If I'm being honest, reading is the last thing I think to do. Listening to music? Yes. Watching Netflix? 100%. Watching my toddler and doing a thousand loads of laundry? All day every day.
That being said, reading is such a vital part of our professional development. Learning from every authors passion, experience, wisdom, and unique perspectives through their writing is an invaluable tool that impacts our growth as educators. So without further ado, these are a few of my favorite MUST READS for music educators right now!! Dare to Lead by Brené Brown
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Are the things you're doing in your classroom today setting you up for success in the fall? This is a question that typically has a performance-based subtext, but my wisdom today is a great reminder of what will keep our programs healthy long-term - how students feel in your class.
In this season where many educators can barely think past the present moment, there must be a shift in focus to think towards the spring and following fall. I'll say it bluntly: music programs will cease to exist if educators don't do a great job retaining and recruiting for the upcoming school year.
Think about it - in this time of uncertainty, why would a student want to sign up for your class? What's enjoyable about a virtual, hybrid, or restrictive in-person music class? In my opinion, students join a music class for three reasons:
1. Because of the teacher.
2. Because of the class environment.
3. Because of the content.
My focus today is not on #1 or #3 (although both are important!) but rather on #2. (Also check out the blog later for recruitment ideas!) Today's post is just for reflection and to inspire a shift to action if needed.
In this season where many educators can barely think past the present moment, there must be a shift in focus to think towards the spring and following fall. I'll say it bluntly: music programs will cease to exist if educators don't do a great job retaining and recruiting for the upcoming school year.
Think about it - in this time of uncertainty, why would a student want to sign up for your class? What's enjoyable about a virtual, hybrid, or restrictive in-person music class? In my opinion, students join a music class for three reasons:
1. Because of the teacher.
2. Because of the class environment.
3. Because of the content.
My focus today is not on #1 or #3 (although both are important!) but rather on #2. (Also check out the blog later for recruitment ideas!) Today's post is just for reflection and to inspire a shift to action if needed.
While students take great pride in the exalted experience of a great performance, they also treasure being a part of an inclusive ensemble that welcomes and values all members.
"An inclusive ensemble that welcomes and values all members"... How can music teachers establish this in a virtual setting? Hybrid? In-person with limitations? What if you're only seeing half of each class? What if you have 80 students in a virtual class?
The best question to ask is, no matter what your class looks like, what can YOU do to make sure EACH and EVERY STUDENT feels welcome and valued?
Of course this looks different for every single program and situation, but it's possible! The educators who can facilitate this inclusivity and loving space will have the highest retention because students will want to be there.
So - consider this your call to action! Drop the focus on content if needed, that pressure has no space here. What have you done to connect with each kid? What opportunities have you facilitated for student connection with one another? What is the student perspective of being in your class right now (in fact, I encourage you to ask them!) and what can you do to help them feel included and valued?
Thank you to Chad for his brilliant reminder of what is important in our field. I'd love to hear what you're doing to facilitate this in your classroom - drop a comment below!
The best question to ask is, no matter what your class looks like, what can YOU do to make sure EACH and EVERY STUDENT feels welcome and valued?
Of course this looks different for every single program and situation, but it's possible! The educators who can facilitate this inclusivity and loving space will have the highest retention because students will want to be there.
So - consider this your call to action! Drop the focus on content if needed, that pressure has no space here. What have you done to connect with each kid? What opportunities have you facilitated for student connection with one another? What is the student perspective of being in your class right now (in fact, I encourage you to ask them!) and what can you do to help them feel included and valued?
Thank you to Chad for his brilliant reminder of what is important in our field. I'd love to hear what you're doing to facilitate this in your classroom - drop a comment below!
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As we head back to school in a time of unknowns, I hope you have peace, feel encouraged, and know that you are making a difference regardless of circumstance.
YOU are capable...
YOU are wise...
YOU are creative...
YOU are inspiring...
YOU are connection...
YOU are growth...
YOU are encouragement...
YOU are progress...
YOU are ENOUGH.
You are all these things and more to your students. You believing these words is the first step to being the best music educator you can be.
As Morgan Harper Nichols says...
YOU are capable...
YOU are wise...
YOU are creative...
YOU are inspiring...
YOU are connection...
YOU are growth...
YOU are encouragement...
YOU are progress...
YOU are ENOUGH.
You are all these things and more to your students. You believing these words is the first step to being the best music educator you can be.
As Morgan Harper Nichols says...
Let July be July. Let August be August. And let yourself just be even in the uncertainty. You don't have to fix everything. You don't have to solve everything. And you can still find peace and grow in the wild of changing things.
Happy first day of school, YOU GOT THIS!
It's time to practice what we preach.
Most music educators value what we teach beyond the notes on the page... we teach empathy, compassion, expression, confidence, teamwork... the list goes on and on. One of my favorite reminders to share with students before a performance is that each song is a gift to your audience. There are people out there coming from all walks of life... they may have had a bad day at work, heard the worst news of their life a few hours ago, they may be distracted or uninterested, or they may be excited and engaged! Regardless, their job as musicians is to connect with each person and give them the gift of being able to experience something powerful, even if it's only for a few minutes. It's art that's being created live and in that moment, and it's a gift. You take them away from their reality and take them to a place of beauty and magic. For a moment, you give them hope.
Most music educators value what we teach beyond the notes on the page... we teach empathy, compassion, expression, confidence, teamwork... the list goes on and on. One of my favorite reminders to share with students before a performance is that each song is a gift to your audience. There are people out there coming from all walks of life... they may have had a bad day at work, heard the worst news of their life a few hours ago, they may be distracted or uninterested, or they may be excited and engaged! Regardless, their job as musicians is to connect with each person and give them the gift of being able to experience something powerful, even if it's only for a few minutes. It's art that's being created live and in that moment, and it's a gift. You take them away from their reality and take them to a place of beauty and magic. For a moment, you give them hope.
Art is the highest form of hope. - Gerhard Richter
How can we, as music educators, live out this statement so many of us believe? Is it not our job to lead by example? To guide, with a passionate heart, this young generation into the unknown knowing how music can give hope? And if we can't.... have we been lying? Do we ourselves not believe what so much of our educational philosophies were built on?
For me, these are tough questions to sit with. It's easy to get caught up in I do not believe the answers are in the world around us. They are not in "right" or "wrong," "left" or "right," "safe" or "unsafe,".... the answers are in the heart. Cheesy, yes. True, absolutely. Go back to those roots.... what magic has music given you? What power? What love? What hope?
If we go back to the example of asking our students to give a gift to the audience regardless of where they (both students and audience members) are at, how can we best give this gift to our students regardless of where they and WE are at? It takes some intent and reflection.
Our mentorship, our outlook, and our hope is the most powerful gift we can give to our students in this season. The gift is not to tell them what to believe or how to think, it's to find our roots and show them what HOPE looks like, through music. It may look different. It may be scary. It may be vulnerable, but we owe them that. Let's teach this generation to be creative, kind, patient, and empathetic, by living these things in real time. Let's show them the authenticity in the statement, "art is the highest form of hope."
For me, these are tough questions to sit with. It's easy to get caught up in I do not believe the answers are in the world around us. They are not in "right" or "wrong," "left" or "right," "safe" or "unsafe,".... the answers are in the heart. Cheesy, yes. True, absolutely. Go back to those roots.... what magic has music given you? What power? What love? What hope?
If we go back to the example of asking our students to give a gift to the audience regardless of where they (both students and audience members) are at, how can we best give this gift to our students regardless of where they and WE are at? It takes some intent and reflection.
Our mentorship, our outlook, and our hope is the most powerful gift we can give to our students in this season. The gift is not to tell them what to believe or how to think, it's to find our roots and show them what HOPE looks like, through music. It may look different. It may be scary. It may be vulnerable, but we owe them that. Let's teach this generation to be creative, kind, patient, and empathetic, by living these things in real time. Let's show them the authenticity in the statement, "art is the highest form of hope."
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If you don't follow @morganharpernichols on Instagram, you're missing out. She posts inspiration on the reg, but this post last week hit HARD.
I think we, as Music Educators, really struggle with the unknown. For most of us, our entire identity as a musician has been based on planning... our whole calendar is decked out with rehearsal and performance dates, we schedule in lessons and gigs, and don't forget all the concerts we pencil in to support our colleagues or to be inspired. This season may drive us crazy with all the unknowns, so since we KNOW we WON'T KNOW, how can we best "embrace the unplanned?" (Sidenote - If you're like me, that reminded you of some Notorious B.I.G/Hamilton and you sung the line in your head!)
Process vs Product is a trending concept in educational philosophy right now. I've seen the question a ton recently in music job interviews, but I think it's something all Educators, no matter how long they have been in the classroom, should reflect on with consistency. Without a valuable process, what's the point? Is your whole identity sucked up into the product? What is your program worth without it? Is your program in crisis mode now that that's been taken away?
We are experts in planning. Our students are working towards the product from day 1, rehearsals are planned out, scores are studied, expectations are sent to parents. That's not inherently bad... but now - when all of our "products" have been taken away with no real promise of when they can return, what do we do? How do we show our students that the process is worth it regardless of the product? How do we show our content is valuable despite the unknowns?
I don't know that I have answers, but here are some things to reflect on as you consider those questions yourself:
If this isn't a great life lesson for Music Educators, I don't know what is. Let's figure out how to...
I think we, as Music Educators, really struggle with the unknown. For most of us, our entire identity as a musician has been based on planning... our whole calendar is decked out with rehearsal and performance dates, we schedule in lessons and gigs, and don't forget all the concerts we pencil in to support our colleagues or to be inspired. This season may drive us crazy with all the unknowns, so since we KNOW we WON'T KNOW, how can we best "embrace the unplanned?" (Sidenote - If you're like me, that reminded you of some Notorious B.I.G/Hamilton and you sung the line in your head!)
Process vs Product is a trending concept in educational philosophy right now. I've seen the question a ton recently in music job interviews, but I think it's something all Educators, no matter how long they have been in the classroom, should reflect on with consistency. Without a valuable process, what's the point? Is your whole identity sucked up into the product? What is your program worth without it? Is your program in crisis mode now that that's been taken away?
We are experts in planning. Our students are working towards the product from day 1, rehearsals are planned out, scores are studied, expectations are sent to parents. That's not inherently bad... but now - when all of our "products" have been taken away with no real promise of when they can return, what do we do? How do we show our students that the process is worth it regardless of the product? How do we show our content is valuable despite the unknowns?
I don't know that I have answers, but here are some things to reflect on as you consider those questions yourself:
- Without a product, was your process worth it to you or was it a waste of time?
- Without a product, was your process worth it to your STUDENTS or was it a waste of time?
- How can you show your school community that what you do is valuable and important regardless of product?
- While the product certainly holds value, what can fill that same value for the time being?
- If the product is invaluable, how can you reflect with students about that so they still feel a sense of hope and wonder about the product for the time being?
- Instead of dwelling on the unknowns of the product, how can we refocus that energy into making the process the best experience right now?
- What does it look like to "embrace the unplanned" in your current classroom?
- How can you teach your students to "embrace the unplanned" rather than getting sucked into fear, blame and negativity?
If this isn't a great life lesson for Music Educators, I don't know what is. Let's figure out how to...
Embrace the unplanned. -Morgan Harper Nichols |
I'm about half-way through my first Brené Brown book, "Dare to Lead." Although it was written pre-pandemic, it couldn't be more relevant with all the uncertainty surrounding us. Brené's words about finding the courage to be a great leader through the unknowns struck a chord, and I sincerely believe those who can do so will come out with stronger music programs on the other side.
Want to read this book? Order on Amazon below!
During a time of difficult change and uncertainty, daring leaders might sit with their teams and say...
I've been reading this book through two lenses; one lens is the view of a classroom teacher, and the other is being on the receiving end of school or district leadership. Or, simply put, the way we give leadership, and the way we receive it. Brené says a few great things I want to unpack, and my hope is that it might inspire music educators through the unknowns to lead with courage.
"During a time of difficult change and uncertainty, daring leaders might sit with their teams and say, these changes are coming in hard and fast, and I know there's a lot of anxiety - I'm feeling it too, and it's hard to work through. It's hard not to take it home, it's hard not to worry, and it's easy to want to look for someone to blame. I will share everything I can about the changes with you, as soon as I can."
I hate to assume, but I'm guessing many educators still don't know their plan for the Fall, or if they do, there is still uncertainty about music classes. Most of their decisions regarding their classes won't be their own. I wish I could wave a wand and voila! Everyone leading our schools would communicate to their teachers with clarity and sensitivity, like the quote above. If you wish that too, I think it's OKAY to ask for clarity, and to SHARE what supports you need. Brené's whole book is about vulnerability and tough conversations, so if you need some inspiration there go ahead and "add to cart now". Blame and worry are dangerous ground to stand on... don't get sucked in and don't let it consume your energy (and think of it this way - do you want your students to react that way to YOUR leadership?) Instead focus on what IS possible and what YOU can do to lead your students and families in a positive manner regardless of how you are being lead yourself.
How can we, as educators, comfort through our leadership? How can we build UP our students and parents regardless of what the fall looks like? Of course this will look different for every school and community, but I think Brené shares how we can start that process with these questions:
"What does support from me look like? What questions can I try to answer? Are there any stories you want to check out with me? And any other questions you have?..."
Consider connecting with your parents and students NOW to build trust and foster a sense of community as you travel through this new territory together. It doesn't have to be big, maybe you start small and connect with your senior class. Or maybe it's the incoming sixth graders who would be too shy to ask questions. Maybe it's a handful of students or trusted parents you feel comfortable reaching out to so you can feel out what they are anticipating as they return to school. Regardless, this connection could be exactly the leadership your program needs.
And finally, quite possibly my favorite gem in the book so far:
"During a time of difficult change and uncertainty, daring leaders might sit with their teams and say, these changes are coming in hard and fast, and I know there's a lot of anxiety - I'm feeling it too, and it's hard to work through. It's hard not to take it home, it's hard not to worry, and it's easy to want to look for someone to blame. I will share everything I can about the changes with you, as soon as I can."
I hate to assume, but I'm guessing many educators still don't know their plan for the Fall, or if they do, there is still uncertainty about music classes. Most of their decisions regarding their classes won't be their own. I wish I could wave a wand and voila! Everyone leading our schools would communicate to their teachers with clarity and sensitivity, like the quote above. If you wish that too, I think it's OKAY to ask for clarity, and to SHARE what supports you need. Brené's whole book is about vulnerability and tough conversations, so if you need some inspiration there go ahead and "add to cart now". Blame and worry are dangerous ground to stand on... don't get sucked in and don't let it consume your energy (and think of it this way - do you want your students to react that way to YOUR leadership?) Instead focus on what IS possible and what YOU can do to lead your students and families in a positive manner regardless of how you are being lead yourself.
How can we, as educators, comfort through our leadership? How can we build UP our students and parents regardless of what the fall looks like? Of course this will look different for every school and community, but I think Brené shares how we can start that process with these questions:
"What does support from me look like? What questions can I try to answer? Are there any stories you want to check out with me? And any other questions you have?..."
Consider connecting with your parents and students NOW to build trust and foster a sense of community as you travel through this new territory together. It doesn't have to be big, maybe you start small and connect with your senior class. Or maybe it's the incoming sixth graders who would be too shy to ask questions. Maybe it's a handful of students or trusted parents you feel comfortable reaching out to so you can feel out what they are anticipating as they return to school. Regardless, this connection could be exactly the leadership your program needs.
And finally, quite possibly my favorite gem in the book so far:
I'm asking everyone to stay connected and lean into each other during this churn so we can really rumble with what's going on. In the midst of all this we still need to produce work that makes us proud.
COULD THIS BE ANY MORE RELEVANT TO MUSIC CLASSES!??!? Oh my gosh. Say it louder for the people in the back!!!!
It's OKAY to ask your students to connect and be present and work through this tumultuous time. It's OKAY to let them know you're working through it too. It's OKAY to ask them to work hard at making your music class a family, especially if the in-person connection can't always be there. And most importantly, it's OKAY to hold them accountable to making beautiful music that they (and you!) are PROUD OF. That may look different this year, and that's okay, but as a music class there is so much that can be done and it will take a great leader (YOU!) to inspire students that not only can they do great things, that those great things MATTER. "In the midst of all this, we still need to produce work that makes us proud."
It's OKAY to ask your students to connect and be present and work through this tumultuous time. It's OKAY to let them know you're working through it too. It's OKAY to ask them to work hard at making your music class a family, especially if the in-person connection can't always be there. And most importantly, it's OKAY to hold them accountable to making beautiful music that they (and you!) are PROUD OF. That may look different this year, and that's okay, but as a music class there is so much that can be done and it will take a great leader (YOU!) to inspire students that not only can they do great things, that those great things MATTER. "In the midst of all this, we still need to produce work that makes us proud."
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“Section 1: The Moment and the Myths.” Dare to Lead: Brave Work, Tough Conversations, Whole Hearts, by Brené Brown, Random House Large Print Publishing, 2019, p. 35.
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This is one of my favorite quotes to share with students anytime auditions are approaching. I post it, share it, send it, read it... anything to get in their head.
Success is no accident. It is hard work. Perseverance. Learning. Studying. Sacrifice. And most of all, love of what you are doing or learning to do.
"Do you want to do well on that audition? It won't be an accident! Are you working hard? How? Are you persevering through your work load and stress to make time to practice? Are you learning in the process?" And, just as Pele says, "Do you love what you're doing and learning along the way?"
Ask your students these questions so they learn more than the content. As educators we should encourage growth throughout their preparation for whatever is coming their way. Don't forget to teach them that success also lies in the journey.
Ask your students these questions so they learn more than the content. As educators we should encourage growth throughout their preparation for whatever is coming their way. Don't forget to teach them that success also lies in the journey.
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"BE HAPPY WITH WHAT YOU HAVE, WHILE WORKING FOR WHAT YOU WANT."
- Helen Keller
- Helen Keller
It's easy to get caught up wishing for what you WANT for your program... more students, more talent, more growth, more money, more respect, more... more. Don't get so caught up in what you want that you miss what you HAVE.
Take a minute and write down five things you are content with in your program TODAY. Here's mine:
- We have instilled traditions in our program that are meaningful, and students look forward to them
- There is a steady increase of students taking risks (like auditions, applying for leadership, trying solos, etc.)
- A few alumni have reached out and shared they were grateful for what they learned in choir
- We have a collaborative pianist who loves our students
- We have an auditorium and the equipment to have a successful concert (risers, piano, shells)
"BE HAPPY WITH WHAT YOU HAVE, WHILE WORKING FOR WHAT YOU WANT."
That being said, being complacent with your program can kill momentum, and your passion for your career. Regardless if you think things will never change so it's not worth it to dream, or you think everything is good enough so why do anything different - if you don't desire to grow why should your students?
One thing I love about music is that it's ever-changing. A choir could sing the same song 10 times and it would be different each time, why not have that same spirit for your music program? In a rehearsal, you keep the things you are happy with consistent (i.e. your dynamics, diction, whatever is going well), and you work on the things that could be better (maybe it's the rhythmic accuracy, intonation, whatever.) Mirror that in your program and it's growth.
You've written five things you're happy with, now write one thing you want to work towards this week. Not a long-term goal, but something small and attainable.
1. I want to work to increase my parent involvement and buy-in, which will ultimately make my life easier in the long run!
How can I work towards this? My goal is to send 3 emails to parents this week to connect with them and share something positive their student did in class. Down the road, when I need volunteers or whatever I may need, they may think back on this and be more willing to support the program because they know their child is appreciated!
Whatever you're working towards, don't lose sight of what's around you. Big or small, there are always things to be grateful for. Strive to strike a healthy balance of things you're content with, and things you are working towards in your program, just like your rehearsal process.
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