There’s an old Newhart Episode where Dr. Switzer is seeing a counseling client. He offers her profound words of wisdom for her problems. “Stop It,” he says. That’s my advice to you.
Earlier in my career, I often found myself comparing myself to other teachers.
Look at their facilities…
I wish I had their students…
Have you seen her budget…
Wow, he’s doing it all – teaching, performing, speaking…
Stop It!
Every band program is unique. Every band program has its own problems. Every band program has its own joys, challenges, and blessings. This comparison trap is easy to fall into.
I taught for 13 years at a suburban high school. Most of the families were middle class. Most could probably afford lessons, but most did not take lessons. Out of approximately 180 students, I had just a few who took private lessons. I had a retired colleague who told me, “If you want to take your program to the next level, you need to make it required that students in your top band all take private lessons.” That worked at his school but would never have worked at my school. I beat myself up over that for many years. Yet I maintained high playing standards and we did well. Several students made it into all-city and all-state bands each year. We consistently scored Is and IIs at festival. Concerts were appreciated and attended well by our community.
At my state music educator’s conference one year, I bumped into a colleague who had the best middle school band in our region. I asked how he was doing. He said it was a tough year. His bands had a slight “drop” in their performance. Some parents were saying, “Maybe Mr. Band Director has lost his edge.” He had not lost his edge. It was just a slightly down year. We all have them.
A friend of mine has a philosophy of “it is what it is.” At first I hated that expression. I interpreted it as meaning you don’t need to do anything to try and improve. In reality it means do the best you can, then you take what you have and make the best of it. For example, if you have zero tuba players and had recruited extensively but could get no students playing tuba, go ahead to the festival and contest anyway, making the best of what he had. It is what it is.
Another colleague taught at an urban school in our area. He had old facilities. He had old instruments. He had students who had really difficult lives. He held them to high standards. They rose to the challenge! I was always very moved by his concert and marching band performances. Other bands scored higher than his, but his bands put forth the most effort.
A college professor colleague of mine taught at a small college in our area. Most of his students were from the local commuting area. He took students that were “7” on a scale of 1-10 and demanded a performance of “9” from them. They sounded better as an ensemble than as individuals. Other colleges which had huge music programs only accepted students who were “9” already and then had them perform at “9.5.” Which group worked harder?
Maybe you’re the K-12 music teacher. You happen to also teach band. Instead of 4 auditioned levels of band, you only have one band of 30 students. You’re not going to sound like the bands from the school that has four bands. I heard a performance by a band from the eastern rural plains of Colorado – from a small town – Kit Carson. The district had less than 100 students in K-12. Their 30 piece band – manned by students in grades 4-12 – sounded amazing! However, they did not sound like the top band from the suburban school district with 6 bands and 2 teachers. Stop comparing!
Some bands have better facilities…
Some bands have several teachers…
Some bands have better funding…
Take what you have and do the best you can. It is what it is. Stop comparing!
James is the author of Almost Everything I’ve Learned About Teaching Band. He has served private, suburban, and Title 1 schools and now teaches at a charter school. Find out more about James at www.jamesdivine.net Subscribe to his podcast Almost Everything I’ve Learned About Teaching Band.