SWEET 16 AND THE LITTLE THINGS

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My good friend's daughter is turning 16 today. She is a great kid and is deserving of a grand celebration. But, the pandemic has put a kibosh on a party, and like so many other teens, she will be celebrating her big day with just immediate family. To make her day special, our friends asked us all to send a card for their daughter to open on this momentous occasion. I sat down last night and wrote my message, and it got me thinking about my sixteenth birthday.

At sixteen you do not get the right to vote. You are two years removed from being considered an adult and five years away from having your first adult beverage. Heck, you can't even see an R rated movie without your parents, and who wants to do that? What can you do? DRIVE, BABY! Yes, for no other reason, your 16th year on this planet brings with it a glorious gift… FREEDOM.

Thinking about this monumental year got me thinking about not just my sixteenth, but all of my big days.

I remember most of the big days to some degree or another. I remember my tenth birthday and the thrill of hitting double digits. And while the specifics have faded from memory, I do remember the thrill of driving away from the DMV when I turned sixteen. Turning twenty-one? Not so much, but I do remember what it felt like the next morning. I do not wish to repeat that experience. I also fondly recall the milestones of thirty, forty, and fifty; with each one, the allure and angst seem lessened.

I also remember the big professional moments. 

I remember my first "real" job as a one-semester replacement for a teacher on sabbatical. He did not return to the position, and I would do the same.

I remember the thrill of my first concert, although the adjudicators did not find it as memorable. I remember the day I questioned whether I was in the right profession and the day I discovered that I was. I remember the seminal performances, grand events, and concerts for adoring parents.

Outside of the classroom, I have climbed the ladder into supervisory and administrative roles only to find that I did not enjoy the view, and decided to climb back down. I have been handed a few diplomas and don't relish the thought of being given any more. I have spoken in front of large and small groups, written some words people have read, and started a business or two. Yes, I have had some pretty BIG days.

At the ripe old age of 53, I realize that my life's biggest days have likely passed me by and are in my rearview mirror. Not because I do not have a great deal in front of me, but because as I get older, I define BIG in very different ways.

I will turn 60, 70, and hopefully 80+ one day, but birthdays hold less allure with each passing year.I will likely write another book or two, but nothing beats the thrill of seeing your first work in print.I will conduct on a stage again, but will not be as nervous as I once was. I will likely see grandchildren, but nothing can compare to the birth of your child.

None of these events will be as big as what I have already experienced, but they will be better.

Better because I am trying to appreciate each day and not wait for the birthdays.Better because with each book, I become a better writer and have more wisdom.Better because I can concentrate on making music and not right and wrong notes.Better because I can see the joy in my sons' eyes as they become fathers of their own.

As I mature, I strive to require less affirmation, adoration, or attention. I spend less time pontificating and more time observing. I can see beyond my own classroom and into the broader landscape of music education. I try to talk less, listen more, and be less concerned about being right than doing good.

I don't want to be bigger. I want to be BETTER!

These are challenging times for everyone associated with music education, and no one wants to be in the situation we find ourselves in. For most, if not all of you, the global pandemic has taken away some very BIG moments for you and your students. But, if you look hard enough, you will also find some of your very best moments in its wake.

And we all know that bigger is not always better.

Have a great week.

- Scott

p.s. Happy Sweet 16 L.D.

Music Education - Just Do It!

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Just Do It! 
The Most Interesting Man in the World. 
Dilly-Dilly. 
Think Different!
Happiest Place on EarthWhere's the Beef?

As you read these tag lines, you are likely envisioning the products they represent.

In fact, you probably are experiencing more than just a memory. You might even be having an emotional response to one or more of them. Why? Because even decades later, they don't just remind you of the product, they remind you of what it did for you and how it made you feel.

The first newspaper ad in America occurred in 1704 when homeowners were trying to sell their house on Long Island. Since then, businesses large and small have been vying for your time, attention, and dollars. 

Good advertising does more than establish a brand or persuade you to buy a product. At its best, advertising connects with us on an emotional level and changes how we think, act, and communicate. 

To thrive in a competitive landscape, you have to understand and have the ability to market your product. Whether you are a large corporation like Target or a mom and pop coffee shop, the knowledge to communicate clearly and succinctly what it is you do, and what makes your product better can be the difference between survival and failure.

This is as true for music education as it is for Starbucks.

In other words, successful directors are also successful marketers.

Schools are an increasingly crowded and competitive landscape, not just in terms of enrollment but also in how students spend their time. For students, their time is finite, and they and their families have to make hard decisions about how and where to spend this precious and dwindling resource. Other activities, athletics, and academics all have an allure and create a draw for students seeking something to do or looking for a place to belong.

One of the marketing gurus I follow is Donald Miller. His straight forward and folksy approach makes him as approachable as he is knowledgeable. He is the creator and CEO of Story Brand Marketing and works with many Fortune 500 companies in developing and implementing their marketing strategy. 

His mantra is, "If you confuse, you lose." 

As a part of his "website wireframe," he challenges clients to define who they are and what they do in five words or less. He say's "If you can't succinctly and clearly define who you are, how can you expect anyone else to?" I took the challenge.

Scott Lang: Leadership Solutions for Music Education.

Hopefully in these five words, I have clearly told you who I am, who I serve, and what I do. Pretty powerful for five words, right? 

As I said, being a successful music educator means being a marketer. It's that simple. You can't teach an empty chair. You can't impact a child that is sitting in someone else's classroom. You can't balance an ensemble of 14 students, especially when twelve of them play the saxophone. 

Now, more than ever, YOU HAVE TO MARKET. It's as critical for your survival as it is for the students' success. You know why music matters. You see the impact that it can have on a child. But none of that matters unless you can effectively communicate that to your audience and school community.

Do you want more students? 
Do you want more balanced ensembles? 
Do you want to impact more lives? 
Do you want to enjoy your job more? 

Then take the Donald Miller challenge and describe what you do in five words or less. If you wanted to clearly and succinctly say one thing about who you are and what you do, what would it be?

(Insert the name of your program): (five words that describe who you are, who you serve, and what you do).

And this applies to things to our entire profession.

On a more holistic level, I have always believed (and written about many times) that we should have a unified value statement as a profession. Regardless of the curricular area (b/c/o), age level (es/ms/hs), business (publisher/manufacturer/retailer/events), or genre (rock/classical/mariachi/jazz/etc...), we ALL need to speak the same language when it comes to the value of music education. We need to do so in a clear, concise, and concrete manner so that it is hear loud and clear.

NOW MORE THAN EVER WE NEED TO SPEAK AND ACT AS ONE. Yes, what we say is important, but perhaps not AS important as the fact we say it together. So what is our 

As Donald says, "When you confuse, you lose." So…

Music: (five words that describe who we are, who we serve, and what we do). 

I have my answer. What's yours? 

Hit me back if you are so inclined.

Have a great week!

Talking to Yourself and Living Your Best Life.

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I have long been a "self-talker." You know, someone who wanders around and muddles things under his breath. Except, I don't muddle. I have full-on, full-throated conversations with myself, complete with gesticulations. Just so you know, this is not a once-in-a-while thing; I do it ALL THE TIME! 

My family marvels and mocks at my ability to carry on long conversations with myself. I hold court on subjects large and small, important and not, alone and in the presence of others.

I want to blame my quirky habit on the "speaking for a living thing," but to be honest, I have been doing this my whole life. Truth be told, while my family believes I require serious professional help, I see it as perfectly normal.

But lately, my conversations have changed.

My friend, Jeff, recently turned me on to a man named Bob Goff. Bob is a self-described "recovering lawyer" who walked away from his law firm partnership and millions of dollars to devote his life to helping others. His story is as fantastical as it is inspiring. You really should check him out.

Suffering from a little "pandemic fatigue" and always on the lookout for inspiration, I Googled Bob's name and came upon a podcast he did with Lewis Howe 

Within minutes I was hooked, and by days end, I was headed to the local bookstore to get a copy of his latest book. As I write this, I am just starting the book that launched it all Love Does.

Mr. Goff is a man after my own heart. He is a cross between a spiritual sherpa and the crazy uncle you loved as a child. You know, the one who was full of life, served you ice cream for breakfast and was always a willing and available participant in whatever adventure you were concocting. Bob Goff is life personified.

As part of the podcast, Bob admitted that he, too, is a self-talker! YES! Validation of my condition and proof that I was not alone in my craziness. Furthermore, I can use his fame and notoriety to throw it in my family's face and prove to them that my self-chats indicate intellectual prowess and general good looks.

Yes, like me, Bob is a self-talker. But, unlike me, Bob doesn't talk to his current self. He talks to the person he will be ten years from now.

What?!

"If you can think of who you're gonna be ten years from now, let that person inform what you're doing right now." – Bob Goff

His rationale is, "How can you be the person you want to be unless you know where they are and how they got there?" His theory is that you become a different version of yourself every ten years, and at 62, he is version 6.0. He has little interest in version 6.0; he already knows who and where that person is. He wants to know where version 7.0 is. That's the good stuff! Version 7.0 is the better version—the more enlightened, smarter, gentler, wiser, and better version of his current self.

The moment he said that, I was hooked. At 52 (v 5.0), where was Scott v 6.0? What did he know, and how did he get there? What changed, and what remained the same from the previous version? 

Most important, was he proud of Scott v 5.0?

For the past five months, this has become my mantra, my mission, and my driving force. Make Scott 6.0 proud! Through this pandemic, I attempt to live my best life and do my best work every day. No fear, no regret, no angst, and no doubt. Just an unyielding pursuit to make my future self proud. It hasn't always been easy, but it has made an impact on my life.

The danger, physical and otherwise, of COVID-19 is real. The collateral damage to our personal and professional lives is undeniable. Your program (and you) are likely currently struggling in a way that was unimaginable just seven short months ago. There is no denying or changing this fact. But, we can change how we approach and respond to it.

You have every right to be concerned. You are justified in fearing for the future of your program. It would be understandable if you ended every day curled up in a corner, wondering how you can possibly teach this way one more day and wondering if it will ever end. That is a rational and normal response to the isolation brought upon us by COVID-19. 

Except, you are not isolated. You are not alone. You have a friend and an ally in YOU! 

Yes, the next and better version of you is alive and well, cheering you on, and showing you where to go and how to get there. They are unwavering in their support and are your biggest cheerleader. They are proof-positive that you will get through this, and there are better days ahead. They are you; smart, tenacious, caring and committed.

I believe that. I am trying to live that. So, if you see me driving down the road or hustling through an airport, it is entirely likely you will see me having a full-on conversation with myself, not the current me, but the me I want to become. Through all the words and gesticulations, I am likely asking one fundamental question:

"Am I making you proud?"

As long as the answer is "Yes!" I know I am living my best life.

Have a great week.

p.s. At the end of each of Bob's books, he publishes his cell number in case you want to chat. Mine is (480) 577-5264. Feel free to use it when needed.

Finding Your True North and Magnetic Declination

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We don't know precisely when the compass was invented. However, historians know it was used ubiquitously throughout Europe as early as the twelfth century, and even earlier in China. 

The idea of letting the Earth's magnetic field guide your travels has been a time tested foolproof way of getting from point A to point B. Whether traveling by land, air, or sea, compasses exist in virtually every vehicle that travels from one place to another. 

Even with the advent of modern global positioning satellites, adventurers, young and old, rarely leave home without their trusty directional companion. 

Except it is not foolproof. The compass is a little faulty.

Starting with its first use, early navigators noticed that the compass did not always align with Polaris (the North Star). The degree of variation would change, but the inconsistency remained an unexplained constant for over five hundred years. The mystery remained unsolved until the early 1830's when British scientists initiated what became known as the Magnetic Crusade - a worldwide survey meant to measure and track the deviation, now known as Magnetic Declination. 

It turns out that true north and magnetic north are not the same things. At least not at this moment as magnetic north is a moving object and changes locales every year, whereas true north is fixed. As of today, the two are separated by approximately two hundred and fifty miles.

For everyday use, the difference between the two is insignificant. When using a compass to walk a mile, the variation between the two might cause you to miss by a couple of feet or yards—traveling one hundred miles? Well, you might miss by a half-mile or so. A thousand miles could have you in a different state or country. The greater the distance you travel, the more significant the gap between the two. Use magnetic north to get to the gas station? No problem. Use it to get from Los Angeles to Hawaii, and you will likely miss the entire chain of islands. 

Navigating by your true north matters, not just in your travels, but in your life and profession as well. 

For our students (and ourselves), magnetic north is all of the fun and exciting things that draw them in. Halftime performances, trips, competitions, uniforms, etc. are the things that consume our thoughts, drive our efforts, and guide our decision-making processes. We set budgets, rehearsal schedules, and a host of other things based on this false north. Still, our true north lies slightly adjacent to its magnetic counterpart and centers not around performances and crowds, but building character, making music, and creating memories.

Remember, over short trips and small distances, true north and magnetic north are virtually identical. But in the seven months, since the pandemic struck and distant learning began, the time and length have the two destination feeling miles apart. Through it all, it's essential to navigate yourself and your program by your True North because…

Magnetic north changes from year to year, but TRUE north is forever.

I'm Back. Kids Are BACK. MUSIC IS BACK!

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After a lengthy medical delay (a severe case of writer's cramp), I'm BACK! 

I never really left or even stopped communicating, but my new book and COVID related communications and webinars delayed the return of my weekly Wednesday missive. (Fun stat: I have sent 245,729 emails in the past 30 days. Now, do you understand the writer's cramp?) With kids going back to school, it's time for me to get back to writing. 

I'm not the only thing that's back... Music is back, and it's back in classic form.

Wanna be a Juke Box Hero? Got stars in your eyes? (someone explain this classic Foreigner lyric to the under 40 crowd) You're not alone. In the past six months, guitar, keyboard, and drum set sales have hit record high numbers. A music store company executive recently compared sales on a summer day to that of Black Friday. This six-string comeback started with the pandemic and stems from people's need to stop bumming and start strumming. 

The growth isn't limited to making music. It expands to listening as well. Vinyl records just eclipsed CD sales for the first time since Van Halen was, well...Van Halen! In fact, despite the pandemic's impact, the music industry as a whole turned a small profit during the first half of the epidemic. So no bailout for Beyonce and Cardi B can forget about the PPP (someone explain that to the over 40 crowd).

In these times, music has struck a chord and is resonating with Americans in ways we once thought were long gone (see what I did there with the musical puns?). 

As Alex Williams of the New York Times puts it in his article Guitars are Back, Baby!, "It's not just graying baby boomer men looking to live out one last Peter Frampton fantasy. Young adults and teenagers, many of them female, are helping to power this guitar revival, manufacturers and retailers said, putting their generational stamp on the instrument that rocked their parents' generation while also discovering the powers of six-string therapy." 

In other words, music is proving not just to have healing powers, but is helping to address issues related to gender discrimination and female empowerment.

Yes, for nearly all musicians young and old, concerts are canceled, rehearsals are postponed, and audience seats are empty. But that has not stopped the music from being made. Yes, it make look and sound a little different, but it is still music.

Through all of this, numbers are showing that music not only survived but in some instances, even thrived. And so will music education.

The recent sales data shows that there is not just a light at the end of the pandemic tunnel, but we have grown in unexpected and meaningful ways through the experience. A chance to return to a simpler time when we made our own music and listened without earbuds. A time without pitch correct and sampled instrumentation. Real people, making real music, in real-time. Difficult does not necessarily mean better (Adagio for Strings) and more notes and drill does not always equate to more learning. We do not teach music. We teach CHILDREN.

Our jobs have changed, mine included. They have become more distant and difficult. But, kids are still kids, and music is still music. It will not be the same, but that does not make it worse. We did not sign up for easy. We survived music theory, ear training, and classes that meet six days a week for one credit. We achieved a college degree with a 70% drop/failure rate and teach in a profession with an equally high departure rate. We fight with parents, administrators, and even mother nature. We are strong, battle-tested, and resilient. 

Our students need us, so we will meet them where they are, when they are there, and show them what is possible! Recent events and trends show that neither music or students are going away. So neither am I!

My mask is on, and my plane boards in five minutes! 

See you soon!

A Note of Gratitude

My dear friends and colleagues, 

Maybe you haven't noticed or even care, but another Wednesday has passed, and my weekly emails are still absent. 

Traditionally, I give teachers a break from the first week in June until the last week in July, but this year has been anything but traditional. I've been writing. In fact, I've been writing so much that even when I'm not in front of a screen, my fingers default to the QWERTY configuration. But, I have not been writing to YOU. I feel guilty.

Today my two boys began their school year. It is delayed by two weeks and spent in front of a computer, but it is school none-the-less. 

I know you are sad, angry, and FRUSTRATED! I imagine that from time to time, you feel them all simultaneously. Let's be clear, Zoom is not in-person, and Google Classroom is not a real classroom, no matter what you call it. This is not what you signed up for, and it's not necessarily fun. But it is here, and I wanted you to know something.

I am thankful for YOU.

Because of YOU, they went to bed at a reasonable hour, and got up early. Because of YOU they were not on an iPad or Xbox for hours. Because of YOU they were able to interact with another adult other than my wife and me. But mostly, because of YOU for the first time in five months, there was structure, purpose, and a sense that we are FINALLY moving forward. 

Yes, I am thankful for YOU!

I know that many of you are not likely going to clean drill, adjust a violin bridge, or practice vocal warm-up anytime soon. But perhaps more than ever before, you are making a difference and having an impact, not just on your students but their entire family. You brought order to their day, purpose to their house, and an optimistic belief that we are closer to the end of this than the beginning.

I will be back to our Wednesday chats soon, I promise. But in the meantime, I will offer these resources.

  • Click here to learn more about my new book (we're going to make another big announcement)

  • Click here to receive free online leadership curricula. 

  • Click here if you would like to view any of my COVID webinars. 

  • Click here if you need to set up your own free website for recruitment and retention. 

In addition, I hope you join me this Friday as we take a more in-depth look into Music FUNdations. I promise you will be glad you did. Bring your administrator and show them the power of what you are teaching in addition to music. 

Take care; let me know how else I can help. 

- Scott

Red, White, and Really Blue.

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Typically, as America moves towards the Fourth of July weekend, we are filled with patriotism and pride. A time to give thanks for the freedoms we enjoy and pay tribute to those who have sacrificed. Think of it as a patriotic Thanksgiving, if you will.

Plus, we get to blow stuff up. And lot's of it.

With widespread civil unrest, a global pandemic, and a national Presidential election, you would think that patriotism is low. But apparently, it's not, at least if you measure patriotism by gross tonnage of black powder.

A recent article in the Chicago Sun-Times revealed that "Calls for fireworks complaints have skyrocketed this year in Chicago. From January 1st to June 21st, there were 7,042 calls to 911. There were just 842 calls during the same period last year. That's an increase of more than 736 percent."

On the same day as the Sun-Times article was released, an unrelated, but equally important, the Associated Press published a survey stating that Americans are the unhappiest they have been in almost fifty years. We are red, white, and BLUE.

Do you think those two facts are related? Do you think we are blowing stuff up in record numbers because we are filled with unfettered joy and national pride? Or is it because we are scared and angry?

As I mentioned last week, fear and anger are part of the grieving process, and we are all grieving. I would be concerned if you didn't feel that way. 

The impact of COVID has been far and wide and is not even close to being over. Its effects on your program will likely be significant and pervasive. It will impact the way you rehearse, where you travel, who you hire, and how you perform. It will change your budget, facilities, and enrollment, both now and in the future.

If directors are as human as the rest of the world (and I would challenge that assertion), 50% of you feel pretty blue right now, and it's not the red, white, and star-spangled kind.

But before you go looking for a blanket to crawl under, consider the following:

  • You likely still have a job—a way to feed and provide for your family.

  • You are not likely sick, nor will you become sick in a way that would compromise your life.

  • You will still get to see great kids and make great music.

  • You get a chance to reinvent a part of yourself and your program in a meaningful way.

  • You get a chance to experiment with new instructional models with virtually no consequences.

In the grand scheme of things, life ain't so bad, and in fact could be much, much worse.

You still get to do what you love with young people you care about and make a real difference in people's lives.

So as our country approaches its national birthday party, what do you say we blow less stuff up and spend that energy taking broken things, and people, and putting them back together?

That's a red, white, and not so BLUE that would make Sousa proud.

Have a great week. I am taking a break next week, so you may or may not hear from me. I suspect you will all be fine (if not better off) without my supervision.

- Scott

An Industry in Grief and Finding Meaning

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Today's missive (along with everything else lately) is running a bit tardy. It's not for lack of effort, but lack of time. I have three LARGE projects in the works, all with looming deadlines. And to be honest, any free moments I do have are consumed with finishing a one thousand piece Star Wars puzzle that has confounded me for over a week. Darn you, Darth Vader!

Elisabeth Kübler-Ross will forever be known for her groundbreaking work on grief. As noted in her book On Death and Dying, the Kübler-Ross Grief Cycle has five components: denial, anger, bargaining, depression, and acceptance. Otherwise known as the grieving process.

People experience grief throughout their personal and professional lives. It can be brought about by many different situations such as a divorce, job loss, terminal medical news, or a death.

Co-author and colleague to Kübler-Ross, David Kessler, said this: "The five stages are a part of the framework that makes up our learning to live with loss. They are tools to help us frame and identify what we may be feeling. But they are not stops on some linear timeline. Not everyone goes through all of them or in a prescribed order. Our hope is that with these stages comes the knowledge of grief's terrain, making us better equipped to cope with life and loss. At times, people in grief will often report more stages. Just remember your grief is as unique as you are."

It's important to know that grieving is not limited to death, but applies to any scenario that involves the loss of something beloved.

COVID has left a wave of grieving victims in its wake. Lost friendships, opportunities, experiences, and even jobs have wreaked havoc with our emotional and mental health. Music teachers and students are impacted in very significant and meaningful ways. As decisions are made, and students prepare to return (or not) to school, it's crucial to acknowledge that we are all grieving for what is lost, and what will be missed moving forward. 

In order to move forward, we must acknowledge and allow ourselves, and our students, to grieve.

As we return to summer rehearsals and the restart (or not) of our schools, we will be face to face with young people filled with equal parts ecstasy and angst. They will be looking to you for answers and taking their cue as how to react to the new changes. They will follow your lead and adopt your tone and attitude. With that in mind, know that where YOU are in the stages of grief will have a significant impact on how your students react and respond. 

I do not mean to rush you through the grieving process, and perhaps, you feel fine. But in the event you are not quite at acceptance, know that even though you may be isolated, you are not alone. My inbox is open, and my phone is on: (480) 577-5264. Unlike my wife, I am not a counselor, and I have no training in this area. But after thousands of emails, and countless calls, even I can recognize an industry in grief and can at least have a chat.

But there is more we can do to be at peace, we can find meaning.

David Kessler has recently continued the shared work of the Cycles of Grief and has added a sixth stage (and a similarly titled book) called, Finding Meaning. In this landmark work, Kessler states that finding meaning after loss "can transform grief into a more peaceful and hopeful experience."

Like you, I want this to be over. I want answers to my questions and a plan to build on. But it is not here yet, and waiting for the unknown is the worst part.

So for me, I will plan for every possibility and prepare for all contingencies. I will write, work, and speak. I will push as hard as I can and provide value where possible. I will speak with positivity and focus on solutions. This is how I move forward. This is how I work towards acceptance. This is how I find meaning. 

Darth will just have to wait. 

- Scott

The sky is falling, the sky is falling!

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The sky is falling, the sky is falling!

(While looking for an old post, I ran across this article I wrote nearly 10 years ago. I thought you might enjoy it. I am re-sharing it exactly as I wrote it, but have added some new thoughts at the bottom.)

Almost every day, I read or hear one of the following statements:

Music education is in trouble. Music education is in danger of extinction. Music education is going the way of the dinosaurs and the Flobie. Okay, I made up the part about the Flobie. The problem is, none of the statements above is rooted in fact. Here are some facts:

The problem is, none of the statements above is rooted in fact. Here are some facts:

  • The number of music programs in this country growing.

  • 94% of all public elementary schools currently offer music.

  • A similar number exists for secondary schools.

  • Instrument sales are increasing annually

  • Eleven months ago, USA Today ranked “Music Director” as the #3 fastest growing job in the United States.

A conspiracy theorist might suspect that there has been a calculated and systemic campaign designed to trick people into believing that music education was in trouble, and I would agree. 

Who would do such a thing? 

Who would plot against music and America’s children? Music teachers, that’s who. It seems like every time I speak to a teacher, they lament the current state of music education in America. They often speak with a sense of despondence that would make Eeyore seem like a motivational speaker! Yes, music teachers, the very people in charge of spreading the good news are the ones most often declaring doom and gloom. 

When did we decide that music education was in trouble? When did we get so down on music education? If you look at the long-term growth of music education, you might scratch your head and wonder why we aren’t all celebrating our gains instead of predicting our deaths.

  • One hundred years ago music education did not exist.

  • Seventy-five years ago it was an after school activity.

  • Fifty years ago there were few options for festivals and performances.

  • Twenty-five years ago, there were no national competitions.

  • The level of demand and achievement for most ensembles is increasing annually.

I do believe teaching music is getting harder, but not because it is diminishing, because it is growing. It is growing in quality and quantity. It’s getting harder because you are doing, teaching, and achieving more than ever before.

If easy were what you were looking for, you would not have survived ear training and class piano, so I figure you're up to the challenge. When it comes to music education, I don’t think the sky is falling, I think the ground is rising.

Fast forward a decade...

I do believe that COVID will have an impact on our profession, but I also believe that the level of impact is somewhat in our control. Is it possible we will see a reduced capacity? Yes. But, it might make for more leveled ensembles and student growth. Is it possible we will see a reduced schedule? Yes. But, it might force us to be even more efficient with our time. Most obstacles also present an equal opportunity. 

When it comes to all things COVID, we are not in charge. But we are in charge of how we react and respond. we are in control of how and what we communicate to those looking to us to lead. We are responsible to pivot and change in whatever way is necessary to minimize the impact and provide for safe learning environment. React, respond and be responsible, that is our role, but is also our opportunity.

Right now, I am knee-deep into two MAJOR new projects that are tracking for a mid-July release. Had it not been for COVID-19, they might never have come to fruition. Would I rather be running around the country, working with great kids and talented teachers? YES! But, has all of the content creation associated with Leadership University, the COVID webinars, and these two new projects made me better able to serve the profession? No question about it.

I wish that we never had to endure what this pandemic has brought and will continue to bring. But as painful as it has been, it has made me a better teacher, father and person. Husband? The jury is still out and that one. She's not used to me being around THIS much.

Have a great Wednesday. If I have not said it already. Thanks for reading. You give me a sense of purpose and I appreciate you.

With gratitude,

-Scott


Tell Me What You Want, What You Really, Really Want!

Spice girls.jpg

Never in my life did I think I would be quoting the Spice Girls, but these are strange times indeed.

Like many of you, I am following the ever-evolving recommendations regarding the re-opening of schools. Almost daily, a new governmental group, organization, or industry expert comes out with new guidelines for re-opening. Clearly, plagiarism does not apply here, and the Control C function is alive and well because every report says the exact same things. 

Care to play a little COVID bingo? I will use the "go-to phrases," and you shout out when you have five in a row.

Split-schedule 
Social distancing 
Distance learning 
Deep cleaning 
No large gatherings 
Smaller classes 
Masks

BINGO!

Every document I have read contains these same suggestions. There is a good reason for their omnipresence as they represent real and vital steps that aims to keep kids and teacher safe.

But, as time marches on, fewer and fewer people are confused as to WHAT we should do,
it's HOW we do it that is causing the concern.

Think about it like a music teacher for a second. Looking at the recommendations from the CDC is like looking at a festival rubric:

  • Plays correct notes and rhythms

  • Demonstrates characteristic sound

  • Plays in tune and in time

  • Achieves harmonic balance and blend

  • Performs in an artistic manner

That's WHAT you need to achieve to meet the mark!

WELL, NO KIDDING!. I know WHAT the goal is, , I am just not sure HOW to do it. After all, teach in the real world with my seventeen saxophones, one tuba, nine percussionists, three of which are on a 504 plan, a block schedule, and three kids with limited English proficiency. The goal is much harder to achieve when you lack the requisite resources required to be successful.. 

How do we implement it the CDC's recommendations? How do we pay for it? How do we make it work with existing buildings? How do we determine what works for kindergarten classes versus what works for a high school band class? How do we account for students who cross-contaminate and become infected outside the school and then return to infect their classmates?

Most importantly, HOW do we accomplish this with as little impact to the students as possible.

The answer starts with asking the students and parents WHAT is important to them. I know HOW we can teach music safely, but we have to first be able to demonstrate that music is WHAT students and parents want and need.

In schools, music and life, the WHAT comes before the HOW. 

As the timeline for decision making becomes compressed, it becomes incumbent on us to have our students and parents speak up for what THEY want—specifically concerning the "three A's" (arts, athletics, and activities). Student and parent voices matter. They get heard. They carry weight. But if we wait much longer, it will be too late. MAKE SURE THAT THEIR VOICES ARE HEARD!

I have created a sample survey for you to use with your parents and students. It is short, simple, but specifically designed to collect meaningful data that is relevant to the decision making process. Furthermore, it can be easily disaggregated in important ways. It is focused on high school band, but can be quickly and easily altered for middle school ensemble or for orchestra and choir. As always, you can use exactly as is or tailor it to your specific needs. 

But don't wait! 

The time is now! Gather the data and show your leaders WHAT your parents and students want... What they really, really want! 

(Good luck getting that earworm out of your head.)

Do not forward this link on. Copy the survey (right click on it) and save it to your own Google Drive. Then share your link with your students, parents, community members and alumnus.

GET THE SURVEY