Band director Robert Selaiden shares lessons learned throughout his career, including the significance of detailed lesson planning, teaching fundamental ensemble skills, and the importance of contextualization in band education. He also discusses challenges with students not checking lesson plans and taking responsibility, highlighting the need for effective communication and student accountability.
Practical experiences during college can better prepare band directors for real-world challenges and responsibilities.
Prioritizing student growth and development leads to increased student engagement, improved teaching effectiveness, and stronger teacher-student relationships.
Deep dives
The Importance of College Preparation for New Band Directors
When reflecting on his early years as a band director, Robert Saladin highlights the need for more practical experiences during college to better prepare new directors. He emphasizes that the real-world challenges and responsibilities of being a director differ greatly from the perspective of a college student. Saladin regrets not having more exposure to effective program management, ensemble setup, and rehearsal planning during his college years. He believes that having a set process and understanding these aspects before the first day of teaching would have been immensely beneficial for his initial classroom experiences.
Prioritizing Student Experience and Relationships
Saladin acknowledges that his initial motivations as a band director centered around his personal desires and showcasing marching band performances. Over time, he realized the importance of prioritizing student growth and development. He encourages directors to shift their focus towards the needs and experiences of their students. By investing in authentic relationships and considering student perspectives, directors can create a more meaningful and effective learning environment. Saladin finds that connecting with students on a personal level and making their experience the top priority leads to increased student engagement, improved teaching effectiveness, and stronger teacher-student relationships.
Organized Rehearsals and Student Ownership
Saladin emphasizes the significance of detailed lesson planning and the role it plays in creating successful rehearsals. At Leander High School, where he works, every student receives a comprehensive lesson plan with specific details for each rehearsal. This includes information about splits, warm-ups, specific music sections to focus on, and any supplies required. The goal is to hold students accountable for their own learning and development, promoting responsibility and engagement. Additionally, Saladin encourages student leadership and ownership, allowing them to take charge of various responsibilities and decision-making during rehearsals and performances. Creating an organized and student-driven rehearsal environment helps reduce stress, enhances preparedness, and fosters a sense of ownership among the students.
Approaching Fundamentals and Ensemble Skills
Saladin believes in the importance of integrating fundamental exercises within the context of actual music. Instead of isolating fundamentals and spending a significant portion of class time on repetitive exercises, he suggests connecting fundamental skills to specific musical pieces being performed. Saladin mentions that his program at Leander High School tailors exercises and drills to directly relate to various movements or sections in concert or marching band music. This approach allows students to see the connection between fundamentals and their overall musical performance, fostering a deeper understanding of their role as ensemble musicians. While acknowledging that there are multiple perspectives and approaches to teaching fundamental skills, Saladin advocates for finding a personalized approach that fits the needs of one's own program and students.