Texas Bandmasters Association
Bandmasters Review • December 2015
19
There’s little doubt that—good or
bad—education today is not what
it was. We’re painfully aware that
what we do with students in band is
significantly affected by trends over
which we have little control. Students
are given data to learn and then asked
through standardized testing to give all
the right answers; it’s called academic
bulimia—the binging and purging
of information without retaining its
nutrients.
We invest untold time defending
why band must remain a part of
the curriculum. Our advocacy often
falls on deaf ears because many
are tired of hearing the same old
arguments. However, we have the
unique opportunity to help students
develop skills to not merely survive
but to truly thrive in band, school and
beyond. We just haven’t realized it.
As test scores are now used as the
benchmark for success, the process of
learning is increasingly compromised.
Unfortunately, bands are pulled into
this vortex and often suffer from the
same academic (musical) bulimia as
the rest of education. This is where it
gets provocative.
Students are intensely rehearsed
and learn individual parts with
great accomplishment; but, are they
learning
beyond
their individual
parts? Are they really learning to
think and listen critically, to make
independent decisions and to adapt to
their surroundings without engaging
in musical bulimia? We emphatically
answer YES – but, are they
REALLY
?
Unfortunately, students are often
taught to
survive
performances, not
thrive
from the process and experience.
We have the opportunity to help
them develop in a way not available in
any other aspect of formal education
as a preparation for life—and yes, a
preparation for band. Playing in band
can introduce and refine four essential
components that make up the heart
of what we can help students learn,
turning survival into
thrival
!
Critical Thinking:
A favorite quote of mine from
baseball legend Ted Williams is “If
you don’t think too good, don’t
think too much.” Critical thinking is
defined as “the art of analyzing and
evaluating with a view to improving
it”. It is both objective and subjective,
using intellect as a starting point. For
students, it’s about:
a. Curiosity
• Fitting my part with everyone else’s
• Comparing to a goal, whether
it’s balance, articulation, style,
intonation, or …
• Understanding and interpreting
written instruction such as
dynamics, musical terminology, etc.
• Recognizing the consequences of
acting on independent decisions. If
I do this, what happens?
• Looking at issues from different
perspectives
• Making decisions without someone
telling me what to do
b. Establishing priorities
• Developing a process to prioritize
tasks
• How to filter the immediate
needs from everything yet to be
accomplished
c. Consequences of thinking
• Determining what to do with what
I’ve learned and applying it myself
• Developing, elevating and refining
standards
• Putting everything in perspective
So, in short, critical thinking is
the act of not only developing and
encouraging a sense of curiosity,
but developing a process of doing
something about it. Whether it’s
notes, rhythms, dynamics, musical
expressions, terminology or other
clearly written directions, it all has
to be seen, understood and decisions
made about it.
Critical Listening:
Early in my career I heard the
expression of the need to develop the
ability to “listen with my eyes and see
with my ears”. It took awhile for that
to sink in, but when it did, I realized
that nothing could be more valuable.
Plainly and simply - AWARENESS of
surroundings and how to fit in.
In band, the lowest threshold of this
is listening to what we play. We want
students to listen to what’s going on
around them for the obvious reasons
of intonation, balance, articulation,
style, etc. Although all this is essential,
it really is the low-hanging fruit of
critical listening. With students, we
Survival or Thrival
What are we preparing students for — band or life?
Dennis W. Fisher
