Feature Article:

"You Can't Do This Job By Yourself"

Mark Lane, Associate Director of Bands, Assist. Professor of Music Education
Central Washington University
President-Elect, Northwest Division, National Association for Music Education

The most important ingredient
My experience here in a university teacher-preparation program has convinced me that there is an ingredient missing in teacher education programs, an ingredient that I’m not sure can be added to teacher education curricula, but it may be the most important element in the success of educators and education!  That ingredient is the knowledge that  comes from master educators who are in the field.  You can’t learn what they know from a book.  You can’t learn it by watching.  You can’t learn it from someone who hasn’t done it.  It is knowledge that only a master educator has.  “Been there…done that” is a saying that can connote a jaded kind of feeling, but it also describes perfectly that which gives the master teacher his/her authority.  Most important, this is knowledge that you will never get…unless you ask for it! 

Mentors guide practice
Teaching is an art, and just as in the musical performing arts, the process of practice is crucial to success.  This being true, how does a new or young teacher without or with very little practice time, succeed, or even survive the first 10 years in the profession?  The answer lies in another characteristic of most great artists: They never stop practicing.   How do great music teachers continue to pursue and help their students achieve excellence for 30 years (a rarity) or more?  The answer is simple:  Successful music educators never stop practicing, and their practice tends to be guided. 

Who does the guiding?  Mentors. This model has been around since the beginning of recorded history.  Masters have long passed on their professions by guiding those new to the profession for an extended period of time called an apprenticeship.  In fact, successful individuals realize that there is always someone who knows more or knows other, better, more efficient ways of doing things, and they seek these people out. 

Student teaching is modeled after this concept but there is one glaring flaw…time.  It is simply an impossibility to pass on what is needed in such a brief amount of time as one or two quarters.  What is really mind-boggling is that the majority of university education programs limit student teaching to nine weeks!  If this is the reality imposed by the constraints of the university structure, this can’t and does not have to be where our teacher training ends.  More must be done.

The need to seek/give advice
Success in our profession has been and will continue to be a result of one’s willingness to seek and learn from those who have "been there and done that."  This is one of the things that make our profession unique and special.  The content of our profession is intrinsically connected to that which makes us human and unique, and for those who engage in successful mentoring, the human need to engage in intimate relationships is fulfilled by the powerful bond created through the practice of mentoring and being mentored.

How do we make sure all who graduate from our music education programs are aware of the need to seek the advice of their colleagues?  How do we instill the self-confidence that it takes to reach out and ask for help?  On the other hand, how do we arouse in our master music educators the awareness that they need to reach out toward their fledgling colleagues?  One answer lies in what we do every day in our classrooms, that is, the dynamic with which we relate to our students.  I often tell my students that the music we rehearse every day will never mean fully what the composer intended until we give it away.  This is what our groups do when they perform, and this is what we should do as teachers in the classroom.  One of the most basic concepts of the arts in the concept of giving it away, of freely sharing with others what we find ennobling and enriching.   

We have much to do if our profession is to continue to grow and become what it can become.  We need to do more in terms of helping each other develop as individuals and professional music educators.  We, as music educators, must do, as we constantly tell our groups, to do work together, support each other, and unselfishly give our best to each other, keeping the best interests of the whole (our profession) at the center.

New teachers: You must reach out and seek the advice and help from those around you.  You don’t know what you don’t know!  The process of learning and growing never stops with truly great teachers. 
New teachers: Don’t listen to those who don’t model this very concept.  The old saying, practice what you preach, speaks volumes. 

The longer I teach, the stronger my convictions on this topic become.  I’ve had and continue to have great mentors in my life.  They have been the key to my longevity in the profession.  Remember; surround yourself with those you want to be like.  It is a formula that will not fail you.  True mentorship is giving to each other and giving to our profession all of the time!

Meet Your Collegiate Student Representative
6 Questions for Student Representative – Pete Weldy (North Central)

1. Tell about your current studies (school, major, year, etc.) and just general information about yourself

My name is Pete Weldy, and I’m a senior at Butler University. And when I say "senior," I actually just mean senior-ish. I won’t graduate until I complete my student teaching in the fall of 2012. I’m currently a vocal music education major with a history minor – regular history, not music history. :) Oh–and I’m a tenor.
I actually graduated from a small Indiana high school and started my collegiate career at Purdue where I was majoring in political science. After about a semester, I knew that poly-sci wasn’t the major for me. I’d always been passionate about music and even more passionate about education, so it was a no brainer. I transferred to Butler in the fall of 2009, and I love it here!

2. Tell us about your future plans

Well, that’s actually a great question. It’s something I think about everyday. I definitely want to teach. I’d love to be able to teach middle school choir. I don’t care what anyone says – middle school is the best age-group. They’re awesome! At the same time though, I feel as if by saying “yes” to teaching, I have to say no to so many other things that I’m passionate about. But, I also believe that I can do a little bit of everything. I would really love to continue performing and would love to get a masters degree in school administration, someday becoming a principal – perhaps eventually becoming a superintendant. But for the short-term, I will definitely teach. I guess that makes sense – a student in music education pursuing a career educating other students in music.

3. What led you to an interest in Collegiate NAfME leadership?

I’m currently serving a two-year term as a Collegiate Representative on the Indiana Music Educators Association (IMEA) Board, and after hearing about this opportunity at the regional level, I was really interested. I love music and believe with my whole being that it should be taught to every child – young and old, yet today, I feel like that ideal is under attack. I want to do what little I can to fight for it. If giving a speech at a biennial conference makes a difference, I’ll do it. I just hope that I can, in some little way, make an impact.

4. What are you biggest concerns about the NAfME Collegiate program?

In general, my biggest concern with collegiate programs is apathy - apathy to events that are shaping everyone’s future. They can’t afford to be apathetic in a world that has shown no empathy to music education. Another concern is that teaching has become a “field of last resort.” It’s particularly noticeable in music where, when you couldn’t succeed in performance, you settle on teaching. Teachers shouldn’t be settlers – they should be movers and shakers – crazy instrument-playing, song-singing people whose passion it is to teach music. I also am concerned that there may be too few music educators. My class at Butler has consistently gotten smaller and smaller, and it’s a trend that I believe isn’t unique to Butler or to Indiana.

Now, specifically to NAfME, one of my biggest concerns is that I know very little about any collegiate program. Other than communicating with the five other representatives, I know very little about what is going on in music education outside the state of Indiana. But I guess this leads into the next question…

5. What changes would you like to see within the NAfME Collegiate community?

As a continuation from the last question, I’d love to know what’s going on outside my Butler bubble. I know the problems the state of Indiana is facing, but I have very little idea what is going on in Oklahoma.

I think that this problem and many other problems can simply be fixed by communicating. It’s one thing I’ve struggled with as a State representative. How do I communicate with so many people and keep lists updated? It’s been difficult, but I think we are to a point now where communication will be easier. Without good communication as a foundation though, it’s difficult to accomplish anything.

I just initiated IMEA’s first statewide newsletter, tailored to NAfME Collegiate members. It’s mainly designed to inform all the state’s various chapters about what other chapters are doing. Inter-state communication, although difficult to achieve, would be a worthwhile goal, I think.

6. Anything else you’d like to share?

Sure, I guess. It has nothing to do with music, nothing to do with education, and nothing to do with NAfME. But, I’d just like to say that I absolutely love cars! It’s sort of a side-dream of mine to become an automotive journalist. Driving a good car, on a good road, with good music is the happiest, bestest thing in the world. I don’t know how my piddly teaching salary will support this hobby, but I’m still holding out on winning the lottery. :)

Member Benefit Spotlight

Weekly Web Articles
Each week a short article is posted on the NAfME website in seven different categories: Band, Chorus, Orchestra, Future Teachers, General Music, Jazz, and Higher Education. These articles discuss topics of special concern to music educators and offer suggestions for teaching and tips for the classroom. To read current and past articles, go to the section archives.
Here is a sample of recent articles: 

• Future Teachers – Help–I’m a Sub!
• Band – New Job Jitters 
• Chorus – Top Ten Tips for First Year Directors 
• Jazz – 5 Questions for the September Jazz Mentor 
• General Music – The 4 Cs: Communication and Collaboration 
• Orchestra – Comparing Band and Orchestra Teaching Strategies 
• Higher Education – College Board and Arts Standards Revisions 
• Legislative Memo

Collegiate Specialty Items - HUGE CLEARANCE CONTINUES!!!
   
Blanket: Light gray, 50 x 60 inches, machine washable fleece. MENC Collegiate logo in black and white stitching. #8055. $5.00 (Was $20.00!)
Pen/Highlighter: Dual ended with black ink and yellow highlighter. Silver pen with black MENC collegiate logo. #8057. 2 for $1.00
Lapel Pin: ¾” steel pin with dark and light blue enamel. #8056. 2 for $1.00
Supplies are limited.
To order: Call 1-800-828-0229 or visit www.nafme.org.
 
Current News and Announcements 

MENC Becomes National Association for Music Education (NAfME)
As of September 1, 2011, MENC is NAfME (Pronounced "N-A-F-M-E"). Collegiate chapters are NAfME Collegiate. A yearlong transition is underway!

2012 Biennial Music Educators National Conference
The 2012 Biennial Music Educators National Conference will provide a forum to share current research and pedagogical innovations that could shape the future of the profession. The conference is March 28–31, 2012, in St. Louis, Missouri.
The conference has a special focus on research in music education and on music teacher education. It is aimed at music education researchers, music teacher educators, college students, and pre-K–12 teachers interested in the cutting edge research and pedagogical innovations that will shape the future of the profession.

 
Looking ahead to 2012!
June 22–26, 2012 – Baltimore, MD
Music Education Week is music education’s premier event presented by the National Association for Music Education. A change from past NAfME national biennial conferences, Music Education Week occurs in a destination location on an annual basis and during the summer instead of the school year. At Music Education Week, teachers will network, lend their voice to advocacy efforts with our nation’s leaders on Capitol Hill, participate in professional development academies, attend concerts, and visit exhibits showcasing music education products and services.

NAfME Book of the Month
Great Beginnings for Music Teachers: Mentoring and Supporting New Teachers
by Colleen M. Conway

This practical guide covers the challenges faced by beginning music teachers, district and state-sponsored mentoring and induction programs, alternative certification, and ideas for ongoing professional development. Based on the latest research, this book includes first-person accounts written by beginning music teachers and a state-by-state list of mentoring policies and programs.

Great Beginnings for Music Teachers is available from RLE. NAfME members receive a discount of 25% by using the code NAfME25. To order or for more information, call 800-462-6420 or visit www.rowmaneducation.com. 

Member Benefits and Resources

Member Discounts on NAfME Resources
NAfME Collegiate members receive a 25% discount on all resources available from NAfME including publications, videos, and other items covering a wide range of music education topics. Members may reference the NAfME Resource Guide. For more information or to place an order, contact or e-mail NAfME Member Services at 1-800-828-0229.

September Poll: You “Knew Them When”
Take the survey. Take the survey.

NEW! NAfME Collegiate Facebook Page – Like us today!

• Stay connected with other NAfME Collegiate members around the world by joining NAfME’s Collegiate Facebook Fan page. Become a fan on NAfME Collegiate today!
• Want to know what’s happening in music education? Become a fan of NAfME on Facebook! 
• Chapter Events Section -- Email collegiate@menc2.org with your chapter’s events, service projects, concerts, and more. Please include date, time, location, and a brief description of the event. NAfME will then add it to the events section on the Facebook Collegiate Page where other Collegiate members can get information about the event.
   

Follow NAfME on Twitter.


NAfME on LinkedIn
Connect with fellow NAfME members and music education advocates on LinkedIn, a professional networking site. Participate in discussions about current topics, get music education news, and network with others in the field. To join, log in to LinkedIn, select “Search Groups” from the top drop-down menu, and search for “NAfME.” If you haven't created an account yet, you can sign up at linkedin.com.

“Ask the Mentor” Forum 
Do you have music education questions? NAfME’s mentors have the answers! Each month from September to May, the “Ask the Mentors” forum features a different mentor for band, orchestra, chorus, general music, jazz, and guitar. The mentors are veteran teachers who offer advice in response to your teaching questions. Post questions and read responses on the Future Teacher’s Forum.

September Mentors
Band - Matthew Saunders
Chorus - T.J. Harper
General Music - Mary Lynne Bennett
Guitar - Nancy Wills
Jazz - Stephen Holley
Orchestra - Kathleen McCullough
 

For today's students to succeed tomorrow, they need a comprehensive education that includes music taught by exemplary music educators.

—Becky Spray, September 15, 2011, © National Association for Music Education 

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