In today’s complex educational landscape, band directors are tasked with far more than just teaching music. In addition to helping students learn to play instruments and prepare for concerts, we must also motivate them, foster resilience, support their emotional development, and work to create a nurturing environment. Our role extends beyond notes and rhythms; we are educators of life.
WHEN REFLECTING ON THE IMPACT WE HOPE TO HAVE ON OUR STUDENTS, HERE ARE SOME QUESTIONS TO CONSIDER:
- What do we want our students to gain from their experience in band?
- How can we best support our students’ musical journeys?
- Years from now, what will our students remember most about their time in our band?
After twenty-five years in education, I often find myself reflecting on the impact I’ve had and how I can continue to grow as an educator to better connect with and support my students on their journeys.
I recognize that in my early years of teaching, my initial desire to share my love for music often got overshadowed by the daily pressures of teaching and preparation for concerts. While guiding our students toward musical proficiency is undeniably important, we also have the extraordinary privilege of nurturing their musical expression. Empowering students to express themselves through music builds confidence, fosters resilience, and nurtures a strong sense of belonging within a supportive community.
Giving Students Ownership in Their Learning
Even as an experienced educator, I still sometimes find myself micromanaging my students’ learning, rather than giving them the opportunity to learn by attempting first without immediate success.
To foster impactful student learning, we must avoid the temptation to provide all the answers. Just as a child learning to ride a bike must experience the thrill of success (and the occasional fall), our students need the chance to attempt challenges independently. By allowing them to navigate failure, we empower our students to take ownership of their learning.
Creating a Safe Place and a Brave Space
From the first day playing instruments in Beginning Band, I emphasize that each student is on their own unique journey. What truly matters is growth, not perfection.
I strive to establish an environment that is both a SAFE PLACE and a BRAVE SPACE, where making mistakes is not just accepted but embraced. By celebrating every achievement—no matter how small—fostering a culture of positivity and mutual support among students is essential. Affirming student success ignites their motivation to tackle greater challenges and encourages them to lift up one another.
When we celebrate successes as band directors, students learn to share that positivity with one another. It’s truly heartwarming to see students cheer each other on and support their fellow band members!
Individual Assessment Matters
Individual assessment is crucial, especially in the first years of band instruction. Spending time listening to each student helps us understand their individual skills, provide tailored feedback, and encourage proper performance habits. When we as band directors take the time to listen to each student express themselves musically, they feel seen and can develop a stronger sense of belonging in our program.
Individual assessment can be much more than just correcting student mistakes; it’s an opportunity to celebrate each student’s unique strengths and build their confidence. This approach not only helps students achieve personal goals but also fosters an inclusive environment.
Navigating Instant vs. Delayed Gratification
When I was a student, I had to search for answers in dictionaries, encyclopedias, or at the library. Today, our students can simply do a quick Google search or watch a YouTube video (for better or for worse) to learn something new in just minutes. We know when students achieve success quickly, they become motivated to pursue more success. This can certainly prove helpful as we work to motivate students.
However…
In a world driven by instant gratification, we must also teach students that not all success is immediate. While quick wins can be valuable, guiding them toward long-term goals fosters a deeper sense of accomplishment and resilience. By helping students set realistic expectations and understand the value of long-term success, we prepare them for greater challenges ahead.
Guiding Students on Their Musical Journey
I feel my most important role as a band director is to meet students where they are and guide them toward their full potential. Finding time to regularly assess each student and discuss their musical goals fosters personal connections and encourages their growth. By making it safe to attempt and safe to fail, we not only enhance students’ musical experience but also help them develop essential life skills. I believe today we all need music more than ever, and by facilitating our students’ musical expression, we are empowering students to make a real difference in this world.
Through the countless and often selfless hours you spend as a band director, I hope you can take some time to reflect on the impact you have had and explore new ways to empower your students moving forward.
THANK YOU, BAND DIRECTORS, for all you do to make a difference in your students’ lives.
Let’s celebrate the gift of musical expression every day!
Richard Canter is the band director at Walnut Hills High School in Cincinnati, Ohio, where he leads beginning band, junior high bands, the Marching Blue & Gold, and the Wind Ensemble. He is also music director of the Cincinnati Junior Youth Wind Ensemble at the University of Cincinnati College-Conservatory of Music. Richard is a sought-after clinician, adjudicator, and guest conductor, with presentations at the Midwest Band Clinic and conferences in 28 states. He created the Scale & Rhythm Chunks program, used by bands across the U.S. and internationally. In 2024, Richard became a KHS America Educational Artist, representing Jupiter Band Instruments. He holds degrees from Bowling Green State University and Miami University.
Related Reading:
Lessons From Almost a Half-Century of Teaching (Part 1)
If I Knew Then What I Know Now…
Teaching the Individual Student in a Classroom Setting
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