Performance vs. Education

[Leland]

I hate this idea of "falling back" to music education. That is how I was when I went to college, and quickly realized that if 100% of your focus isn't towards teaching, you're not going to succeed and be a good teacher.

I fully agree; I'm just giving one of the main scenarios I've seen.

[CJ Krause]

yup

[elimia]

I am just trying to understand why some people use music education as a cop out to their playing.

Because it's easier to find a job as a teacher, and quite a number of music ed majors choose that degree as a fall-back plan -- "If I can't get a playing gig, at least I'll be able to get a job teaching."

I hate this idea of "falling back" to music education. That is how I was when I went to college, and quickly realized that if 100% of your focus isn't towards teaching, you're not going to succeed and be a good teacher.

I think that people put too much emphasis on degrees and where they are from. It's just a piece of paper, and doesn't mean anything when it comes to the world of professional playing.

If you want to be a performer, your entire focus needs to be on that. If not, then you need to be thinking about something else to do.

My opinion, fwiw.

I think that is true for most careers too - some people that end up teaching aren't doing other things they would prefer to be. I think some of the rotten teachers I've had would fall into this category.

[mTaUrBkA]

My brother's girlfriend is a music ed major at Syracuse University. And talking with her, SU's music ed majors have to meet the same requirements as performance majors, plus the teaching classes on top of it.

[Chuck(G)]

When you say "performance", do you mean orchestra? Have you read "Mozart in the Jungle"?

http://www.mozartinthejungle.com/

[MartyNeilan]

1/ Join a fraternity.
2/ Learn to drink beer - a lot of beer.
3/ Smoke a l'il dope, too.
4/ Chase some skirts...Maybe, get someone pregnant (?!).
5/ Spend a bunch of time on the internet and watchin' T.V. - preferably cable. Being a "gamer" rounds this out nicely.
6/ Go out to the movies on weekends.
7/ Get a job delivering pizzas to support all of the above.

I guarantee that you won't have time to develop your musical skills.
_______________________________________

Following the "Music Ed" curriculum and treating yourself as if you are a performance major is about as stressful (without 1-7, above) as the pattycake.

1/ Enter those local/regional/national performance competitions - to win.
2/ Practice at least a total of four hours each day.
3/ If any extra money comes your way and you're not playing on the very best instrument, acquire the very best instrument.
4/ Keep yourself clean and focused.
5/ Take advantage of "spare" time to...practice.
6/ Keep ahead of your academic studies. If you do this, they will seem like "nothing".
7/ Play in as many large/small/off campus ensembles as you possibly can - as long as you see potential for individual growth.
8/ Do not "resent" nor "ignore" ear-training. This is the most performance-major-related thing that is in in the "Ed." curriculum!
9/ Do not "resent" nor "ignore" your "Ed" degree minimal piano mastery requirements. The piano is the "common language" of western music. What sort of "musician" can only communicate their craft on one instrument that is a subset of a subset of a family of instruments (the friggin' tuba)?

Bloke Speaketh the Truth. I just may print this out to give to seniors thinking of becoming music majors.

[windshieldbug]

Because it's easier to find a job as a teacher, and quite a number of music ed majors choose that degree as a fall-back plan

how many schools (hell, how many municipalities, even) vs. how many pay-the-rent tuba gigs

Plus, if indeed you even THINK you might teach, you owe it to your future students as much as if you even THINK you might play, you owe it to your future audiences!...

[Arkietuba]

I'm officially a Music Education major, but I spend 4-5 hours a day playing and warming up and getting to know every aspect of the tuba I'm playing. I've noticed that at UCA most Music Ed. majors are great musicians who spend numerous hours every day on their various instruments. Music Ed. majors have to take at least an one hour lesson every week and they also have to play more for their jury performance (that's our final test for lessons) than non-music majors. Every tuba player majoring in music here seems extrememly dedicated to learning their instrument and playing it as best as they can. In fact, a non-music major tuba player won the concerto competition this year.

[Uncle Buck]

Obviously, learning a skill, and developing it to the highest degree possible, is a worthwhile pursuit.

However, when applying and interviewing for a school music teacher job, I guarantee that no principal interviewing you will give a rat's *** how good of a tuba player you are.

I have bombed out on an interview, though, because I gave the wrong answer to a question about clarinet intonation tendencies on a particular note, and how to correct it.

There is a difference between becoming a great tuba player in addition to becoming a great music teacher (which is possible), and becoming a great tuba player at the expense of becoming a great music teacher.

Each one of you is the best person to judge which one you are doing. It is a lot easier and more comfortable to spend the extra time in the practice room with a tuba. It is more difficult work, out of the "comfort zone", etc. etc., to learn the many things that are required to become a great teacher.

If you're sacrificing something important for your tuba practicing, you'll know it if you're being honest with yourself.

If you're not, you'll be able to say so without any hesitation.

[Tubaman485]

to reply to Gorilla's post that is one other thing I do not agree with, it is the same way at NAU, we are graded differently between performance and Ed. I dont know, I hope I am not stirring up a sore sunject.

JB

[Gorilla Tuba]

to reply to Gorilla's post that is one other thing I do not agree with, it is the same way at NAU, we are graded differently between performance and Ed. I dont know, I hope I am not stirring up a sore sunject.

JB

I must first disclose a personal bias of mine... I think grades are really stupid. They do motivate some students, but they are generally more of a guide for knowing exactly how little you can do to "survive" a course. More often than not, letter grades encourage students to obtain minimums. That being said... I do not grade performance students any differently than ed students. Each individual is only graded against themselves. There are definitely some benchmarks which must be met, but my grades are generally based on continual improvent or effort. I freely disclose that I grade really easy providing that the students are clearly putting in their time.

-------

switching gears: Should an ed major take a semester of lessons on several instruments rather than mastering one ( proposed by Bloke)? I do not think so. It may be beneficial to have a greater knowledge of more instruments is some settings. Most schools require at least 4 semesters of techniques classes (brass, percussion, woodwind, and strings). I admit this is not enough time to really master every instrument. But I really don't think you need to be good at all of 'em. You need to know how to get kids started right, but advanced techniques would be best left to someone with more experience than a semester of college on that instrument.

I think it is far more advantageous to develop one instrument really well so that you can teach more advanced musicality. My tuba skills have improved because of lessons and practicing tuba. If I started over on a new axe every semester... it would be bad. I was a mediocre tubist as a freshman at best.

This is a classic question in all areas of education... do we teach breadth or width. Is it better to know a little about a lot of stuff, are have a greater knowledge of a few subjects. The current emphasis on standardized testing lends well to having trivial knowledge of a bunch of stuff. In music, I think you better serve students by bringing a mature sense of musicality than being a one man (or woman) band.

[Gorilla Tuba]

Be less of a "conservative".[/b]

Ouch! That hurts.

[james]

Wow, I'm actually finding posts on tubenet worth replying to. I'm thinking the old simple saying "Jack of all Trades, Master of None".

[james]

[james]

maybe

[MikeMason]

As a road rep. who has helped recruit and "break in" many new band directors, i too have an opinion.Bloke's suggestions are for the "ideal world".The reality is, there are more jobs than there are directors in my area-ANY KIND OF DIRECTOR.There are schools using retired directors half a day,using non-music ed or non-degree of any kind, or just swapping fired directors from one part of the state to another.I think Bloke fails to take into account the value in persuing an endeavor at a high level.Tenacity,passion,force of will,and plain ole perserverance will serve a new director as well,or better than knowing a few more alternate fingerings.Controlling a class,conveying a sense of enthusiasm,and laser focus on a common goal are all critical skills.Add the ability to hear wrong notes and the refusal to accept them to the list.I'm not kidding. Band directors looking for a job and willing to locate in south/central Alabama-email me...

[MikeMason]

Altruism is the one motive i question the most A good band director is always the best thing for the kids,the school, and for sales.Principals call me every year looking for applicants who haven't been convicted of a crime.Most new grads from the colleges in my area go to Georgia,where the pay is better.Most directors retire as soon as possible and go to Georgia or a private school to "double dip". so, yes, it's a big problem in Alabama...

[james]

maybe not

[james]

I'm just glad we are back to coming up with interesting topics to read on this board.

[ahowle]

Why can't everyone just strive for their top level of playing instead of saying, "Oh I am here to learn to teach not play"?

That's a very good point, and is true in many cases.