SWIFTLY NAVIGATING YOUR LOGISTICAL WORLD - PART 1


This is part one of a two-part series examining the ever-growing complexity of your job.

 

As you read this email, Taylor Swift is readying for the final American performance of her Eras Tour. 

And what an epic tour it has been.

Recent reports have Taylor's tour as the largest grossing, highest attended, and most complex tour ever undertaken. It uses nearly 500 employees and 90 semi-trucks and will be seen live by over three million people.

The costs?

Speculation places the costs of the set alone at 30 million, with the total operational expenses exceeding $100 million. 

But, don't feel too bad for Taylor - she's getting by.

By tours end, it is believed that ticket sales, merch, and more will make Taylor Swift a billionaire. 

More on the money next week. This week I want to focus on the logistics.

Can you even fathom what planning, building, and operating a tour like this entails?

Ninety trucks? Are you kidding me? 

This incredulous number makes more sense when you factor in Eras'sthree separate, but interconnected, digital hydraulic stages and a backdrop screen the size of a football field. And, that's just the stage - not the lights, sound system, rigging, set-pieces, etc. 

When combined with dancers, musicians, video, special effects pyrotechnics, and her seemingly unending talent, creates a complete and compelling three-hour immersive experience.

And wait for it...

For increased efficiency and redundancy, there is a second identical version of ALL of this. The two complete shows leapfrog one another to the next city/show while the current one breaks down.

It's insane.

How did she pull this off? How did she manage all of this AND be a creative genius (she really is!)? 

The answer?

A world-class logistics team that thinks through, plans, and oversees every single detail, and every single moment, of every single day. 

Just think about it:

  • Semi-trucks

  • Busses

  • Equipment

  • Props

  • Costumes

  • Food

  • Travel

  • Hotels

  • Merch

  • Lodging

  • Building codes, standards, safety

But most important, she is responsible for the health and well-being of 500 people.

When you stop to think about it, you can go down a rabbit hole as the logistics are as endless as they are complex.

Where do 90 semis even stop for gas?  Where do they park at a hotel? Where do they stop for food or to use a restroom without shutting down an entire street or city block? 

 It turns out that the seemingly easy task of performing music to enthralled fans is not as simple as one might think. The complexity of even the simplest of details (eat/sleep/restoroom) can be mindblowing.

So prepare to have your mind blown. Please read the bulleted list above again (no, really, re-read it).

Now substitute the Eras Tour with your next away game, contest, or trip and you will see some striking similarities.

Yes, Taylor's adventure is much grander in every way, but the logistics are the same. The size and scope of Eras is enormous, but so is the size of her team. In addition to being voluminous, remember that they are also highly qualified, certified, and experienced professionals who are trained to do this.

You? Well, you got you!

Just curious, how much training do you have in logistics management? Are you a Certified Logistics Associate or Supply Chain Professional? Do you have access to a Certified Management Accountant or a Supply Chain Management Specialist?

I don't think so, yet, you are expected to do all the jobs and complete all of the functions - even the creative ones.

You design the show, pick the music, hire the team, request the busses, secure the facility, fundraise the needed funds, book the hotel, find the restaurant, prep the performance, fix whatever's broken, tune the instruments, fill out the purchase orders, etc.
That is the world's longest run-on sentences and I only listed half of what you do.

In other words, YOU DO EVERYTHING!

Being a music teacher is unlike any other position in your school, or perhaps, even all of education, as it combines all other jobs into one!

I share this not to diminish the importance of other educators but to underscore music education's singular and unique nature. You do all of this, with NO experience, NO time, NO training, and most importantly, NOhelp!

Oh yeah - can you squeeze in some teaching while you're at it?

I don't think Taylor teaches the choreography or rehearses the band. I doubt she ordered the merch shirts or hands out the costumes before the performance. I find it hard to believe she coordinates the buses, takes attendance and helps load the trucks. She is focused on one job - albeit a big one - and lets others handle the rest. 

You, you have to do it all, which in my mind, makes you swifter than Swift. 

Running a music program is like running a concert tour - same responsibilities, just fewer trucks, busses, and people to help.

This is not a knock on Taylor, it is a love-letter to you!  Taylor is not only talented, she is generous. To acknowledge the sacrifice associated with being on the road for 12 weeks,  this past week, Taylor gave each of her 90 truck drivers a check for $100,000.00.

All you got was this email. 

It makes you rethink our relationship, doesn't it? Maybe you should listen to Taylor more than you do me.

 

“No matter what happens in life, be good to people. Being good to people is a wonderful legacy to leave behind."

- Taylor Swift

 

Next week, I will be back with a look at the money part of the job - along with some thoughts, tips, and ideas on how to best manage it and the logistical complexities of this crazy profession.

In the meantime, have a great week, and welcome back.

 

-Scott

I'm Back and I Have Something for You!

 A  photo from our summer vacation - Leah, Evan, Brayden, and some old guy.

I hope you had, or are still having, a fantastic summer. 

If you're back at work, stay out of the heat. If you live somewhere cool - HIRE ME FOR A WORKSHOP AND GET ME OUT OF PHOENIX! I might pay YOU to present! Seriously, it's insane here. The Washington Post just reported that Phoenix posted the hottest month ever observed in a U.S. city. 

Back to the subject at hand...

This first e-zine of the new school year is always an exciting and daunting one to write.  Exciting because I get to reconnect with friends and colleagues I have missed.  But difficult because I know I have to deliver for you in a meaningful way each and every week.


But don't worry (as if you would) - I've been making notes and jotting ideas for future blogs  (and I have some fun, interesting, and helpful content in the works). So yes, I am excited - and yes, I can feel the pressure as well.

I imagine you feel the same.  Although you work is much more important and difficult than mine, and you work much harder, I suspect we share a similar excitement and angst.

When I taught, this time of year came with simultaneous love and loathing. I was  excited to see the kids and start a new journey, but not looking forward to  the alarm clock and the 22-minute lunch periods.  The grind was about to get real, but I was also excited about new possibilities, adventures, and students.

Do you feel the same?

As we begin the year anew, I always like to remind my students (and myself) that this is a time of firsts:

First time as a 6th, 7th, 8th, or 9th grader.
First time at a new school.
First time in a marching band, orchestra, or mixed voice choir.
First time in a new building.
First outside-of-school rehearsal playing new music
And sooner than you think, it will be the first time in a uniform, on a stage, or under the Friday night lights.

The start of the new school year also brings "firsts" for teachers as well.

First day teaching a new class.

First day with new students.

First day with a new administrator.

First day at a new job or new school.
First day as a new teacher or retiree.
First day in a leadership role or new responsibility.

But perhaps more important than anything, it's the first time to change ,or make a difference in, someone's day, week, month, or life.

"Firsts" matter. 
"Firsts" set a tone. 
"Firsts" make an impact.

"Firsts" are remembered.

People don't typically remember "seconds," so it's important to invest in the "FIRSTS!"  Sooner than you might like, they will become the "lasts."

To help with investing in the firsts, check out the activity below. I did many times with my students and they really loved it.

Have a great week FIRST week everyone.


Scott

 

An activity for the new year:  A LETTER TO YOURSELF

 

As you begin anew – consider doing the following activity. It is simple, sweet, and will have an impact that is demonstrable for a long time. (To make it easier for you, I am attaching a sample PDF for you to use - the entire activity takes about 15 minutes and can even be completed outside of class.)

  • Have the students make a wish, write a thought, or even a note to themselves about their goals, hopes, and fears for this year. Remind them that they are writing to themselves, so if they only write a few sentences, they are only cheating themselves in the end (valuable lesson here).

  • Encourage them to write as much as possible - fill the page, front and back even.  If they want more time, let them take it home and bring it the next day.

  • Have them place the notes in blank white envelopes with their name on them (they can decorate them if they like). Have a student leader ensure that you have a note from every student.  If someone doesn't write a note - put an empty envelope in its place - they can open an empty envelope in the end (another valuable lesson here).

  • Post the envelopes somewhere the kids can see them daily (around the room  or on  bulletin boards) as a reminder of their hopes, promises, or goals .

  • Use the envelopes occasionally in class/rehearsal to remind the students of the promise, energy, and potential they felt on that day. During a lazy day or rough rehearsal -  I would ask the students to look at the envelope and remember what they wrote - then I would tell them to get back to work.

  • Pick an important day, week, or event - pull the envelopes down one week in advance and tell your students they have one more week to achieve the goals/dreams contained inside.

  • Surprise them with their notes at a special time (last rehearsal, bus ride to a significant competition, or after a rough day) and watch the smiles appear.

The best part of the activity is the envelopes on display.  They serve as a  constant reminder to be the person they describe in that note. It's like a daily pep talk and gut check from themselves.

Might I suggest - you also write a letter. I did this activity with my student leaders in my second year of teaching. To build a bridge and establish trust, I gave my note to a student leader who did not particularly like me and told her she was in charge of when I would receive it back.

She gave me the letter back FIVE years later. 

When she returned it, she handed me an additional note from her. She wrote about  the impact I had made on that 17-year-old girl and how she now better understood what I was trying to do, and appreciated that I trusted her with my note.

She is now a music teacher.

Now, I wouldn't recommend such a protracted time frame, as I had long since forgotten about the letter - but it was amazing to read not only her note, but a note from a second year scared & inexperienced teacher. 

I hope you will use this activity.

To make it easy, I am including a letter template for you to download, print, and copy for your students. - click on the button below to get it.


Feel free to alter the activity to fit whatever works for you and your students.

 

THE END OF THE YEAR MUSICAL HIGH WIRE ACT

Friends:

As a high school teacher, the end of the year is a flurry of both instructional and non-instructional activities. Balancing final concerts/graduation and non-musical tasks (collecting music, inventory management, cleaning out lockers) is like walking a high wire how hard do your push. How do you get everything done? How do you balance the logistical tasks with your musical ones?

As a teacher, I didn’t want to spend the month of June toiling in the band room, but also DESPISED the "May is for movies" approach to teaching. So, I created a plan for the final 10 days of school and thought I would share it with you!

Here are my 10 steps/ideas/tips to making the your year's end as productive and educational as possible. Use as it, or alter to suit your needs.

  • Post your final 10 day schedule somewhere prominent. Students need structure and a clear understanding of what is happening each day. Email it to your admin and parents to show you have a plan.

  • Sight-read through some classic literature previously unplayed. This is a chance to have your students play literature (Holst, Grainger, Vaughn Williams, Reed, etc.) they might otherwise be exposed to. 

  • Talk about next year. Hype up the show, upcoming trips, introduce new leaders, etc. This is a great activity during "Senior Ditch Day." 

  • Use the "check-out" process to "check-in." Ask to see students’ 2023/24 schedules, collect camp deposits, verify contact info, etc. Touch base with every student to ensure they will not be lost in the cracks over the summer. 

  • Host a yearbook signing day. Tell the students that you will not allow yearbooks out during class until a pre-specified date. Be willing to give up one (or half) rehearsal to make the remaining ones more productive. 

  • Create an end of the year closure activity. Have the students answer 3-5 questions such as what was your favorite moment/laugh out loud/thing you will miss. Compile the best answers into an end of the year document to hand out on the last day of school or during graduation (made it less boring for my students).

  • Acknowledge the students who are leaving. You can do it in public, private, or in writing They will they appreciate it and it will become a special rite of passage to which the younger students look forward. 

  • Complete a music or school service project. At my previous schools, at the final dismissal (lunch), the seniors would throw ALL their papers into the air in the school courtyard. It truly was a WHITE out. During the last period of the day, my 7th period class would clean it all up. It only took about 30 minutes and saved the custodians HOURS of work and made the band a hero in everyone’s eyes. 

  • Automate year end tasks. You have bright and competent student leaders who want to help. Create coordinators for instrument check-in, music return, locker clean-out, uniform check-in, etc. Use a "check out sheet" that requires signatures from all coordinators before your final signature. Any student not having completed all areas by the designated time will receive an incomplete. Work smarter, not harder. The kids are happy to help, and I was happy to have the help.

  • End with a smile. The last thing they see will be the first thing they remember.

I hope that these ideas will help to not only lighten your workload, but create a more organized and educational environment that is consistent with your high standards. 

Hang in there. You're almost done!

Let me know if I can help in any way.

Scott

LEADER OF THE BAND

HAPPY TEACHER APPRECIATION WEEK

Friends:

For the past 19 years, during Teacher Appreciation Week I have been attempting to "appreciate" YOU – and every year I struggle to make it meaningful and personal. And while we work hard to do it via Be Part of the Music, I still want to make a personal effort.

About four weeks ago, something in my gut told me to rediscover, revisit, and reshare a post I wrote in 2017. Since I want it to be personal, I listened to my gut, and I rewrote it with a bit of a different perspective.

Please accept it as a small token of my appreciation for all that you do.

- Scott Lang

LEADER OF THE BAND

As a tribute to his father, the title uses "band," but the sentiment is universal to ALL music teachers.

In 1981 Dan Fogelberg wrote a musical tribute to his band director father that shot to number one on the Billboard Music Chart. Through his poignant lyrics and soulful melody, Leader of the Band spoke compellingly about the difficulty of this profession and its impact on people. 

The song and sentiment are genuinely touching, and although he wrote it for his father, it could have just as easily been written for you. If you don’t know this song or the artist who wrote it, you should. 

As a music educator, your life and legacy live on through every student that passes through your program, and not just musically. Through your teaching, you provide students with more than lessons on harmony and melody; you give them life-lessons. 

In last week's e-zine I shared the critical role that music teachers play in creating other music teachers. But, more importantly, Fogelberg's masterpiece (along with all of his musical works) shows a music teacher's impact continues throughout a student's life. Without Lawrence Fogelberg, we would not have had Longer, Run for the Roses, Same Old Lang Zine, Part of the Plan, Rhythm of Love, Power of Gold, or any other of his numerous hits.

This tribute song reminds us that teaching music can often require as much sacrifice and pain as it does joy and fulfillment. Above all, the poignant lyrics point out that music education is a calling, one that chooses us as much as we choose it.

The second stanza speaks to this sacrifice in a very meaningful way:

A quiet man of music
Denied a simpler fate
He tried to be a soldier once
But his music wouldn't wait
He earned his love through discipline
A thundering velvet hand
His gentle means of sculpting souls
Took me years to understand.

Many of you know that Leader of the Band was written for his father Lawrence Fogelberg who was a musician, educator, and band leader. The success of the song was a gift to him before he passed on. As an added tribute, Dan added his father's favorite composition, John Phillip Sousa's Washington Post March, to the end of the song. It really is quite cool.

In an interview after his father's passing Dan said:

If in my life, I were only allowed to write one song, it would be Leader of the Band.

- Dan Fogelberg

When you listen to the lyrics, and hear Fogelberg sing, you can tell that he really understands the life of a music teacher. But, more important, he understands the impact. He says it best in his final stanza:

The leader of the band is tired
And his eyes are growing old
But his blood runs through my instrument
And his song is in my soul --

My life has been a poor attempt
To imitate the man
I'm just a living legacy
To the leader of the band

I am the living legacy
To the leader of the band.

In the coming days and weeks, some of your students will leave you. Some of them forever, but that does not mean that you are gone from their hearts and minds. In part, they are a "Living legacy to THEIR leader of the band. 

If you would indulge me for a minute during this speak day, I ask you to close the door of your office (or car), and listen as Dan Fogelberg celebrate you and the impact you have as the Leader of the Band. I have provided a video clip below.

Share this with every music teacher you know so that they are reminded of how special they (and you) are.

Have an extraordinary week.

SL

Dan Fogelberg passed away in 2007 at the age of 57 from Prostate Cancer. I reached out to his widow as a part of writing this article and have not as of yet heard back. If you want to learn more about his music and life, click here. 

If you are interested in hearing a more modern rendition, the Zac Brown Band recorded Leader of the Band for a Dan Fogelberg tribute album, click below and enjoy (requires Apple Music or search it on your streaming service).

HEAR ZAC BROWN


THE GREAT MUSICAL DIVIDE AND MY LEAP THERE AND BACK

For the past thirty years, politicians, pundits, and policymakers have debated our nation's great digital divide - a place and space where America's poorest and neediest students lack equal access to technology and the world wide web. Thanks partly to government investment, technological advancements, and smartphone access, that gap has dwindled considerably to a more level playing field. Today, by and large, rich and poor students alike have access to technology in ways previously thought unimaginable.

 

As we close one divide, another one opens up.

A recent article in the New Yorker Magazine highlighted what it sees as the new and significant "physical divide," the chasm between affluent and non-affluent young people participating in school and club sports. 

The article cites a recent Centers for Disease Control study that states, "There is a significant gap in sports participation by income level." The 2020 study found that "70% of children from families with incomes above $100,000 — (four times the poverty line) participated in sports, compared to 51% for middle-income families, and 31% for families at or below the poverty line."

As someone who coaches and has boys participating in club sports, these findings are not particularly surprising. Alarming? Yes. Surprising? No.

Shrinking budgets and the advent of privatized/club sports can have families paying anywhere from $3,000 to $10,000 annually for training, club fees, uniforms, travel, etc. This doesn't factor in transportation, child care, and time off work needed for parents with kids in these clubs - leaving many of our nation's poorer families out of the athletic loop. 

Less opportunity equals less training, coaching, and skill development. The snowball effect continues long after the child leaves school or the season ends. (If you are interested, Malcolm Gladwell's book Outliers makes a clear and compelling case that the impact of this continues into adulthood.)

Could the same be true for music?

We know the impact of the great digital divide, and we are becoming more aware of the effects of the great athletic divide. What about the great "musical divide?"

It will shock few of you to learn that the quality of a child's music education can be as dependent on their home address and their parent's paycheck as it is their music teacher. Inner city schools struggle to find not just the funding, but quality applicants to fill not just music, but ALL teaching vacancies. Older facilities, smaller enrollment, low SES, and instructional remediation only compound the problem.

This is not a reflection of the educator, it's a reflection of society.

In fact, as someone who taught in East LA and Title 1 schools in Phoenix, I am proud of what those students accomplished. They worked incredibly hard and would stop at nothing to achieve success. But, there was a "musical divide" that we had to overcome. Less access, less opportunity, less equipment, less parent support, fewer resources, and fewer (if any) private lessons create a real chasm that needed to be acknowledged, addressed, and overcome. 

Music educators in these communities are doing amazing work with fewer resources, less support, and in my experience, less recognition for what they are accomplishing and how they are doing it.

Even in more affluent communities, challenges remain. Varying district philosophies and commitment related to music (both seem to be in short supply) have created difficult times in the best of circumstances and perilous times in the worst. Add to this increased rigor and accountability for all schools, and what remains are fewer and fewer schools placing a premium on a premium musical experience.

In affluent communities, the divide can be mitigated by parents' ability and willingness to cover the differential—whereas their less affluent counterparts lack the same resources and abilities.

In this week's poll on our Be Part of the Music Dashboard, we ask, "What made you want to be a music teacher?"

The number one answer? Unsurprisingly, "My music teacher." 

The key to providing great musical experiences lies in our ability to attract great music educators to schools and communities that can be difficult to work in. To be blunt - you make the same money conducting Beethoven as you do Begin the Beguine. How do we convince our best and brightest to sacrifice their musical goals (conducting Mahler) for their students' goals (getting out of poverty)? In our profession and in our contests, how do we shine the spotlight not just on achievement, but on growth as well?

Simply stated, how do we grow our profession and impact if we cannot attract our best teachers where they can do the most good? How do we grow the profession's diversity if students' musical experiences in places of diversity are different from their affluent counterparts - making them less likely to choose music education as a professional pathway?

It can be done. And, it is being done. Many exemplary teachers are making it happen every day. I spent my entire career teaching in lower-income communities and schools, and loved ev ery minute of it. I took pride in the fact that I believed I was a part of the solution. 

I also recognize that as a leadership speaker, most of my clients are on the other side of the tracks, and I recognize that I am now part of the problem.

I leapt over the economic divide to the affluent side.

The musical chasm is vast, and I fear it's only getting harder to take the leap. Perhaps even more worrisome is how easy it has become to leap out of the profession altogether.

Have a great week.

Scott 

p.s. Be Part of the Music is giving away $40,000.00 worth of amazing prizes/grants/giveaways for Teacher Appreciation Week. But, you have to register before this Friday. In an effort to ensure everyone was a winner, we printed 1,000 "I Teach More than Music" stickers. They were gone in six hours. It makes me so happy to spend the week honoring you and making you happy. I hope you will click below and get in on the fun.

JOIN THE CELEBRATION

MY MUSICAL DRAFT

I apologize for the delay in sending this. Last night, for the first time EVER, 
I fell asleep while formatting the newsletter. 

This does not speak well for the content. :)

MY MUSICAL DRAFT

Unless you have been hiding under a rock for the past two weeks - or like my wife, who doesn't care much for sports, you know that the NFL Draft commences tomorrow night.

The NFL Draft has evolved into a monumental event watched by millions. Thursday's iteration represents the 88th time owners, coaches, and general managers have assembled for this purpose, and the 88th time Bills fans believed that THIS will be our year. 

This Spring tradition features struggling teams picking early and successful teams picking later to infuse the best talent in the most woebegone clubs. It also provides a brief moment of hope and excitement for the beleaguered fans of beaten-down teams - well, almost all. The Browns and the Lions are just cursed.

As you can tell, I am a football fan. Flag, high school, college, NFL, I don't care. I love it all! Heck, if anyone wants to play two-hand touch in the parking lot before a workshop, I'm in.

So I am excited for tomorrow's big event. And it got me thinking...

(this is a thought exercise for fun - don't read too much into this) 

I wonder what it would be like if we were to treat our music groups like the NFL. 

What if we were to "draft" your ensemble? What positions/instruments would be the most important, and who would you be eyeing? Double reeds, percussion, low brass? Let's keep the analogy going.

  • Who would you pick as your coach (conductor): Dudemel, Cramer, Corpron? 

  • Who would be your star Quarterback (soloist): Marsalis, Martin, or Sandoval? 

  • Who would be your defense (Brass): the CSO, SFO, or Canadian Brass

  • Who would you choose for offense (Woodwinds): San Francisco, London Philharmonic, New York Met? 

  • Who would call your plays (composer): Holst, Mackey, McBeth

  • Where would your stadium be: Carnegie, Kennedy, or Disney? 

  • And perhaps most important, would all of these "players" translate into a team?

And my mental meander didn't just stop at the draft. I started to think about other NFL aspects that might translate to music education and their impact.

What if, in addition to the draft, music education adopted the following policies:

Salary cap: The NFL has a hard and fast salary cap that levels the playing field for small-market teams who lack the resources of their big-city counterparts. What if we adopted a "salary cap" for music groups, limiting what each group could spend during the year? Would it similarly level the playing field for smaller schools in smaller markets?

Access/Practice time: NFL teams are limited in the time they can require for their players. What would happen if each competing music group were to have similar guardrails of how much they can practice per week or when they could start?

Number of coaches: Every team is limited to 16 coaches having contact with players. What if we limited the number of instrument coaches and the time a group can access?

Roster limits: NFL teams are limited to a 53-man roster, with nine additional players on a practice squad. I am not suggesting limiting participation - but would similar numbers or even instrumentation level the playing field? Drum corps does this.

Instant replay: What if we could rewind and review every mistake and dissect it for correctness - would the judge's score change?

Rooney Rule: Twenty years ago, to create more opportunities for minority candidates, the NFL dictated that all teams must interview at least one minority candidate for head coaching positions. What would be the impact of implementing a similar rule in hiring music teachers (or educators in general)?

What about gate receipts, merch, and jerseys? How about parking revenues? If a car is $20, how much do four yellow buses cost? Heck - I would endure long bathroom lines if it meant I could hear some Holst while eating a hot dog and washing it back with a cold one!

Now let's have some real fun. Let's flip the model around. 

What if the NFL was more like music education? What if NFL coaches and GM's:

  • Had to coach whoever walked through the door?

  • Couldn't scout future talent or control their roster?

  • Couldn't control the skill or talent of their players?

  • Had to fundraise for their equipment and manage it themselves?

  • Had to deal with parents and drive the team bus?

  • Made only $45,000 per year and had to teach all day and coach?

  • We're measured by growth and not victories?

That is when we would see who can REALLY coach. It's the age old educational question, achievement versus growth - the NFL measures achievement, find the best, draft the best, and win. While music education is about growth, teach who walks in and take them on a journey that leaves them in a better place than you found them.

Back to the draft. 

For most, tomorrow night is about community and hope—a chance to feel like the future is bright and you are not alone in this world. You have a tribe of people with shared passions and values.

And in this way - the NFL Draft and Music Education. April is when hope springs eternal and dreams for next year begin.

Happy drafting everyone. 

Go Bills. 

Scott

p.s. I am sure I missed some comparisons - feel free to hit me back with the ones I missed.

p.p.s. Thanks the the Airy's for sending me five boxes of Milk Duds after last week's e-zine. You are the best - and no, I am not sharing with Evan.







MY MILK DUD TYPE OF DAY

This week's e-zine started with an article on beauty and awe. But to be honest, halfway through writing the article, I realized I was feeling neither beauty nor awe.

So, I stopped writing - and shelved it for another time. The premise was good, and the content was solid, but I couldn't see my way through to the end message.

Today looks like it's gonna be one of THOSE days. 

So far, I have taken most of the morning to do twenty minutes of work; the number of incoming emails has exceeded the number of outgoing emails; and despite four uninterrupted hours, my to-do list is not only wholly in-tact, but has expanded.

Despite my best efforts (OK, not my BEST, but some level of effort), and ingesting an entire pot of coffee, I more closely resemble a tortoise than a hare. Yes, at 12:14 p.m., I can already declare that today has been an epic display of sub-par performance. 

Why am I sharing this with you? So you can feel better about yourself. At least then, some good will have come from the doldrums of my day.

As the school year winds down, you will probably have a day or two like this yourself. Days in which, despite all of your best intentions, you will work your way through the motions, accomplish very little, and return home questioning your career pathway.

We always want and hope for the best. We strive for excellence for ourselves and our students. But, failure is inevitable at some point, and only serves to remind us that we are human, and we are in an imperfect profession, dealing with imperfect people.

Remember, I am supposed to be a motivational speaker (although I'm not too fond of that term). My job is to enlighten, educate, and empower. My job is to bring the energy and challenge others to rise above and become their best selves.

But all of that will have to wait until tomorrow. 

Now TOMORROW is a day I have my eye on. 
Tomorrow will be a day with BIG plans and ambitious goals. 

Tomorrow I will bring my "A" game. 
Tomorrow will be a hum-dinger. 
Tomorrow I will do two hours of work in twenty minutes. 
Tomorrow I will slay the beast that is my inbox.
Tomorrow the oboes will play in tune and I will finally ask for LESS horn and more sax.
Tomorrow the parents will love me and all of the students will be on time.

Tomorrow will be MY DAY! 

Of that, I am sure. Well, at least I am confident. Well, relatively speaking - it has to be better than today.

But for today...


If it's OK with you; 

I will let YOU bring the energy. 
I will let YOU slay the dragon. 
I will let YOU rise above and lead the way. 
I will watch in awe as YOU tackle your to-do list and tame the procrastination dragon. 

Because today, like most every other day:

YOU are the better person. 
YOU have me beat. 
YOU are making a difference.
YOU are the better person.

YOU are killing it.

I love my job. It is my privilege to serve in a profession that has such meaning. But, I don't ever consider it difficult, because I've seen what you do - and that is the definition of difficult.

Feel better about yourself? Then I guess I did my job, and today wasn't a total loss. Because my job is to help remind you how amazing you are.

Me? I think I am going to eat some Milk Duds and get caught up on Ted Lasso. Then again, Nate is really bumming me out.

So maybe I will just stick with the Milk Duds.

After all, I am feeling like a dud today.

Have a great week!

Scott 
11:34 p.m, MST - Tuesday night

p.s. I was not kidding - went to TWO stores looking for Milk Duds, and there were none to be found. I am a dud who is Dudless. This must be bottom. 

COACH SCOTT AND MY PERSPECTIVE AGE

As many of you know, I coach my sons in sports. After last week's game, one of the other player's parents sent me some video highlights and pictures of the kids. As I sifted through them, I was stunned. STUNNED, I say! To be clear, I wasn't amazed by the athletic prowess of the kids, although it was impressive. I was not shocked by the impeccable game planning and strategic play calling, although I was definitely in the zone. What surprised me, you ask? 

 

I was taken aback by a white-haired older man being among the sea of forty-something parents.

Was he someone's grandparent? Perhaps an older uncle or family friend? He was clearly the odd man out and the unicorn of the group. 

Oh yeah, he was ME!

WHEN DID I BECOME OLD? OR AT LEAST OLD LOOKING?

Yes, I know my age; it's printed on my driver's license. Of course, I know what I look like. Heck, my wife and kids heckle me to use my "senior discount" wherever we go. 

So, yes, I know I am 55, but I do not see myself as 55.

Again, when did I become old?

In an article in Atlantic Monthly entitled The Puzzling Gap Between How Old You Are and How Old You Think You Are, author Jennifer Senior explains why I am not alone in this phenomenon. In fact, it is pretty common. 

THIS PHENOMENON IS CALLED SUBJECTIVE AGE, AND IT'S MORE COMMON THAN YOU MIGHT THINK. JUST WAIT. NO REALLY, JUST WAIT AND YOU WILL EXPERIENCE IT.

 

She states, "When most people look in the mirror, they are not so much unhappy with his appearance as startled by it—as if there's been some sort of error. You cognitively know your age, but can't actually comprehend it." 

Subjective age refers to how young or old individuals experience themselves in relation to health, behavioral, cognitive, and biological processes that influence frailty.

That settles it; I'm 42. Not just as a person, but as a teacher. I am mid-way through my career and life.

I must be.

I have so much to do and even more to learn. I still can't teach improv, I never mastered facilitating woodwind articulation, and I have about ten masterworks I have yet to conduct. I can't possibly have 32 years behind me. I am still a work in progress, which is far from complete.

But, complete or not, the picture does not lie.

Do you wonder about that too?

When did you cross the line between beginning teacher and an experienced vet? When did you step away from being a mentee to becoming a mentor? When did you stop being a team member to become a team leader? Or, when did you decide to go from constituent to board member?

These transitions are rarely seminal moments with the accompanying fanfare, and there is typically never a coronation or celebratory event. There are no grand promotions, new business cards, or write-ups on LinkedIn, which is one of the complex parts of being a teacher. So they often go unnoticed, not just by others, but by ourselves.

That doesn't make them any less meaningful or important. Nor are these moments and accomplishments something to minimize, trivialize, or ignore. They are significant moments that are to be cherished and honored.

While we accomplish and achieve great things, we see these feats as obligatory, part of the job, and all in a day's work.

Subjective age disorder strikes again, separating the truth of what we did from how we feel concerning our age.

Yes, in the picture and in life, I am the unicorn. The only grey-haired person on the sideline. However, I am the one who has the energy, drive, and desire to coach. While my time in a classroom may be done, my time working with kids is not, and my best work is still ahead of me.

I know this because I am 42. I am sure of it, and you can't convince me otherwise.

How old are you?

Have a great week. 

Scott

KIPLING AND THE LIE OF THE ALPHA WOLF


Written in 1894, Rudyard Kipling's The Jungle Book is as tried and true of a children's classic as there is. Adapted often over into movies and cartoons, the Jungle Book is a staple of most young people's childhood.

As part of the second book, Kipling introduces the Law of the Jungle to teach young wolves how to operate with the pack.

Now this is the Law of the Jungle — as old and as true as the sky;
And the Wolf that shall keep it may prosper, but the Wolf that shall 
break it must die. 
As the creeper that girdles the tree-trunk the Law runneth forward and 
back — For the strength of the pack is the Wolf, and the strength of the Wolf is 
the pack.

Throughout time and history, the wolf has long been a symbol of ferocity and strength in the animal kingdom. With its sharp teeth and powerful jaws, the wolf is a formidable predator, unafraid to engage with prey much larger than itself. 

The wolf's aggressive nature is also evident in its social structure. Wolves are pack animals, and within a pack, a strict hierarchy is enforced through displays of aggression and dominance. Alpha wolves, the pack leaders, are fiercely protective of their territory and their pack members, and they will not hesitate to attack any intruders who pose a threat. The alpha wolf is the apex predator and universal embodiment of masculinity and what it means to lead.

Except most of that is not true.

A recent article in Scientific America debunks the idea that wolf packs are cunning killers led by a ruthless dictatorial alpha wolf. The article shows them to be what they indeed are. In the end, wolf packs are simply families.

It turns out that the term "alpha" came from studies of captive animals in the 1950s. Wildlife expert David Mech states, "It's the animal equivalent of what might happen in a human prison, not the way wolves behave when they are left to their own devices."

Simply stated, there is no such thing as an alpha male. In fact, female wolves are the dominant force in the pack.

 In the wild, wolves are like any other family. They care for their young, look out for each other, and infrequently squabble over the TV remote control. Okay, the remote control part is a lie, but the infrequent fighting is not. 

The term alpha has been used in leadership analogies for as long as leadership has been studied. The musical equivalents abound: conductor, drum major, concertmaster, section leader, etc., are just a few examples of a pack leader. Like their furry counterparts, these positions are essential. They help maintain order and preserve the pack's health, safety, and success. If we are to learn a lesson from our four-legged counterparts, the leader is benevolent and not malevolent.

The alpha wolf is there to provide, nurture, and grow their pack. They do not see other wolves or packs as threats and actively work to avoid confrontation. While the alpha may be a male, the breeding female makes most of the decisions in the pack.

As we approach the season of selecting and training leaders, it is worth discussing more than just the concept of what a leader is but how a pack is run. Keep in mind, I do believe that within a music group, there are different packs (sections) that operate in various manners. 

Regardless of the pack, we all know that one section, group, or person can create a toxic atmosphere for many. So examining, creating, and fostering a healthy, productive, and successful pack is essential.

Even 120 years later, according to recent research, Kipling's sonnet rings more accurately than ever. 

For the strength of the pack is the Wolf, and the strength of the Wolf is the pack.

Have a great week everyone. 

Scott 

p.s. I hope you enjoyed last night's session. I have posted it within our Patron FB group if you missed it.

HANDELING THE TRUTH* OF YOUR UNFINISHED SYMPHONY!





In March of 1827, wracked with abdominal pain and other maladies, Ludwig Van Beethoven lay dying in his bed. Grieving friends, acquaintances, and long-time admirers came to his bedside for what appeared to be one final visit. As a young composer acolyte finished saying goodbye, he asked a seemingly innocuous request, could he have a lock of Beethoven's hair for remembrance? 

Unaware of the impact of the gesture, Beethoven agreed to the request. Beethoven passed away the next day, at the relatively young age of 56.

For the next three days, as word spread of his demise, a parade of mourners visited his corpse, paid their respects, and clipped a small lock of Ludwig's voluminous hair until not a single strand remained. (Side note: removing my hair would take just a few minutes.)

Fast forward nearly two hundred years, and those strands of hair help tell Beethoven's true story and help finish the unfinished Symphony of his life.

A recent DNA analysis of strands of Ludwig's hair has upended long-held beliefs about his health, debilitating ailments, and cause of death. It also raises new questions about his origins and unknown father while simultaneously answering questions about any offspring and lineage.

For instance, we now know that Beethoven did not have lead poisoning as was previously suspected. He was also not a person of color as some had proposed. And a Flemish Family with the same surname who proudly boasted they were part of his lineage, learned that they were not. Finally, his potential cause of death, liver cirrhosis, was likely not a result of alcohol abuse, but a rare genetic disorder.

BEETHOVEN'S GENIUS IS WELL DOCUMENTED, AS ARE THE MYSTERIES OF HIS LIFE. WHAT LED TO HIS HEARING LOSS? WHO WAS HIS IMMORTAL BELOVED? WHO WAS HIS FATHER? WHAT CAUSED HIS DEATH? THERE ARE SO MANY QUESTIONS AND SO FEW ANSWERS ABOUT HIS LIFE AND WORK. 

What is lost among his prodigious talent and unanswered questions are his life's triumphs and tribulations. A holistic look at his life shows the value of a life filled with passion, purpose, and determination.

This is where Beethoven's true genius soars like a beautiful melody above an abrasive, turbulent, rhythmic, and harmonic line.

This is where you and Ludwig share some common ground.

THIS FEELING OF INADEQUACY FUELED HIS DRIVE, PASSION, AND WILLINGNESS TO WORK THROUGH, OVER, AND AROUND, ANY OBSTACLES THROWN IN HIS PATH, INCLUDING DEAFNESS.

The early 1800s were very different from our modern day. Not worse, just different. Composing music is not the same thing as teaching it, but the struggles Beethoven and you share have common ground. Like many of you, Ludwig was troubled by his imperfection, filled with self-loathing and doubt. 

He never felt like he had achieved his magnum opus or grand accomplishment. In other words, despite being among the greatest composers of all time - he never felt as if he had reached his full potential.

Sound familiar?

Beethoven's life was hard. I mean, really hard. Beethoven had no father, no support system, no companion, and was seriously sick for most of his life. And then... The world's most preeminent composer went deaf! That's hard. So hard, that when he learned of his impending hearing loss, he considered taking his own life. In an unsent suicide letter to his brothers, he wrote:

"It seemed impossible to leave the world until I had produced all that I felt called upon me to produce, and so I endured this wretched existence… Difficult is beautiful and good; patience it is that I must now choose for my guide."

Reread it out loud. 

"Difficult is beautiful; let patience be my guide."

I don't know about you - but that resonates with me more than his Ninth Symphony.

As a teacher and a person, I understand and embrace the first part. Where I continue to fail is letting patience be my guide—patience with myself, my students, and my life. Patience requires trust, and faith that you are a willing, deserving, and worthy part of this profession and this life.

Ludwig may no longer be composing, but he teaches us to embrace the challenge and patiently wait for the results. Like Beethoven, this likely means that the full measure of your results may not be realized until you have left this profession or this planet.

Be like Beethoven, be patient. 

Beethoven's work as a composer continues two hundred years after his passing. With only fragmented sketches remaining, artificial intelligence that studied his compositional style realized his 10th and "Unfinished Symphony." You can hear it here. 

As a teacher, he shows us that everyone struggles and that grit, determination, and passion will prevail over pain.

Like Ludwig, one day, you will no longer be conducting, but your "Unfinished Symphony" will continue in the lives of your students and their children. Looking Bach, the true lessons of Ludwig and your life are Haydn in plain sight.* 

"Difficult is beautiful; let patience be your guide."

Something to remember on this, and every other morning.

Have a great week, my friends. 

Scott 

*These puns came from Dave Pell - an online curator I avidly follow; is the self-proclaimed Managing Editor of the Internet, and King of Puns.