Band Directors of the Future
The future of instrumental music education for band programs will depend upon the development of masterful musicians, knowledgeable conductor-educators, and leaders with a wide array of personality traits and characteristics. The purpose of this article is to add to the discussion of the different areas that require attention for students, in-service directors and faculty who develop future instrumental music educators.
Mastery on a Primary Instrument/Competency on All Others
The first area which a future band director should focus their efforts is to develop musical mastery on their instrument. It is imperative that future band directors model expert musicianship on and off the podium. Instrumental music education majors need to be held to a standard of becoming the best possible musician that they can be, not simply the adage “if one cannot perform, they must teach”. This requires applied faculty in higher education to acknowledge that bringing a student into their studio is not just based on their current skill level, but also includes envisioning how much can they develop the student’s skill set during their time studying with them.
Principles of expert musicianship can transfer from one’s primary instrument to any secondary instrument. While mastery on one’s primary instrument is important, future band directors must develop competency on all wind and percussion instruments, and gain as much practical experience as possible. For some students, this process may begin in their high school ensemble experiences as they volunteer to balance instrumentation by learning a secondary instrument (e.g., A tuba who learns trombone for jazz ensemble, a flute or clarinet learn saxophone for jazz ensemble). Some students will pursue this in a more focused and formal way as part of instrumental pedagogy course as an undergraduate. Music education majors should connect with studio faculty members in other areas to seek instruction and guidance. It is vital that students understand the basic principles of sound production with emphasis on tone quality. In doing so, they will gain valuable perspective on instrumental pedagogy and rehearsal technique from a different point of view.
Knowledge of Repertoire and Resources
Future band directors need familiarity with emerging technology platforms and resources that can improve the efficiency and effectiveness of both in person and remote instruction. Future band directors must consider how technology can best be utilized to aide in instructional delivery. Although some insights and skills in instrumental music education take time to develop, some technology platforms and applications can provide support and assistance in rehearsals and individual/group lessons. Instrumental music education majors need experience with applications and platforms that support virtual classrooms, digital recording, and practice session support (e.g., using notation software/platforms, metronome & tuning applications, platforms like Audacity).
Band directors have freedom to select the content (e.g. repertoire, method books, etudes) from which students realize the goals of the curriculum. In service band directors can set an example for future music educators by providing a balanced concert program with repertoire representing different types of pieces, textures, styles, eras, and composers and musicians. Future band directors need to be aware of appropriate works for students at all levels to experience. There must be a concerted effort by band directors and teacher-educators in higher education to communicate these pieces with both artistic and pedagogical usefulness for bands at all levels. Knowledge of only college level repertoire will have little use to an in-service instrumental music educator. It is more important than pre-service instrumental music educators develop personal criteria and a process for evaluating repertoire at all levels.
Experience with Different Ensembles
Beyond concert band settings, future band directors need practical experience with marching bands, jazz ensembles, chamber groups, and non-traditional ensembles. Selecting music for marching band that allows students to produce quality work and embrace the ability of the group to connect with the school and community in which they are situated is important. This observation is not an indictment of original music for the marching band used in competitive situations. This observation is a reminder of the ability of the marching band to make strong connections with the community at large and demonstrate the value of music education and the performing arts in a public venue.
A truly American art form, jazz music must be part of the training every music educator’s training and pre-service experience. Future band directors, even while they are students, need to have experiences evaluating music for the jazz ensemble that has a variety of styles and composers represented. They will also need basic skills in the art of improvisation to better lead students through that process. Future directors need to identify works which allow students to develop improvisation skills (e.g., Mike Sweeney’s arrangement of Freddie Freeloader, or Erik Morales arrangement of Work Song).
Chamber music experiences are valuable in both their artistry and pedagogy. While students, future band directors can be placed in leadership roles within these small groups and provide musical direction for their peers. For example, a student led brass quintet or clarinet quartet has the potential to reach different audiences and performance opportunities. The advent of modern band has opened the door for instrumental music educators to reach other parts of the student population rather than the 10-20% who will enroll in high school band. Future band directors should devote time to developing basic skills in guitar, on drum set, and piano to effectively navigate and incorporate this offering into their teaching.
Leadership Experiences
Future band directors need to envision their future role from a different viewpoint. If they can acquire administrative and organization leadership experience in both high school and undergraduate experience, it provides them with important perspective that will help inform a future leadership role. Elements of the best instructional practice and techniques can be found across all of education, the music profession, and other professions involving human interaction and development. Future directors should expand their awareness of these ideas through reading books, attending clinics, and genuine human interaction. Future band directors should work towards assimilating themselves into conductor, director and educator trees. They need to collaborate, serve and work with respected individuals. It is important that they identify professional colleagues and artists whose opinions, insights, and leadership qualities are valuable to emulate. Ultimately, future band directors need to see the perspective from the other side of the desk or from the podium.
Personal Qualities
Future band directors will need patience as they work on rebuilding a program or maintaining a successful one. Experienced and successful directors know that grit is an essential personal characteristic to work past and through obstacles that hinder progress. Hopefully while still a student, future band directors will see and work under role models that energize and excite those that they lead. An essential characteristic that must be a point of continued conversation among in-service and future band directors is the importance of empathy to meet students where they are and be sensitive to intellectual, musical, social and emotional needs. Future directors also need to develop the ability to embrace and learn from mistakes and failures. Although failure is a possible result in any endeavor, it is not final unless one gives up. Finally, future band directors will need some type of spiritual influence or ethical framework in their life to show themselves as the best possible role model for which a young musician could ask.
Closing
This is not an exhaustive discussion, but hopefully a reminder and points for future consideration. As current in-service band directors and music teacher-educators collaborate, there is hopefully more sustained dialogue and attention to this area. The band program holds a unique place in the life of a school, and it deserves to have the very best music educators leading and shaping the lives of future music students.
