Introduction

            Music Education is viewed by many in this country, and even the world, as an extracurricular activity not vital to the growth of children. Even in the year 2025, there are still some mixed opinions about music being a core subject for the brains of the youth. As a soon to be band director, I want to do everything in my power to ensure that everyone in my band gets something valuable out of playing their instrument, and playing with the ensemble. The main theory brought up as to why music education is so important, usually revolves around academics. The positive correlations between learning an instrument, playing with an ensemble, and working as a team have been documented; however I am passionate about a much less discussed point. The most valuable thing band brings to our lives is happiness.

What difference can I make?

            As we progress further into the 21st century, society continues to change. In our current music education culture, a majority of musicians overvalue the importance of “being the best”. This is especially evident in music majors at universities, who can talk down to fellow educators or even students just because of chair placement, instrument skill, or social status in the band. I fell victim to this as I joined the band very late, and after being made fun of for being a bad clarinet player, I decided to practice every single day so I could prove to myself and others I could overcome the time lost and be the best player so that no one would be able to make fun of me. It’s ironic that one of the very reasons that was my catalyst is something I’m actually trying to change. Honestly, it actually wasn’t as bad as it is in some other places in my high school. Band was still an overall safe space in comparison to other groups in the school. I’ve also heard and seen music education programs where everyone is under a lot of stress to continue to perform at the highest level with no mistakes, or the next person in line will take their place. I want to shift the narrative away from prioritizing skill over attitude and work rate. I also want to expose students to not only a variety of music from various cultures, but also to different doors of opportunity that music/band can open for them. Besides the countless scholarships and financial opportunities, music’s biggest asset is the environment to express oneself. I want to be the kind of director that has students that are not only open to coming to me with any concerns, but to be a source of inspiration and hope. Because for some of those students like myself included, band is the best thing they have in their lives. I want to help foster this environment and culture so that everyone is getting something valuable from that program, if not multiple such as musical skill, discipline, exercise, adventure, and most importantly a safe space that everyone can find enjoyment in.

Why prioritize enjoyment over results?

            To be clear, I will have high expectations of my students. However, trophies or accolades are not the most important thing by a long shot. The most important thing band brings to our children is a sense of fulfillment found by growing as a musician, and a community where they have the room to experience this growth in a healthy way not suffocated by unrealistic expectations, or toxic attitudes from their peers that surreptitiously developed while not prioritizing the culture. When we place too much emphasis on only musical skill and practice hours, we lose the magic. The magic is a kid getting excited because we’re playing a piece from one of his favorite video games. When the band votes to play a Taylor Swift medley and everyone can jam out to it. When the kids look forward to marching band rehearsal and band camp, instead of dreading it. By cultivating this culture, and making sure everyone’s emotional needs are being met, then I believe the band will prosper. The high tide emotional security brings, will help all the boats in the harbor float up. If no one is drowning, it gives more room to enjoy practicing at the house and bring to school their hard work because they know they won’t ostracized if they mess up, or feel shame if they do not achieve a certain chair position.  This is a viewpoint I hold over the entirety of music education, not limited to only middle and high school. I’ve observed these types of behaviors with more than just children, but also college aged musicians. When I first got to ODU in 2015, I was automatically placed as section leader of the 3rd clarinet by Dennis Zeisler. Instantly this created animosity towards me from the other 3rds who felt robbed that a freshmen took that spot, and then disapproval from the higher up clarinets because I was “only” a 3rd. This first year at ODU changed my entire mentality, something I wouldn’t realize until many years later. Upon returning in 2022 after COVID, the culture and atmosphere was significantly different. It truly felt as though we were all in it together, with the goal of using music to make others, and most importantly ourselves, happy. I know this is something that can’t change overnight, but as long as I keep moving forward with my goals and have a strong plan I think I can make a huge difference in the music education world. 

How do I plan to teach and reach them?

            The critical areas of music education for me, are the crossroads of teaching and reaching the students. It doesn’t mean anything if you’re the most talented teacher, but at the expense of your students’ mental health. Likewise, if you’re creating a fun environment without the forethought of if the education is actually reaching them and instead creating a lawless land of mediocre classroom management. Bridging the gap is easier said than done of course, but I have some ideas to help alleviate it. One of my first strategies, is to have most of the band instruments at my fingertips so that I can sit in with the students. I’ve noticed in my personal experiences teaching that by sitting in with a section that is struggling musically or behaviorally, the presence of a leader in the front lines playing with them always helps the camaraderie. Demonstrating a tricky part or how you want a certain articulation also lightens the mood and helps create stronger bonds. If the director just keeps saying he wants it played a certain way with little improvement, morale will ultimately plummet. Secondly, I think placing reachable goals while enforcing strict expectations is another key factor. By having goals that the majority of the band reaches, it will foster a culture where everyone wants to work together. In that same vein, if students are slacking off and continuously not reaching these goals, then a more individualized approach will be needed.

What are my goals for growth as an educator?

            This is a question I will be considering the rest of my life. As the years go by, I will learn and grow in many ways. Especially with more hands-on experience under my belt. However, it’s important to have goals for not only your students, but yourself. I hope I can grow to a point that students will feel comfortable reaching out to me when they are music majors in college, or reach out to me with any surface level personal problems that I would be equipped to help with. Continuing education with workshops such as at VMEA are crucial as well, on top of returning to the university level for a potential Master’s Degree. Lastly, I place a great emphasis on knowing the fine details of our non-native instruments, and I plan on continuing to not only advance myself in clarinet pedagogy but also the other main band instruments.

Conclusion

At the heart of my teaching philosophy is a belief that music education should be a source of joy, growth, and community. While technical skill and discipline are essential, they should never come at the expense of a student’s emotional health or love for music. My experiences have shown me the power of music not just as an academic tool, but as a transformative force that brings fulfillment and belonging. As a future band director, I aim to foster an environment where every student feels valued, inspired, and safe—where the focus is not solely on being the best, but on becoming their best selves. Through strong leadership, hands-on involvement, and a culture rooted in empathy and passion, where I take a personal interest in every student, I will strive to make music education a lasting, positive force in my students’ lives as it was for me. To let them leave high school with a fond memory for music, if not an eternal love that could flower into a potential career.