The Happy Classroom Part 2 by William Gourley
Examine how music education influences the young musician's relationship with others – peers and adults – as well as her relationship with the surrounding world of popular culture
The artist in us would love to think the rewards from playing great music is reason enough to endure hours of scales, long tones, rhythm, bowing and tonguing exercises, etc. and stay in band or orchestra year after year. The fact is we are not teaching ourselves we are teaching our classmates that did not go on to become music ed teachers. What factors encouraged them to sign-up for band each year and what factors encouraged them to discontinue? Of all the reasons to stay-trips, marching band, drum line, color guard, friends, great performances-if the student isn't in a happy environment on a daily basis it is difficult to cling to the other incentives.
Let me clarify, happy does not necessarily imply a lack of order, discipline or high expectations. I know many teachers who have a reputation for being disciplinarians and their students toe-the-line. Teachers, students and parents are amazed that these same teachers instill laughter and joy into their teaching and the students. Everything from academic expectations to classroom behavior is taught, reinforced and administered in a positive, respectful and joyful manner.
Accentuate the Positive Eliminate the Negative
Recognized behavior is reinforced behavior. One of the greatest teaching tools we can utilize is behavior modification. Yes, those ed courses do have relevance to band and orchestra.
One of the traps teachers can be drawn into is letting the students control the environment. Admonishing students who aren't ready when you are, raising and lowering instruments a half dozen times until everyone does it together, chastising poor posture, complaining about talking, badgering about practice cards, forgotten instruments and music/lesson books; all create negative vibes. And, Negative does not equal Happy.
Instead of attacking the bad behaviors, reward those who are doing the right thing. If students aren't ready to go when you are, just start the class and reward those who are ready. A simple, "Johnny, Susie, Bob, Danny, great work! You are right with me. Bonus star in my book. Thanks!" You may have a little chaos for a couple weeks but eventually you will bring the vast majority around. When you see bad posture find a student that is using great posture, "Great posture, Jason. Everybody look at Jason's hand position and straight back. Terrific! Bonus star." Here is one I stole from John Whitwell, Director of Bands at Michigan State while working with a summer band camp, "Trombones, the clarinets would really appreciate it if you can play that section tomorrow." Another Whitwell-ism, "Clarinets, great sound (great rhythm) now, if you can just get the B natural next time." There is always a positive comment before the correction.
The good-news-bad-news philosophy is always a winner whether it's kindergarten students, parent teacher conferences or working with adult ensembles. "Your tone is getting better. Can you:
work to relax the back of the throat a bit more to sound even better?
try to start the notes with the tip of the tongue?
be sure to hold the half note 2 full counts?
play the eighths evenly?
Hang-up and Drive
You know how people chatting on their cell phones tend to drive slower? Well, the more you talk in a rehearsal the slower the class goes for the students. Prof. Robert Culver, University of Michigan, observed hundreds of music educators across the country while researching his Master Teacher Profile and found that the most effective music educators talked less than 20% of the class period. Happy students are playing music, not listening to lectures from the podium.
Non-verbal cues help alleviate the need to criticize students. To correct poor posture just make eye contact with the student, model poor posture and then good posture with a smile and a wink. Then give a big thumbs-up for any improvement. Remember, even though your verbal criticisms may be directed at one student the entire class hears them and feels the negativity. Bonus stars, points, buttons, trinkets all are effective non-verbal reinforcements of good behavior. Those Dollar Stores are great places to stock up on incentive items. I have seen middle school students go nuts just to get a car from one of those five cars for a buck packs or a ten cent plastic zoo animal.
For a fun change of pace try not talking in a rehearsal. Initially there can be some confusion and giggling but after a while the students catch on. This doesn't need to take a great deal of preparation for the students. In fact, springing it on them is very effective. I have taught classes, first year to high school, in schools where I was mentoring for the day and started the class without saying a word for the first fifteen minutes. That includes my warm-up techniques: playing only on mouthpieces, long tones, scales, rhythm and note name review. I use hand signals, modeling and echo-playing/hand ear exercises. It really focuses the students' attention.
William W. Gourley is the Senior Program Development Executive and Educational Coordinator for the Marshall Music Company of Lansing, Michigan where his responsibilities include editing and writing Marshall's educational newsletter, mentoring music teachers throughout the state, lecturing at universities, presenting workshops and coordinating educational programs and seminars for music educators. Mr. Gourley is also a featured clinician at the Conn-Selmer Institute, the preeminent educational workshop in the music industry. For more information, visit www.csinstitute.org
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