students who were there for relationship pieces, whether it was a relationship with the instructor or with their fellow classmates. Whatever their reason for participating, they were given the gift of a set of skills that would forever change their perspective on life and work.
Though we had great experiences in the variety of musical
groups we participated in, we could certainly have seen more success if we had limited the performances to the students who were most interested or those who practiced the most. But what would we have lost? So many positive social experiences with students who were not as gifted as some would have been erased. The chance to serve as mentors to younger performers would have vanquished. We would not have gained the perseverance learned while overcoming the “down years” where the talent pool isn’t as deep.
I am so happy that in the age of social media, I have the ability
to see my high school friends’ families grow. So many of them valued their experience in our music program, regardless of their level of success. This is evidenced by their desire to encourage their students to participate in music in their school experience. This keeps our art form alive and healthy. Due to having five passionate musicians in my household, I couldn’t imagine a world without music in it. However, my classmates had a much different
experience. Many of them were first-generation participants in public school music. The perseverance, critical thinking skills, creativity, and teamwork that we shared in our music ensembles has helped build the core of our professional value system. Out of the 28 students in my graduating class, 11 students went on to receive graduate-level degrees. These are the same skills they hope their children achieve by participating in music.
Walking through the hallways of our schools are two types
of children. There are those that have had a positive experience in music and will encourage their children and grandchildren to participate in this wonderful art form. There are also those that have not yet had that experience. Reach out to them and change music education in your community for years that far outnumber your tenure.
Chad Rose has taught instrumental and vocal music in Wyoming for 18 years. He is currently a director of vocal and instrumental music at Worland Middle School and High School. Chad has served the WMEA in many capacities including his current role as Past President. He has also been the vocal chair and instrumental chair for the Wyoming Jazz Educators. Chad is proud to have fostered relationships with students as a student council sponsor and coach, having served roles in Football, Golf, and Basketball.
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