Summer Professional Development Projects
Each Summer I try to, as a professional development project, take on a secondary instrument and improve my abilities on it. (My primary instrument is the horn). Back in college, I took the basic pedagogy courses for brass, woodwind, string, and percussion instruments. I learned to play each instrument in these families to at least a rudimentary level. Of course there were some that I did better at (trumpet, baritone, clarinet, oboe, cello, viola, snare drum) and those that were personally a challenge (flute, tuba, bassoon, violin, drum set).
[I was so happy to trade my violin in for a viola and its larger half steps! I truly am amazed at violinists (especially those with broad fingers - i.e. the amazing Itzhak Perlman).]
My first teaching assignment included two sections of beginning band. This was a great education in itself for me. As all teachers know, what happens in the classroom is often much different than the well-meaning theoretical conversations that take place at the university. I was put into the crucible and, by the nature of trial by fire, was forced rather quickly to become even more knowledgeable and proficient on each of these instruments. But in many cases I was just staying a week or so ahead of my students. This was not acceptable to me and I’ve felt the need ever since to become a stronger performer on any instrument I expect my students to play.
I used to be a horrible flute player. I am truly indebted and grateful to my retired colleague who held my hand through the first couple of weeks of beginning woodwinds class. Flute became my first self-improvement project. I worked on it through the school year. And that summer following, I played nothing but flute. I didn’t want to repeat the experience of not being able to adequately model for my students. And I haven’t. I’ve since focused on most of my weak instruments at least once – drum set a couple of times.
Be prepared to do Anything You Expect of Your Students.
This is an important process for a music educator who works with more than just their primary instrument in lessons. But it is an unnatural process. We have put in so much time on our own instrument that it seems odd to be working on anything else. At least to me it does. And the stronger one is on one’s instrument, the more likely frustration sets in when having to go back to square one with something new. But it is vitally important that we understand what our students are going through. I’ve never yet had the skill (and honestly the time) to do what one of my professors suggested in Rehearsal Techniques class. He said we should play through every part of a piece of music on the instrument it’s written for prior to handing it out to the band. Then you know where the challenges lie – even those that may not look challenging in the score; i.e. difficulties specific to the instrument. I’m nearly to the point of being able to do this. (Perhaps by the time I retire?).
Long Term Goal
A teacher never stops learning. So, what’s missing? That’s right, the bassoon! I’ve decided that I’m going to begin working on Bassoon immediately and hopefully be quite proficient by the end of the school year. I begin a Masters program in June that will require me to perform on a secondary instrument. I could make things simple and choose baritone, but I like the challenge. I figure I’m going to need to learn it all anyway, so I may as well spearhead the effort on hardest one. Honestly, with my fairly small bands I’ve not had all that many bassoonists. But I do have one now, and I’d like to give her some first hand help (or maybe the other way around!).
Photograph – Some rights reserved by Mark Kimpel
