False Assumptions: What Students Really Think by Donald DeRoche
If you wonder what junior-high music students really think, just ask them
We don't often ask our students what they think about us or the band experience, so we miss some insights that could help build a better foundation for our teaching. We assume that if we ask them about the characteristics of a good band director or what they have gained from band, their responses will be guarded and may simply reflect what they believe we want to hear.
In an effort to discover what junior-high students really think, I asked four band directors if I could speak with some of their students. The schools were diverse in terms of affluence and racial makeup. My intent was not to do hard research, but to gather responses that might be both interesting and helpful. All four directors agreed to participate.
So I set up meetings with groups of six to ten of their students, who ranged in age from sixth to eighth grades. I interviewed all students in each group together, without their teacher, asking three questions. We discussed each question for 15 to 20 minutes, with all students participating. The questions were: What are the characteristics of a good band director? What made you decide to join the band? What have you gained from being in band?
I was impressed with how thoughtful and forthcoming the students were. While struggling with the usual adolescent issues of becoming their own persons and finding their way socially, they were emphatically intelligent and perceptive. Summarizing their responses, I will include individual quotations that either capture the opinion of the group or have particular merit of their own.
What are the characteristics of a good band director?
Several responses were consistent in all four schools. Everyone said that a band director must be patient. Students know they can be difficult, and they are testing the water to discover what their boundaries are. "We can be crazy, and [teachers] shouldn't lose their temper." Everyone thought the band director should be organized and "know what to teach and how to teach it."
It's important that the teacher be enthusiastic about both the music and the students. Teachers should be "really into what they are doing. If they aren't, we won't be." And "we know if he isn't interested." With regard to students, "We can tell right away if a teacher doesn't like working with kids–body language, tone of voice, attitude."
The theme of relating to students proved almost overwhelming. Students need to be recognized and treated as human beings. Comments repeatedly referred to the need for teachers to know each person. "Nobody should feel ignored or left out–we are all part of the group." The band director "should teach lifelong lessons and help us deal with the difficulties of life" and should take time outside of class to talk with students.
Students felt they should be able to trust the teacher not to talk with others about private conversations. They need the human contact, but want the teacher to maintain a professional distance. "He should be friendly, but not your friend; should be like your parents, but not your parent. He should encourage you to succeed in band and in life."
Students want teachers to "have faith in us." They want their teacher to believe that they will do their best and that they can succeed. Everyone felt that a band director must apply discipline "so we can get our work done" when necessary. "When the teacher gets upset and makes us be good, we know he likes us. It makes us know we can be better."
Other observations include: "A band director can't play favorites." "They should treat everyone the same–make them follow the same rules." "The teacher should pick good music, not just easy things, but things that challenge us." The band director "should teach us about our feelings through music," should expect a high standard and teach the background of the music. "It makes music more interesting if we know about it."
And a couple of teaching tips: "Sometimes the director should ask students their opinions about what's happening in the class. We hear things the band director doesn't hear and see things he doesn't see." "Sometimes we should not play, but just listen outside the group so we can hear what the band sounds like."
What made you decide to join the band?
The two overriding reasons students gave for joining the band were because family members or friends played an instrument and because the student had heard a concert and wanted to become part of a band. Interestingly, the most influential concert performances were those by fifth- and sixth-graders playing for the younger students.
The appeal of the music itself and the appeal of doing an activity with other students were also strong motives to join. A few said they had been influenced by a general music teacher. Others said the band director had talked with them on the fourth-grade recruiting evening, saying that he "thought I had talent" or "he needed kids like me in band."
What have you gained from being in band?
It will surprise no band director that students gain a sense of security and positive self-identity from the band experience. I often heard that "the band is my second family" and "band is my home away from home." The band room is a focal point of their lives, a consistent meeting place. The teacher is a constant, and these students' best friendships are built in bands.
It is difficult to overstate the importance of the band in building a sense of values, a work ethic and respect for others, all in a supportive atmosphere. Learning about and loving music were always mentioned after these social topics were fully discussed.
Regarding friendships, students said: "Band students are overall good students, and I like being with good students." "When you play music together, you see another side of people and learn who they are." "Our best friends are in band. It's the most fun time of the day."
Comments concerning self-identity included: "Band helps you feel good about yourself. When I play my instrument, I know I can do something." "Playing an instrument makes you feel special. It gives you confidence." "It makes you be more responsible and makes you proud of yourself." "Band sets goals that we work for and helps us know we can do stuff."
Students repeatedly said they learned to work hard and to work together. They said they enjoyed the challenge of working both to produce good music and for the feeling that they had contributed to the success of the group. "In our band we know we can do things and know how to work hard." Many believed the work habits they developed in band also helped in other areas, such as homework and physical work projects. Some said band helped make them more responsible and taught them how to make a commitment.
Many made keen observations about the influence of band on musical taste: "In band we learn music that's better than what's on TV and radio. It helps you to know good music written by great composers." "Listening to classical music and knowing about it makes you understand your feelings." "If the music is good, it's really fun." And this from an obviously thoughtful eighth-grade girl: "It doesn't make any difference what the genre of music is–it can be jazz or classical or rock–it just has to be good."
Junior-high students have a variety of personal and social needs that can be served by a sensitive teacher and a positive group experience. They need recognition from a trusting adult who accepts them, inspires them and wants to help them succeed. The group can provide support, a work ethic, standards for excellence and the opportunity for students to see the fruits of their work. They feel needed and special as the group succeeds. Young people want to be challenged and be proud of themselves, but they don't know how good they can be. When a teacher pushes students, they can go to a level they never knew was possible. You have no idea how influential you can be.
Julie DeRoche, associate professor of clarinet and coordinator of winds at DePaul University, Chicago, also serves as director of Leblanc clarinets for Conn-Selmer, Inc. She can be reached at jderoche@depaul.edu.
