Page 9 - 2017-BMR-December

The Trilogy of Successful Educators

Dr. Tim Lautzenheiser

Having spent multiple decades some are effective delegators offering collective goals. Conversely, we also
traveling (throughout our nation ownership to various members of the are aware of the awarding winning
and around the globe) working culture, and some are combinations band program boasting a tradition
with outstanding music programs of all the aforementioned character of superior achievements, and when
and first class music educators, it attributes. With that said, here’s the former director is replaced with
is ever-apparent there are countless what I have discovered are the three a different individual, things begin
pathways to success. For certain there commonalities of those who continue to unravel all too quickly. What’s
is no ONE WAY to create and grow an to meet the highest of professional the difference? It is the LEVEL OF
ongoing culture of artistic excellence; standards. They have: TRUST established by each director.
instead we can point to many different In this case, director #1 has garnered
examples of high level achievement 1. THE ABILITY TO ESTABLISH the TRUST of those involved with
being generated with a myriad of AND MAINTAIN TRUSTING the program and therefore it has
blueprints. RELATIONSHIPS. focused their dedicated efforts in a
There are some similarities evident We open our minds and our hearts synergistic outcome. Director #2 has
in the way one puts together his/ (especially) to those WE TRUST. We NOT been able to connect with all
her own “magical potion” that brings tend to be skeptical and protective areas of personnel (students, parents,
about a buffet of musical opportunities when it comes to those we don’t administrators, etc.,) and thus the
to and for trust. While the energy subsides and forward progress
students, parents, Let us all pledge curriculum is (for is halted as things begin to unravel.
administrators, and ourselves to artistic the most part) the
all. Of course the excellence by same in many ways, 2. THE WHEREWITHAL TO “FOCUS
exemplary teacher/ continuing to develop the WAY we teach THE EGO.”
band director is, trusting relationships WHAT we teach The EGO drives us and the EGO
first and foremost, while laser-focusing often overrides can inadvertently sabotage us. When
a lifetime learning- WHAT we teach. we understand the endless possibilities
growing musician. our I/me energies Everyone has of any/all situations, it is important to
The focus on as we continue to many examples of “step up to the plate,” wrap our arms
musical-quality bring “what isn’t” the fledgling band around the challenges and lead the
is the absolute to our professional program that cannot band to new heights. However, if the
foundation and landscapes. seem to gain any REASON(s) to reach the goals is based
everything else is shred of positive on the director’s self-promotion, then
built on that bedrock of reality. From momentum, then along comes a there is an inauthenticity certain to
there on, it is a matter of availing new enthusiastic band director and bring one to an ill-fated destination.
everyone to the infinite benefits of MAGIC seems to happen immediately. On the other hand, if the invested I/
music-learning and music-making. Enrollment increases, quality in every me EGO-energy is the given fuel to
Some of the great teachers reveal aspect of the band elevates, and the advance the program to offer a new
very charismatic personalities, some band takes on a new personality with awareness of musical benefits to/for the
are quiet leaders who are almost students eager to commit their time students (and the entire community),
invisible at times, some are master effort and energies to the organization then EVERYONE is the winner.
politicians who can bring about with the understanding TRUSTING The EGO can be our most valued
consensus with anyone/everyone, the leader will help them reach their partner, or it can become a “foolish

Bandmasters Review • December 2017 7 Texas Bandmasters Association