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Tips for a Thriving Band (Student) Wade Heinen, Sheboygan
W
When approached to write this article for Wisconsin School Musician, my perfection- ist, “Type A,” music educator personality immediately kicked in. What educational best practices and systems do I have in place to maintain a band program that excels even in the most challenging of educational times? Concepts such as cur- riculum, multiple opportunities, technol- ogy, music theory, exceptional colleagues, supportive administration, and alternative bassoon fingerings immediately came to mind. I found that our program wasn’t successful because my focus was on having our ensembles thrive but because we cre- ated a program where our students thrived holistically. Every band director must find what works for her/him. Please don’t read any judgment into this. It is my hope that this article brings you an opportunity to reflect on what works for your program and build on it.
“Feed the Chicken”
We don’t high five, fist bump, or shake hands in our band program. We “Feed the Chicken!” (Keep reading.) I picked this
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-M MUSIC ETY CHAPTER
s time START A
up at a leadership conference my first few years of teaching. You touch your pointer finger to your thumb and hold it out to another individual. You say “Feed the Chicken” and the other individual holds their hand out palm up and you “peck” their hand. Then you switch. Corny, right? Some of my students love this. Others simply tolerate it. However, all of my students know the meaning behind this simple act. This is a subtle way that I can say without any words: “Exceptional playing today!" “I’m sorry about your grandma.” “I see you in the hallway but don’t want to interrupt your conversation with your much cooler friends.” “You belong and are important to me.” We also use this in rehearsal to com- pliment stand partners or to pass it down the line. It doesn’t have to be “Feed the Chicken” but find your way to non-verbally acknowledge your students and do it A Lot.
“Band Land”
At our high school our students are given the opportunity to choose where to attend their study hall. I would encourage you to create a “Band Land” that each of your
“It is my hope that this article brings you an opportunity to reflect on what works for your program and build on it.”
students wants to be in. Creating that space allows for a greater sense of community: student led support, access for additional help, a more conducive study environment, stress relief, and peer mentoring. Yes, it makes for louder prep periods but having the rewards of a safe space for your students is worth it.
“Celebrate Failure”
TO START Ait's time honor
® ®
Strengthen your school’s Music. Honor. And Society.
Strengthen your school’s Music. Honor. And Society. Starting a Tri-M®
Strengthen your school’s Music. Honor. And Society.
Tri-M MUSIC SOCIETY CHAPTER
Starting a Tri-M ®
Society chapter will help show the value of your music program to the school. It will also benefit your students by allowing them to:
Society chapter will help show the value of your music program to the school. It will also benefit your students by allowing them to:
Starting a Tri-M ®
• Build an impressive record for college
• Grow as leaders in music • Serve their community
Society chapter will help show the value of your music program to the school. It will also benefit your students by allowing them to:
• Build an impressive record for college
• Grow as leaders in music • Serve their community
Ready to start a chapter?
• Build an impressive record for college
• Grow as leaders in music • Serve their community
Visit
MusicHonors.com
Tri-M@nafme.org 1-800-336-3768
Ready to start a chapter? Visit
MusicHonors.com
Tri-M@nafme.org | 1-800-336-3768
Ready to start a chapter? Visit
MusicHonors.com
Music Honor Music Honor Music Honor
Through social media our students are told consciously and unconsciously that they are not good enough at anything and that only the best should be celebrated. This is where we, as music educators, must not only accept failure but celebrate it. As musicians we fail repeatedly throughout our rehearsals and practicing. We fall on our faces, dust ourselves off and try again. I ask for my students to be proud of not just their successes but for all their failures leading up to it. The world now more than ever needs young people to have resilience. I acknowledge my failures for my students through honest sharing and self-deprecating humor. I laugh at my mistakes. They learn to accept my faults. They, in turn, learn to accept each other's faults and their own. Greatness doesn’t just happen; we have to fail a lot to get there as musicians. Failure is the key to learning.
“Are You Okay?”
We all have discipline issues in educa- tion. My approach has moved away from calling out the “naughty” kid in front of the entire band. I find the simple question (asked in private) “Are you okay?” to be
January 2023
Start a chapter today in 3 EASY STEPS!
Start a chapter 3 EASY ST
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