band Continued from page 22
As I have taught completely virtually this past year, I have noticed, or had a few things re-emphasized by students, about why they have committed to band and music:
• Students want time with each other that is unstructured but focused in music.
• Student choice, in what and how they learn, makes things better and more meaningful to them. It is also an opportunity to learn who they are and their perspectives and skill sets.
• By listening to them as I expect them to listen to each other, I learn how to be a better educator for them.
• As an educator and human, I desire someone to guide, collaborate with, and inspire me – this is what our students need from us too.
• Focus on being in the moment. Let music be made in the moment, as a home and place for our students and ourselves to go, away from the complexity. Do not add to the complexity outside of class time by adding additional assignments and work. Our students and us all want the interaction of music, not the isolation of extra demands on their already unbalanced schedules.
• What do you want as a human be- ing? Give that to your students.
• Trust your students. They are do- ing a lot and learning a lot; you don’t need to micro manage or be concerned. Communicate honestly with them about everything. Seek their opinion and input. Let them lead. This is about them, not you.
• Look at every aspect of education and music other than numbers in an ensemble. Your students, families and administrators do not notice and focus on that unless they are taught that they should be looking at that. Change the conversation and advocate for all other things with your students, including small group instruction.
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• Technology and its use is not what motivates students or creates balanced equitable experiences. If you use a technology, using it as a collaborative tool is what is best. We can learn a lot from video game experiences and our students in e-sports.
Ways to make and continue band as a place of deep and simple for all that I have learned from students:
• Less is more. Challenge and grow, but also enjoy. Make participa- tion easy from the schedule to the finances, to the amount of work. When band is viewed in this light you are welcoming everyone in, not creating an exclusive experience.
• Find a balance with what you know and are passionate about AND what the students know and are passionate about.
• You are not a director, you are a teacher and encourager of music – the more our students, colleagues and families see us as teachers not directors, the more comfortable they become in sharing ideas and experimenting and creating in their own voice, not just fitting their voice into what we tell them to do away from independence.
• Repertoire choice is part of our curriculum planning. Work to diversify, simplify the amount, and the purpose of the repertoire you are choosing. Think outside of traditions, playing it for a certain festival or experience, etc.
• Connect all music you play to the music your students listen to and their life experience.
• Learn from what your students know. I don’t know all the music they listen to and they don’t know all that I listen to. Amplify their voices and experiences. When other students hear and know that you do that you are inviting them into the experience.
• Experience choice is also part of our curriculum planning. What are students learning and doing both with and away from the repertoire to encourage independence and creativity?
• What do you want your students to leave band feeling, knowing, be- ing? Let this question guide all that you do and are. You teach every- one for lifelong music, flexibility and connection, not the creation of a profession through your class.
• Students are attracted to music for the community, connection, and a physical tactile experience, through mind and body, away from a screen.
Unique and contemporary learning needs call us to more than ever return to and focus on the humanity within music and the social emotional learning that can stem from our choices in diverse and equitable experiences and curriculum. Our students do not want to become the horror that they noticed in WALL-E! Creating art is at its core, the connection between human be- ings and their souls reacting to each other. This is our work as band teachers to lead our students in this experience.
We can talk about it, hear about it, but what are we actively doing about it? It is now 2021; how have we changed since 2008? What can we actively do to move forward to 2022 with our students at the center?
Band is a place where ALL human voices can live. Be like WALL-E and Mr. Rog- ers, have courage to change, simplify, and focus on and find what matters and brings joy, with your students as partners in their education. If we don’t say and do it, who will? Embrace the bands of the future like WALL-E reaches for EVE with hope and wonder in the eyes!
Carrie Backman teaches instrumental music at Edgewood High School and Edgewood College in Madison. Email:
carrie.backman@
edgewoodhs.org
April 2021
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