Page 15 - 2018-BMR-September
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Band Directors: Difference-Makers


            At the Highest Level




            Dr. Tim Lautzenheiser


              After presenting countless professional development  in a quantity-driven curriculum), but rather the intrinsic
            programs for ALL educators, I’m firmly convinced there is  satisfaction generated as a result of MUSIC-MAKING.
            no individual in the school setting who has the wherewithal  Music teaches an appreciation for QUALITY as well as an
            to impact the lives of his/her students more than a music  understanding of QUANTITY.
            teacher. Band directors spend countless hours with their
            students and, by design, the band director becomes far  WHY MUSIC? WHY BAND?
            more than “the person on the podium.” Arguably, the band   • Music lifts our spirits.
            director could well be the most influential educator for the   • Music helps us share our inner thoughts and feelings
            students who choose to be a part of the program.   with a vocabulary beyond the common word.
              While I may not see the day when music is a requisite   • Music avails us to emotions we otherwise will suppress
            subject of the academic/mandated curriculum, it is ever-  or ignore.
            apparent there will  come a time when the undeniable   • Music is a universal language.
            evidence of THE VALUE OF MUSIC dictates this          • Music makes life worth living by bringing joy to our
            important reality. In the meantime we have to embrace  soul.
            the responsibility of sharing the good news with all the   These are all well and good and a resounding “AMEN!”
            decision-makers who are part of every child’s educational  is extended by this author, however it is often difficult to
            journey. Ultimately: MUSIC IS A PLACE FOR EVERYONE!  express the importance of music-making to someone who has
              Eric Jensen, research author on brain-based learning,  never made music. The only way one can truly explain and
            writes, “Music is part of our biological heritage and is  understand music is with music; it is a language unto itself.
            hard-wired into our genes as a survival strategy.” (Jensen,   If we are to convince non-music makers about the
            E. 2001, Arts with the Brain in Mind, p.15.)       importance of music-learning, we may have to put the
              Recruitment and retention are the key components to  recruitment spotlight on essential human wants and needs:
            the positive growth of every band programs. As a dear   • Music has a direct impact on academic achievement.
            friend said, “I can’t teach them music if they aren’t in my   • Music creates a forum for healthy human exchange.
            music classes.”                                       • Music enhances perceptual motor skills.
              Our educational system is heavily focused on assessment/  • Music supports the qualities needed to survive and
            testing. We measure the success and/or failure of the  thrive in the modern day society.
            learning process through a series of evaluations. We must   Music is NOT a frill subject or a fringe activity, but
            ask, “Can the ‘quantitative results’ be integrated into the  music-study is a microcosm of society bringing the vital
            students’ lives  to promote better  living,  learning, and  disciplines  of  high  level  achievement  to  the  ensemble
            being?” This very inquiry is all the more reason to bring  experience. In other words: music learning for the sake of
            MUSIC to every child, for we  know  the priceless value of  music; and music learning for the sake of life. What better
            the musical journey.                               way to prepare for a successful future?
              Music, by nature, triggers both the cognitive and   Do parents, administrators, community leaders, and
            affective mind. Not only does the young artist experience  teachers of other disciplines understand - even know -
            the input of facts and figures, but he/she simultaneously  this information? Are we as music educators sharing this
            develops an appreciation for art. We don’t make music to  extraordinary news with our educational partners?
            get to the end of the musical composition; we make music   Perhaps  instead  of  being  overly  cautious about
            to make music. The reward is NOT the final evaluation (as  emphasizing the extrinsic benefits of music education,

            Bandmasters Review • September 2018              13                            Texas Bandmasters Association
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