Doing less, but always moving towards better.
Initially, it sounds odd that doing less is actually moving towards better. Band directors can easily fall into routines and set goals that while at face value are well-intended can sometimes contribute to feelings of frustration or inadequacy. With the start of the new year, directors have an opportunity to examine the goals they are setting for the second half of the year. At the center of it all are two simple thoughts for directors to consider:
- What is in the best interest of helping my students forge a meaningful and sustainable relationship with music?
- What can I do to facilitate that process in a healthy and productive fashion for my students and the band program?
Do less better. But always move towards better. This former is a thought articulated by Marcus Aurelias. The latter is simply a logical thought. Doing less is not being unproductive. If it is worth time doing as a director and music educator, then it should be done in as a productive manner as possible. The paradigm needs to shift from the quantity of actions and intention to the quality of the experience for all band students.
What can doing less look like?
As a director, expect quality in all things. Expect quality in the way students treat each other, how they care for the band room and equipment, and how the group and individuals prepares for lessons, rehearsals, and performances. It might mean taking some lesson or rehearsal time to check in with students about their day. It might mean simplifying rehearsal routines to allow students to become stewards of their own program. It might mean assigning one less exercise, but still holding students accountable for the other three. It might mean, only selecting three pieces for the spring concert instead of four. In each situation, directors can adjust their expectations but still ask for quality from their students.
Do less repertoire. Really?
Repertoire selection is such an important area for directors as it is through the study of this music that many students will realize the goals of the curriculum. Select repertoire with aspirations to put them in the best possible situation for success and nurture a student’s relationship with music. Directors should avoid selecting repertoire out of ambition to compete with other programs or prove to others in the profession their mastery in pedagogy. Just because a director can teach it does not necessarily mean it will be helpful to students in the long term. When directors center their choices on providing students an opportunity to show what they can do and the quality of the experience the repertoire provides, it keeps teaching and learning focused on both thoughts 1 and 2 articulated above. Repertoire is not selected for the delight of the director – it is selected for the musical, pedagogical, social, and emotional benefit of the students in the band.
Celebrate every step forward.
At points, directors compare the current group to a previous year. With a respectful acknowledgement intended towards band programs with a long standing legacy, this action is detrimental and can become a trap for some directors. The current group being taught – by nature of personality, instrumentation, and skill development of individuals – is different from any previous year. They are their own group of individuals and a collective ensemble with their own journey to take. Curriculum serves a guidepost moving students towards skills they need to develop. Not all groups will move through a curriculum at the same pace each year. It is important for directors to remain patient, meet the students where they are, and lead them towards better finding a pace that is mutually beneficially for thoughts 1 and 2. A step forward is still a step forward. Take the step forward and make sure the student recognizes that progress no matter how small.
The Musical Intangibles of Being Better.
While comparing groups from year to year can be unproductive, there are some specific intangibles that are positive, timeless, and worthy of aspiration on an annual basis for directors and students alike. The qualities of Trust, Respect, Competence, Courage, Cooperation, Pride, Passion, and Empathy are important in the day to day operation of a band program. These intangibles move bands towards better each day, but provide an important foundation for students moving well beyond their time in the program. These simple intangibles also provide students essential perspective to evaluate, navigate, and work through current challenges – both musically and socially. Directors can model and practice these qualities in an effort to move their group towards better. Demonstrating and encouraging these qualities might not fix intonation issues or improve sight-reading new rhythms – however they may inspire students to seek help and take ownership for approaching those challenges independently for their personal growth and their ensemble’s gain.
Better Every Day.
Perhaps doing less and moving towards better means stealing a few minutes of rehearsal to remind students their involvement and participation are valued. Doing less and moving towards better could mean re-evaluating spring repertoire choices so the natural process of teaching and learning culminates in an enjoyable adjudication, contest, or concert performance rather than cutting a piece at the last moment and feeling regret. Doing less and moving towards better does require a bit of stoic resolve – acknowledging that hardship will come int different forms, obstacles will arise, and challenges will persist. The simplest solution in many cases can provide the most direct path to overcoming those obstacles and moving their ensemble and individual students towards better.
Be positive. Be encouraging. Be persistent. At the end of the day, keep moving towards better. It is not a destination. It is a way of navigating life as a band director. To band director friends and colleagues at all levels – good luck in 2024!
