to hire me and I was looking forward to being the Assistant Director of Bands. It meant no more general music and a bigger program. It also meant missing a bunch of students who will always mean a lot to me because they were my first ones, they believed in me as much as I believed in them.

It wasn't until I was days away from the move into what we thought would be a charming little house that I found out this was a strictly middle school job. The other director had no intention of letting me direct the high school band on any pieces and that HS principal that hired me would hardly speak another word to me. I was upset, I felt like I had been deceived and I interviewed for one last job before settling in at band camp. I wasn't thrilled when that other principal called, "we liked you, but we went with someone with a master's. Do you want me to keep your name up around the area?" she said. Yes, of course I wanted that, but mostly I vowed to get that Master's. I can't gain experience any faster, but I sure can change my degree level.

Band camp was a shock to my system, the band was almost double the size of my first school's, but they lacked discipline and strong student leadership. To make matters worse, they shared a fight song. My heart just wasn't in it. They fought with each other, they told the director what to do, they told me I wasn't nice. The whole community seemed happy and proud of the program, I can't blame them because it's all they knew and for that far downstate they might've been right. I wanted to change that, which is why it was good to be the middle school guy.

My fiancee(at this time girlfriend) watched me become someone she didn't like a whole lot. Where was the energy and the passion of that educator she met in the band room at EPGHS? She helped me when she could, but I just wasn't happy. I'm fortunate that she stuck it out and that she told me to look at grad schools. I said I didn't want to skip around too much, but she saw it as not going after a dream. I still had dreams, I was still passionate, I just felt that they'd been put on hold. Like I was stalling, I'm not used to standing still.

I was frustrated, but I threw myself into the 6-8 bands. I started changing how they thought. We worked on intonation and scale studies. I gave them responsibilities and for the most part they met the challenges.  We began changing things slowly. We were setting higher expectations. I began l finding some of those students who make it great to come to work everyday. I was so thankful for that and for them.

Jes and I got engaged on Nov 27th 2009. I took her on a trip to Chicago giving her instructions to bring a fancier dress. Her friends at school were all telling her that this was it, but she said she tried not to get her hopes up. I popped the question with a great diamond(that took months to find) under Cloudgate aka "the Bean" in Chicago. We stayed at a great hotel in the theater district and I can't wait to go back there again.

By Christmas break the school had hit a financial crisis and who hadn't? The state was(and is) an amazing amount of debt and school districts aren't getting paid. The superintendent gave some dire speeches. People were scared. I talked to the Regional of Education representative about keeping my certification and going to school out of state. It all sounded very simple. Keep my certificate current, get my other degree and that would be my bump from initial to standard.

By February I had researched over 50 graduate programs in some combination of Wind Conducting and Music Education. I had met or at least spoke to professors from all over the country. Jes and I set off on some adventures and I had so much fun conducting band and auditioning all over the midwest. All but one school offered me a place there, but in the end a school in OH became the top choice.

During all of this my groups were continuing to rise to my level. I enjoyed the middle school groups more than I ever thought I could. I've met some great middle school teachers who have no desire to teach HS and I really wish more of us would find our place. There is no greater program, just the program that fits an individual teacher the best.

We organized a district-wide MIOSM concert. That was one of the highlights of my year. One thing that was slightly selfish of me was my smile when the high school band tried to follow the 7/8 bands way of tuning, they never tuned in rehearsal. It fell pretty flat and gave me a little ego boost. Over 200 students playing all different arrangements of "Simple Gifts" and then at the end we combined to play a number. As I conducted them I knew I had no control, I just had to get us safely from beginning to end. The audience was ecstatic, what a great moment. Solo and ensemble came and went and it was time to talk to my colleague about my move. I wasn't looking forward to that, she'd been through two guys in the past four years in this job. It had to happen though.

I'll never forget sitting outside on the campus of Wright State University wondering if it was the right choice. There were so many questions, will I be successful? Can we afford this? Will Jes find a job? Will we like it here? There is no way to know for sure, but she seemed confident in telling me that I fit here. I liked the faculty I had met and I liked how they treated Jes. It was a little more metropolitan, which we wanted and it had the right vibe. I signed my letter of intent and became a GTA in Wind Conducting. Now it was time to finish out the year.

I explained my situation in April and then gave the final word on my leaving just at the beginning of May. Even though I'm not cut out for middle school I sure was glad to work for that principal. In the long run I'm glad the one at the HS had less to do with me. He's been the boss, I've ever had. A true leader, who's in it for all the right reasons. I  turned my letter of resignation into the superintendent and word spread quickly. When I went to get my mail I spent a lot of time telling other teachers what was up. They were happy for me, but not for the school, again I felt like I had a better connection to them then I did to teachers at my old school.

The Spring Concert went off without a hitch, even though I was tired everyday from the over an hour long commute from doing "The Producers" in Bloomington. The kids started hearing things and I explained to them where I was going. I'm glad they understood. I think they are used to it, which is kind of sad. I got some great letters, thank yous,  and emails. I shared my information with parents in case any wants to get ahold of me. I had my final class with them as "May Madness Band Bracket Challenge".

My desk was packed up last Thursday. The boxes went in my car and I found an envelope that held "best of day" certificates for my clarinet quintet. I chased the kids down and handed them out. I was so proud of them. The middle school band had became my ensemble and I loved them for it. I handed in my keys, turned off my computer, promised to help if anyone needed me, and drove off listening to U2's "Where the Streets Have No Names". I had ended my stalled school year and learned more than I thought I would. I wonder how I'll look back on this in 5 years or 20...

If I just could've combined the things I liked about both jobs, I might've stayed forever...then again maybe that's why it wasn't perfect, to push me forward. Everything happens for a reason.

Monday, May 24, 2010

Long Time, No See

Hello Blogosphere, it's been awhile.

I always get myself excited to blog and then life gets in this way. Now I feel like I have reason to blog, that's not just purely for my own archives. I've locked on to to Twitter and it's given me an instant connection to around 80 educator all over the globe. I'm serious this time(and with summer coming up it should be easier) to any of you who find this I'm looking forward to reading comments and adding your blogs to my reader.

So here's the reasons I've been so absent. I will go into more detail when break starts, especially about future plans as they unfold.

In the next few days I will finish my year at Schuyler-Industry. I know it was a short-lived, but I learned a lot about myself and where I want to go. I think I did a fair job of helping some young musicians attain some lofty goals as well(middle schoolers knowing all 12 major scales in a little rural school!) I'm not sad to be going just because things are looking so bright.

I'm leaving to attend Wright State University to earn my Master of Music degree in Wind Conducting with Dr. David Booth. While I'm there I get to earn my assistantship(full tuition and stipend) by serving as Athletic Band Director, teaching a jazz history course, and being the assistant conductor for the Wind Symphony and Chamber Winds. In addition to that I emailed some area band directors about helping with marching band and the response was great. A few schools were interested in my help, but I never would imagined getting a spot on my "Dream Team". I get to help at Centerville High School with the CHS Jazz Band. Earning a conducting degree in a great midwest town while staffing with one of the best marching bands in the country. Oh I'm all smiles here!

I also spent the last 6 weeks working as the Music Director for Community Players production of "The Producers" by Mel Brooks. As you know musicals take a ton of time, to make matters worse the show went up in a town 93 miles from where I work. I know, it was not the best judgement to take on the show, but they needed someone and I got to work with some of my good friends in Bloomington/Normal. Not to mention my lovely fiancee was a featured dancer and I got to watch her on the monitor every night. It was a hit, I've never heard so many good things about the orchestra. Since we were hidden in the back and piped through the speakers some patrons thought we were a CD. I take it as a compliment to the pit!

Tonight is #musedchat and I have a class coming up. Today we are playing "May Madness" we have a scale challenge bracket and we're going head to head to see who's the scale master today!

Tuesday, May 18, 2010

Aggregators?

I'm trying to figure out RSS feeds. I started reading about them this morning because I'm currently trying to follow too many things! I know I'm really late to the game here so if anyone has advice please post in the comments or find me, KFreesen on Twitter.

I read about web-based vs. app based and went the web route because I'm on different machines all the time. School, home, etc...but I also wanted something I could get on my smartphone. I ended up going with Bloglines service. It says I can get it mobile and that I can link news, blogs, whatever so I'm going to spend the next half an hour playing with it.

I think the button below will create a feed to this blog...Like I said just playing with it today as school days wind down with many trips and parties.


Subscribe with Bloglines

Friday, April 9, 2010

Diigo: The Useful Bookmark

I'll admit it. I'm not a big fan of bookmarking. I don't have a list of favorite sites on my laptop. I just either remembered the address to the places I frequent the most or I did a new google search each time I wanted to find something. This was working out ok(minus the frustration of not being able to find something in using the search terms I thought I'd used last time!) Then a colleague introduced me to Diigo...I tried not to say it in public for fear of sounding dumb, but it's became one of my most used internet tools.

Those of you who used bookmarks on your computer before will be blown away because this one can go to any computer with you. If any of you are like me you need to start using this because your constant searching is WASTING your valuable time!

Diigo is also a collaborative space and great addition to your PLN(personal/professional learning network). I am a member of two music site sharing groups, Teaching Music and MusicTechieTeachers. For your convenience those are links to two great public groups. Once you join up you can access any of the links that people have tagged for those groups. Oh yeah, the tagging system is a great way to sort! No folders to create and it makes search so simple. My advice tag with lots of helpful words. Once you get going you'll add sites to it all the time, especially if you install the Diigo toolbar.

Find the site by going to http://www.diigo.com/ and sign up for an account to start archiving the best of the web now. My username is KFreesen and I'd be glad to hear from you and start collaborating in this space as well!

Btw...it's pronounced DEE-go...Incase you actually have to talk to someone about it. Share this wonderful resource!

Tuesday, March 23, 2010

Awakening Memory Through Song

I'm a music teacher so it's probably not hard to believe that I have very strong memories tied to music. I think everyone experiences this to some degree. Think about it, you're driving along and a certain song comes on the radio, suddenly you're transported back in time, you just seem to remember a situation to the letter. I feel the the strongest connections to my emotions when I'm listening to music that is attached to a memory. Smell does it to some extent, for instance I love the smell of WIU's music building in the early Summer, it always reminds me of summer camp. Anyway, my point...here are a few songs that have been coming up recently and bringing up some intense feelings for me.

In the Shining of the Stars - Sheldon - This one means as much to me as the smell of Browne hall in June. I played this in JH concert band camp in between my 7th and 8th grade year. I was from a small school and band wasn't exactly the way to make you cool, in my junior high. As we played this great commissioned work at the concert, I realized I wasn't alone in my love of music. I was sad that the week was ending, but I made some friends that I still talk to today in that band in 1997. I'm playing it with my middle school band now at SIMS and every once they strike just the right balance and I feel like I've come full circle.

Love Song - Sara Bareilles - My second year teaching I was working for the El Paso-Gridley Schools. There was a pianist who we had kind of adopted into the drumline and convinced to stay on for concert band as well. I was fortunate that she was a kind girl and responded to our needs for a jazz pianist as well. I think she played this song every day at least twice in my room. She had just kind of picked it up and it always made me smile because it was so catchy and because I was glad she just wanted to play all the time. It came on tonight and prompted me to write this post.

Where the Streets Have No Name -  U2 - This is my ultimate confidence song. I put it on before I go into interviews, when I'm driving to school and need to gear up for a tough day, and when I'm just starting to feel like I'm not worthy. I keep it on a CD in my car at all times. It's just good karma. I listened to it the day I got my first job offer and the day I got the first job I took. I listen to it while I'm filling out graduate school applications. When I listen to the slow, humming intro in a suit and my Oakley sunglasses I truly believe I'm invincible.

Follow Your Heart - Urinetown - It's easy to have emotions attached to musicals and I like musicals so I'm sure I'll have a lot of those on here. This was the first big song I remember rehearsing with Jes, my fiancee, last Spring when CP did that show. It was my first bigger gig as a theater music director and it was Jes' first lead at players, the theater she had been singing at since she was in grade school. The reprise was actually the best part because she downstage right by the small combo pit I was conducting and she looked right into my eyes when she was singing. I'll never forget how that feels. I love hearing her sing, lucky me for marrying a vocal major huh?

Thursday, March 11, 2010

Tell Someone How You Feel

I feel like I'm emotionally stunted sometimes. My colleague at RIHS comments about how not much gets to me. She feels like she gets ruffled and I just don't. I attribute some of that to the calm, respectful teachers that I have had. I always seemed to work harder for the professors who didn't scream at me. As an educator, I am creating a persona based on those I work with and observe. The good and the bad, I have an uncanny ability to absorb traits I want and expell the ones that don't fit my personal style.

During marching band I'm tough, I have expectations, but my voice comes over the soundsystem in low, calm voice. I speak slowly with purpose and thought. In concert ensemble rehearsals, I can wait on a group to settle even during ISAT week when they're burned out. I am slowly teaching them how to get ready without anyone shouting. I'm firm in my policies, but not exactly empathetic. I'm probably need to work on that.

So in an effort to be a little less emotionally closed off I saw an opportunity today and took it. I leave my Facebook and Twitter pages up in the background most of the time. I like the opportunity to read what other teachers(and my music theater friends) are doing throughout the day.

Today I noticed a friend from college was on FB chat. We weren't the closest, but he's always been someone I respected. He's currently at Indiana University getting a Master's in the Horn Performance and auditioning for pro gigs. I think that's incredibly cool. I had a class to get to, but I left him this message, "just thought I'd tell you. You're one of the coolest guys I know. I haven't been real impressed with a lot people I went to school with, but you're awesome.That is all." Didn't want to be too heavy you know.

He replied, "haha thanks kyle, that really means a lot. you're a good guy, and I can tell you're going to succeed in music ed." It made me feel good to actually try to communicate with someone, not for school or theater or work. Just to tell someone that they're doing things right. I think I just grew a little bit, emotionally, now if I could figure out how to get a little taller too...

Wednesday, March 3, 2010

Dr. Fansler Visits RIHS

So today was a treat for me and some of the kids who really enjoy playing in HS band. We had a guest conductor, Dr. Mike Fansler from Western Illinois University. It was like going back in time, yet I feel so much wiser. I want to go back and redo a lot from my time in undergrad.


He was one of my college band directors and my academic advisor. So many of the things I've learned have came from this great conductor, educator, and musician. However, I didn't sound quite like that in college. I fought him on some stupid thing and didn't practice enough. I should just send him an email that says, "you were right about everything. I'm sorry. KF" Would've, could've, should've doesn't get us very far does it? It really makes me excited about the next steps in my life.

This is the first time I've seen him conduct in three years and nice to see some things I do(and some things I should be doing) I want to get to that level of artistry, but I realize the same people I knew years ago might not understand that about me. Oh well I guess I've grown up a bit. Maybe that's the real reason professors tell us to teach for a few years before getting our Master's, to grow up.

It disappoints me that the band still wasn't all that quiet. Sure they were much better than when I was on the podium or when my colleague is, but it still just had an undercurrent of bad attitude. I feel like that's poisoning me. It's just expected and I can't get my mind around that. The kids tell me I don't fit in and I don't think that's bad. I wish some of them would break the mold too. They deserve it, Fansler commented on how there were some great things in rehearsal. He's right I feel bad that those kids and the greatness they have is stifled. It's not "cool."

I've been around the country a bit over the last few months and I'm starting to wonder where life will take me. Lots of opportunities are out there. The brave go get them wherever they may be. Just look at Dr. Fansler's bio. Virginia, New York, Tennessee, Illinois. He went and got what he wanted. I hope I have the courage to do the same. My future students will benefit from it, whomever they may be.

Thanks Dr. Fansler. You are right and I can't wait to get out there and try my best to create my own story and successes.

.

Wednesday, February 3, 2010

The New Resume Frontier

As we all push to grab more visibility in a tough economy and job market. The internet presents us with more and more tools to communicate and grab the edge. I decided last night to find an online resume, that might increase my presence. We all want to be more than just a few lines of black ink on heavy ecru paper right?

A quick Google search will render some different sites that offer this type of service. Find out what might work for you.

Below is a link to my free online resume or "CV". I'm hoping this will just be another way another way to communicate and make myself more marketable. My favorite feature is the video. How many people can actually let a potential employer watch them in action from a piece of paper? None.

VisualCV - Resume

Sunday, January 31, 2010

IMEA Day 3 Clinic 2

No Child Left Behind: Implications of the Research for Music Education - Clinician: Dr. Timothy Gerber
We are trying to convince people today that we're important. We must be advocates and at the grassroots level. This NCLB is actually a reauthorization of an education act from 1965. We need to be advocating with people who can change things(principals, boards, parents)
"I understand the need for stem disciplines, but we should be a school that focuses on "steam" disciplines. This creates well-rounded students." Now we're talking about "stem" disciplines Science, Tech, Engineering, Math. "Let's go from "stem" to "steam" Science, Tech, Engineering, Arts, Math. If a school doesn't make AYP it "reconstitutes" the school. Fire everyone and start over. It says that low scores are caused by teachers. Not entirely true.
Parents could help with test scores by:
1. turning off tv
2. go to bed earlier
3. help with homework
4. get a good breakfast

If a school is judged solely on these tests. It must take time from the non-tested subject. The reputation is on the line! "We test what we value and we value what we test" If we test music education will it help? If you do test, what do you test? Study shows only 50% of 8th graders couldn't aurally identify what instrument begins Rhapsody in Blue. Is this what we should be testing? Is this an achievement? ''

How can we help while maintaining the integrity of our discipline? Music should stand on its own. However we can assist our colleagues in math/reading. We need to start spending energy on elementary music to improve feeders all the way up.
What this is really making me think is that I want to do a cross-cirricular unit on the "Great Locomotive Chase or "Stonehenge". I plan to talk to the SIMS teachers about this next week. I hope it's something they want to get involved in with me. Maybe Mrs. Owrig is doing a unit I can tie in with too!
What is music's impact on the economy?

Look up these Charles Fowler guy "Strong Arts, Strong Schools"

The role of the arts encouraging college aspirations.

I know this was kind of disjunct, but I think it'll help me remember to do some of these things. How are we making sure we're part of a well-balanced education?

Friday, January 29, 2010

2010 IMEA Presentation Clinic Feedback Form

The Virtual Podium Presentation 2010 - Feedback Survey

Please click above to take a short survey about the presentation! I can't wait to here from more music educators who are using technology. You can find me on Twitter(KFreesen) and email me anytime at K.Freesen@gmail.com

Thanks and have a great rest of the conference.

IMEA Conference Day 2 Clinic 4

Yes, I know I skipped 3. My computer went dead and the room was so full that I couldn't get to an outlet. On the upside it was on advocacy and Jes came with me. It was nice to sit with her since we go to completely different clinics the whole conference. Pretty nice handout, but I don't know how much of it applicable this juncture in my career.

"Composition 101" Clinician: Robin Giebelhausen, Libertyville (HMS)
 Robin is discussing how we can't be scared of composing. It's not Bach and Beethoven. Use the instruments they play! We can't scare students either, feedback...teach them positvely and give them easy conventions(ex end on do) I'm hoping I can use some of these things to possibly teach a Knox College for Kids class on Composition.

Use composition for sightreading. Use just 1 3 5. The kids might actually like sightreading because of it. I think makes more sense for choral settings. This seems to be very geared towards general music. I was hoping get some more concrete techniques. I don't like that we're not using notation. I'm not really able to step out of my comfort zone on compositions.

Symphony project sounds cool. Each student has to do 4 movements form, slow, dance-like, and one like the first(ex credit) it's all done in garage band loops and midi input. She mentioned Audacity too. I think this is going to be the ticket if I want to do that. Usuing a wikispace will probably be the way to go. I wonder if Knox has a computer lab that I could use? The technology she's using is very similar to what Brenda talked about yesterday. That's comforting to see what's out there is being used by more people.

She says to compose a long with them. That's what I'm talking about! Kids love seeing us try too!

Now I'm taking a break until my presentation at 5. I think I'll swing back to the hotel and relax. I feel bad about skipping out on a few sessions, but hopefully it'll get me in the right frame of mind to be engaging and dynamic to anyone who comes to my session.

IMEA Conference Day 2 Clinic 2

I wish someone actually read these except for myself, but at least I'm creating a resource for myself. This section is all about being student-centered while teaching a performance based class.

Intergrating a Student-Centered Instructional Style within a Performance-Based Band Rehearsal" Clinician Dr. Joseph Manfredo and Mr. Matt Temple

This isn't about our conducting this is about our teaching. We have to intuitive and flexible. There are multiple styles. We facilitate because the class should be "student-centered" not "student-led". How do we bring effectiveness in our classrooms? Tell me...

Exploring our relationship with students in an ensemble. They are dependent on us(play that note longer), then collaborative(how can we shape this phrase), and if they're really learning independent(and in to it!)
We're watching a video of Matt Temple from New Trier HS teaching. He just had the band listen to a percussion opening facing forward, now he's making them name(catalog) what they heard. I think this would work for me. This was more student-led than we just talk at them(do this. play that.)

I like this thought, "we have four years to create musicians who can think critically, not just burn out by repeating music until it's a great performance" Matt says, it's messy and out of our comfort zone as students and teachers, but worth it. Fast is slow. Slow is fast. When we help our students to understand it takes time at first, but as we move to the next concert it's faster because the learning curve is faster. They don't need us as much. That's the mark of a good teacher right? That the student no longer needs the teacher.

So what they seem to be saying is that I need to be able control gesture, evaluate aurally, and ask question. The director is a facilitator, not a dictator. We need to create an environment that keeps people engaged. Students have all the answers, kids are kids wherever you go...tap their potential! EVERY student must make independent descisions. For me this means don't call on Kelli E or Kristin W :)

How do I create discovery-based organic, authentic learning?
- Ask them questions about why the composer wrote what they wrote? How do you think this phrase should go? Which accent do you think will be the strongest? Let's have some comments about how they phrased this.
- Rephrase your statements as questions.
- Make eye contact. Look right at people not generally, in the eyes.
- Teach be contrast. To fix the balance play with bad balance, etc...
- Be honest, but not mean. They need a gauge or a benchmark.
- Ask guided question, zigzag with the students, but have your goal in mind.
- Develop your interpretation, but don't be afraid to let students have input and ask them how did they arrive at that answer? It's important to have a unified interpretation, not always mine ideas.
- Not rights or wrongs, but justification for their ideas.
- Deflect questions to sections who aren't playing, even if you're working one group engage others.

It's interesting because I feel like I know this stuff, but I just don't implement it. Stupid Freesen, why don't we just do the right thing all the time?

Discovery based activities:
Periods of ambiguity - They have to feel like they can take risks(student and teacher)
Not fear based, let them be open and honest.
You have to balance. director leads, students lead. Seamlessly through the rehearsal.

They say these things will help our students retain. I just can't get people quiet enough to ask a lot of questions, kids are kids...but why can't I get mine quiet enough to realize the music we're doing is cool even if it's not "Crazy Train" sigh...I'm finding this one to be a little tough to swallow because I feel like I'm not doing enough. To self-evaluate I feel like part of it is that I don't relate as well to younger students. Does that make me lesser or just not quite in the right gig for me?

Primary Motto: Ask, Don't Tell.

IMEA Conference: Day 2 Clinic 1

After a long afternoon in the 408, dubbed the "tech" room. I heard the Libertyville Wind Ensemble last night it was amazing. More on all that later...

"Help for Your Young Horn Players" Clinicians: Rachel Maxwell and Meghan Fulton
It's 8AM and I'm very excited to be in my first clinic of day 2, this one is "Help for your Horn Players" by clinicians Rachel Maxwell and Meghan Fulton from Oswego. They brought their JH 6-8 horns(there's at least 16 of them) They sounded great during their warm up. This will be a good one!

Talking about right hand position, put masking tape in the bell to help them fix hand position. Great way to help them get good intonation from the start. I like that one. I have a handout on this so I won't type it word for word, but the tricks will go right here. No need to type needlessly right?

I didn't know this tip either, when playing stopped horn always play on the F side, no trigger. Want the kids to have better accuracy? Stay on them breathing through the corners. Get them mirrors and "free buzz" to make sure both lips are buzzing.  Good for all Brass players put the shank of the mouthpiece to teach the openness needed to play with a more beautiful tone. I'll be using this. To set before we play try this: Play pitch, off face, play pitch...do this ten times to create that sense of attack. "Slow motion" playing I wonder how my kids would adapt to that...is subdivision an issue with this? They also use the B.E.R.P. a lot I remember having one as trumpet player, but I didn't care for it. Might worth checking out. Another way to do that is leadpipe buzzing, I had heard of that one.

When teaching tonguing put your tongue on top teeth and try blow, you have to move it. Help them understand tonguing in that way. "Toh" to "Doh" syllables for horns. This seems to me to promote that open throat. She also uses the older kids as teachers, I mean 8th graders helping 6th graders! I love having my students work that way. When empyting spit turn to the right...

Starting kids on double horn makes sense, but if they start on a single F that's ok. Switch them to double as soon as they overblowing it and have an octave range. Note to self: Check out the packet on tuning individual slides. Where to place horn in the ensemble, that I can use! I'm always moving my horn section around. I've been validated, by this teacher(she says horns in front of saxes!!) Help them both: saxes learn to blend, horns get help hearing their pitches. You know I'd forgotten about Fansler's "Horn Shields" maybe I'll construct some for my bands.

I'm glad these ladies have their email addresses listed. Maybe I can recruit for the tech side. They must be cool they wore t-shirts to the clinic that says "French Horn Hero" with flames and such. Time to shut my computer and find out where I'm off to next!

Thursday, January 28, 2010

IMEA Conference 2010: Day 1

I'm blogging live from the Illinois Educator's Music Educators Conference. Thanks to Dr. Neal Smith for pushing the higher ups to get us this access. I'm going to just update this post throughout my journey though presentations. Here's the first one!

Presentation 1: "Getting Webby" Clinician: Mrs. Brenda Muench
She showed us her classroom and now she's teaching us about using Skype. We're now talking to Zach G. who's a 2nd grader at her school. Wow, I need to start using Skype more. Especially to talk to friends and colleagues who are starting to spread out all over the country! She says she can use this to talk to experts in her classroom. Ex. Hear violins played through Skype since her school doesn't have an orchestra!

The next thing she shows my fiancee might enjoy, Listening Adventures this would be great for a elementary instrumental unit! (My favorite general music topic) New York Phil Kids is next she says older kids(3-5) go to the game room to check it out. There are a few neat games here, including some basic composition stuff.
What about composer projects? Classics for Kids includes podcasts on a lot of composers. This is from Cincinnati Public Radio. It also has printable bios, worksheets, wordsearchs, pictures..etc... Free stuff for instrumental lessons! Theory and free sheet music!

Need a Virtual Keyboard or virtual drumset? There they are! Here's a cool one called Play Auditorium cool game. Not a class activity, but I want to play with it! Free notation software? Here it is MuseScore. Free recording from your computer? Of course! Audacity layers, speed, pitch all there.

There was a bit more, but she started running out of time. So much stuff. Luckily, it's all available on her blog which is down in my "Freesen's Readin" list. Next up...

Presentation 2: "Google Me" Clinician: Carol Broos
Her Presentation it's all here because she's honest about how fast she goes! I should google Golden Apple Scholars...wow! Carol's Blog FYI. I need to check out this "prezi" thing...here I am reminding myself to Google that. I think for this one I'll just list what I want to work with in this one.
- Google Squared - a Google Labs search that will give you all the information in a table!
- Google Groups - set up for email activity and this could be useful.
- Google Maps - New tricks for an old dog! You can put in infomation and embed! Who knew!
- Google Alerts - right under my nose. Yet wasn't using it!
- Google Forms(through Docs) - I started playing with this, but I think I'm going to work on this more. Freezing columns, all the summary and data tools are great. I will be using this a lot more.

I really enjoyed Carol's presentation. I'm such a huge google fan(obviously I use blogger) Now the conference has started. I'm so excited. IMEA is really here!

Since this got long I'll probably do another post tonight. Then more tomorrow.

Friday, January 22, 2010

My IMEA Presentation Slide Show

I want people to have access to my presentation. I'm putting a link to it in my handout, but I thought it might be nice to have it here.

Plus, I get to test out an embedded slideshow! All through the magic of Google. They should cut me a check for how much I promote them.


Wednesday, January 6, 2010

I'm Getting Through to Them

Maybe not all of them or even most of them. However, it's enough at this point to make me pretty happy. I know I posted about how don't like when teachers get excited about the good stuff and try to discredit the bad, but here's some good as I sit here after school in an empty band room with a stack of solo/ensemble music on my desk.

Today a 7th grade flutist was outside my office. The girl next to hear said, "practice makes perfect". She responded, "No it doesn't, practice makes permanent." I leaned out and asked her where she heard that and just smiled and said, "You."

On Facebook a former student wrote on my wall about her semester abroad so far. She's been in Spain for two days now. She wrote, "Last night when walking around Madrid, there were a lot of musicians out - a small harp thing, a violin, a flute, and a saxophone in different places. That's my favorite thing about music.. it's found around the world and understood by all languages. :)" Now that I'll use next time a kid asks me why the put forte instead of "loud". I didn't have a huge impact on her musically, but I'm glad she thought enough of me to let me know that music is still in her life.

I spend a lot of time talking about drum corps. I should've marched, I really regret not doing it. My constant references to it has caused a former horn player to try out for the Glassmen. She messaged me to get some advice on slurring since that's what the told her to work on for camp. She's hoping for one of the 7 open spots and I really hope she get one. I'll be glad to cheer on the Glassman as well as the Colts this Summer.

We are working heavily on tuning in MS Band. I know they're starting to get it, but I hope I'm not creating snobs(some of the kids who can really hear the waves make some terribly scrunched faces when other don't fix it). Each day we select a random section to check on how well they have tuned through the process. They are starting to talk about their "intonation" what a great word for some middle schoolers.

Well I must get back to work. Solo and Ensemble music will not pick itself now will it?

Tuesday, January 5, 2010

School Resumes

Well we are back in session. I wish the new quarter would've started yesterday, but it's not for another week. Even though the kids are recharged(and kind of crazy) and the teachers rested(and slightly lethargic) we're in the last two weeks of a grading period. Odd.

On a personal note I had a great break. I don't think I said this before, but I got engaged just a few days before my last post. This means some of break was used on beginning to plan a wedding that is over a year away. I had no idea there was so much to do. We looked at venues, spent lots of time talking, got information from her parents(no word on mine yet), and had an engagement party.

The party was great we met a little Irish pub in normal with about 40 friends, mostly theater people I've met as a music director while my fiancee has been on stage. I even got to see some of my former students. It's weird to think that by the time I'm married all of my first high school band will have graduated high school. They're off doing all kinds of things and it was the highlight of my night to hear about it. One just left for Spain to study a semester abroad before coming home to be a nurse. Many of them have continued playing two as music majors, one as a minor, many in their unversity marching bands, and one is almost member of the Glassmen(good luck Kory). It just makes me so happy that they're keeping music in their lives on that level.

I did a lot of article reading over break. Your basic stuff I guess how to be a better director and more importantly how to be an educator. What can I teach my students about music through music while performing music? That's from one of my books, "Teaching Music Through Performance" and it's really great to work on that. I'm trying to get my students into reflecting on their performances, we wrote short essays after watching a tape of our concert and I'm thinking about doing that once a month with great ensembles playing the literature we're playing. I'd like to do a listening journal next year...if anyone has thoughts on that it'd be great.

I read about different methods of score study because I'm trying to find something that really works for me. I'm almost through my first score using a method I'm developing and I think it's helping me to understand the pieces with more depth. I'll outline my plan sometime on here incase it maybe benifical to someone. I wish I would've done this two years ago...but we have to keep improving or we die. Metaphorically speaking, of course.

How can I  become a better music educator, pursue my dreams of higher education, and not drive my fiancee crazy in 2010? Stay tuned.