Mahgan Wagner, Band Curricular Officer Band@wmea.org Developing the Art and Science of Teaching Band
As students in music school, we all learned the essen - tials of musicianship. Fundamentals were often the focus in lessons, and we learned how to practice. Theory, history, ear training, piano, orchestration, etc. were crammed into our brains as we aimed to become the best musicians we could be in a very short 4 or 5 years. After those precious few years in school, I doubt any of us would consider our - selves expert musicians. We all understood that learning is lifelong and there will always be work to do. Much like learning how to be excellent musicians, we spent countless hours in education classes learning how to become excellent educators. Child psychology, assessment strategies, classroom management, instructional tech - niques, curriculum design, etc. were classes that aimed to teach us as much as possible before we were eventually thrown into a classroom to educate young people. After completing my undergraduate degree in music education at Pacific Lutheran University, student teaching with the in - credible Eric Ryan at Puyallup High School, completing my National Boards 5 years later, completing my graduate de - gree at Central Washington University in music education 4 years later, renewing my National Boards 2 years ago, and teaching high school band for 18 years I still constantly feel like I have so much more to learn about how to be an effective educator. One of my favorite mentors once said, “teaching is a science until the children enter the room and then it is an art”. This resonates with me every single day. While I enjoy the artistic and creative aspect of my daily ex - periences with students in class, I also love the science aspect of what we do. Learning from other educators is so important, in fact I try to take time every year to go observe colleagues run their own rehearsals and classes. I have learned so much from hanging out in my friend’s classrooms, there’s nothing like watching someone who is passionate do what they love to do. Yes, I am watching incredible teachers perform the “art” of teaching…but in that experience I am actually studying the “science” of teaching because I am an observer and I am researching the act of teaching. Attending professional development (PD) opportunities allows us, as educator artists, to study and learn more. I cannot stress the importance of continuing our education as teachers enough. Learning is lifelong, if we want to re - main relevant to our students and effective in our practice we must continue to observe, learn, and study. As I set out to write on this topic of developing the art and science of teaching band, I was again inspired to reach out to colleagues who I greatly admire and respect for their thoughts. Meet the contributors: Corinne Smith, Director of Bands at Curtis Junior High School. Corinne has been teaching for 11 years, she earned
her undergraduate degree from the University of Montana, her gradu - ate degree from the University of Idaho, and has earned her National Boards. Ume Lindemeier, Band Director at Moses Lake High School. Ume is in her first year of teaching and she recent - ly graduated from Central Washington University. Pablo Hernandez, Band Director at Moses Lake High School. Pablo has been teaching for 4 years, he earned his undergraduate degree from Pacific Lutheran University. Question: Why do you think it is important for band direc- tors to attend professional development (PD)? CS: “Nobody knows it all! As students evolve and change, so do their needs, and so must our practices! PD keeps our pedagogy relevant, while simultaneously re - minding us about tried-and-true best practices. A reboot can be helpful when you’re in the weeds! We cannot pour from an empty cup, and I believe PD fills the cup both quickly and bountifully!” UL: “I think that reflection is the most powerful tool for any educator to improve. There are so many facets to our jobs, and we must be open to reflecting on them. As a young teacher, I assume that all of my teaching practices can be improved. By attending PD, I have gained practical knowledge to improve my craft as well as made valuable connections with mentors. Talking one on one with peo - ple who know more than I do is incredibly helpful for my growth.” PH: “1. To collect information. 2. To understand what is possible. 1. PD is an opportunity for band directors to gather information and bring it back to their classrooms to help students get better. Attending PD, absorbing information, and having conversations with people who know more than you do, are all integral parts of getting better as band directors and in turn help - ing our students grow as musicians and people. 2. I believe the most important element of attending meaningful, quality PD is that it gives directors a glimpse into what is possible through persistence, work, careful planning, and quality teaching.” Question: What are some of the most meaningful PD expe- riences you have had? CS: “Conducting Symposia: I love the real-time feedback from receptive ensembles. Conferences: I learn something from conferences of all sizes. Regional Festivals: inviting clinicians to your own classroom is also valuable. Students benefit from various ways to think about their playing, and music in general. We Band continued on page 42
Voice of Washington Music Educators Association January 2023
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