John Gardner

19 yrs experience as a high school band director. 14 yrs as college adjunct faculty. 30+ yrs in the fundraising industry and 24 yrs as a small business owner. (Don't add all those up.). Experience in both the fundraising sales and education worlds give me a unique combination of perspectives in both. I love working with the youthful enthusiasm of today's teenage achievers and with those who work with them. Also 6yrs as proprietor of VirtualMusicOffice.com, which offers a wide variety of virtual services including web/blog design/hosting/managing, social media management (scheduling posts/tweets for maximum impact and brand enhancement) and small business consulting - specializing in school product fundraising.

Throw Back Thursday

This is David’s entrance from his hs production of The Wiz. Once he gets fully lubricated, he adds choreography (his own) to the song. Video is under 4 minutes. Enjoy.


 

https://youtu.be/ErC3btVIiLo

 

 

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10 Tips for Business and Education Professionals

Email inboxBy John Gardner

Social Media post 

“I’m fairly certain that you’re the only high school band director in this part of the state that actually responds to e-mails from the public.”

Response

Thanks. I try to respond to most emails quickly. Comes from decades in the BUSINESS world. No matter what business you are in, including the business of education, answering email is basic courtesy-101.

From a business perspective

As a business owner, I am generally responding to a variety of email

VENDORS. (Educational equivalent = Administrators). You NEED vendors and their cooperation and quick responses can ensure that you continue to get the products, services and support needed. A vendor can cut you off (fire you) and force you to look elsewhere for an opportunity to generate income.

CUSTOMERS. (Educational equivalent = Students/Parents). You NEED customers to survive in business. An unhappy customer takes his/her business elsewhere. A disgruntled student gossips or quits band. A Parent withdraws support, pulls the child out of the program or contacts an administrator to complain.

BUSINESS OWNERS. (Educational equivalent = Band Directors). Sometimes businesses who compete can also collaborate. For example, in the fundraising business, I will respond to a request from a competitor who needs some brochures that the vendor is temporarily out of, but I have on hand. And then, when one of my vendors is backordered on a product, I will ask a competitor if I can purchase some of their stock. A Band Director should always respond quickly to another Band Director.

QUICK & EASY EMAIL TIPS

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How I use Google Voice for my Small Business

By John Gardner

Phone Word CollageWhen I started my VirtualMusicOffice, I wanted a phone number other than my home or cell phone. I didn’t want to add a monthly phone bill. I wanted to screen calls and take calls on either my home phone or cell phone, and to know before I picked up that it was a business call. If I missed a call, I wanted a professional voice mail message for my caller and a way to have immediate access to the message from a variety of methods that would

Google Voice logo

not require listening to it on my phone. Because I conduct my business virtually anywhere, but including locally, I wanted a local phone number. From several options, including subscription and free, I selected Google Voice.

In the signup process, I was able to search for phone number options by area code and zip code. I wanted a local phone number and was able to get a prefix from a small town 5 miles away from Huntington. Some of the calls I get are because people recognize the prefix.

I set my account so that a call would ring simultaneously to both my home AND cell phone. Prior to answering the call, I can see that the Caller ID indicates it is a Virtual Music Office (VMO) call. Google Voice prompts the caller (option) to say his/her name, so the first thing I hear when I answer is,

“You have a call from…..”

…and then I can choose to take the call or not.

Voice Mail and messages. The caller hears the message I recorded for the VMO call — NOT the messages on my cell or phone phones. That’s a good thing.

Message notifications. I have my account for multiple notifications:

  1. text to my phone that I have a message with a transcript. So I can SEE the message without having to listen to it. That is handy if I am in a meeting or somewhere phone use would be a distraction.
  2. email to my Gmail address. From that email I can read and/or listen to the message. (Sometimes, especially if the caller fails to speak clearly, the transcription might contain nonsense word(s).
  3. Google Voice account. From the list of messages I can edit the transcription to fix any nonsense words. From this list I can….
    • Call. The system calls your phone and then connects you to the caller, so they don’t see your home/cell number.
    • Text. Again, the text comes from your Voice (not your private) number.
    • Email.
    • Block caller.
    • …and more

=============

I’d like to be your Virtual Assistant. Check me out at VirtualMusicOffice.com/about

 

 

 

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10 Reasons To Hire Band Students

Hire MeBy John Gardner

Band  students make better employees and employers find the payback for working around rehearsal and performance schedules is a win-win for the business too.

By the time they are old enough to get a job, band students have learned the value of hard work. They have spent hours in the heat learning new skills under the watchful eyes of seniors, section leaders, staff and directors. They have been corrected, challenged — and have learned to pay the price. They have seen the benefits of dedication and are willing to commit to a job. Band students won’t quit the job because the manager gives them criticism because they understand that is what makes them better. And they learn that striving for excellence is a worthy goal.

Band students understand dedication, commitment
and that striving for excellence is a worthy goal.
——————–

At the age they are joining marching band, teens are battling with balancing the reality that they are not quite adults with the increasing desire for freedom, responsibility and individuality. Some rebel against parents, push back against teachers and are super-sensitive to peer-criticism. And yet, marching band requires they give up individual freedoms for the good of the cause, makes them earn responsibility and tells them they have to look, act and behave like everybody else – uniformity.

The first time they are thrust into a fast-paced, pressurized workplace environment, teens from the general school population will be more likely to throw a tantrum, quit — or get fired. Not band students.

Band students understand the value of,
and respect for chain of command
.
——————–

Students are together in lots of different classroom mixes, but only for fifty minutes on school days for a semester or two. Band students can be together for 10-15 hours Monday through Thursday, plus 3 hours for a Friday night football game and 14 hours for a Saturday rehearsal/competition. Couples break up, personalities don’t mesh, they come from different parts of town and with different family and economic situations — but they learn to work together, a skill many non-band teens and a lot of adults never develop.

As I talk to teens (and even many of their parents), one of the most common reasons to quit a job is because of relationships with co-workers. Band students will be even more frustrated with the mediocrity and lack of cooperation and weak work ethic they will find in the workplace, but they will commit to making it work.

Band students know how to cooperate
and collaborate with those from
different backgrounds and capabilities.
——————–

In a part-time work environment there will be competition for hours, raises, promotions and responsibilities. The tendency is to look out for self and to heck with the other guy. Students compete within a band but they want everyone to do well. They compete with other bands but will wish them good luck as they pass on the way to the competition field. They will applaud for other bands – even those that beat them. Band students are team players and they understand sportsmanship.

Band students learn good sportsmanship.
——————–

By the time they’re ready for that first job (students usually turn 16 during sophomore or junior year), band students have already learned patience as marching band staff is teaching or fixing drill; perseverance and endurance through extreme temperatures, long rehearsals and so much more we teacher types throw at them.

They understand, through the system of seniority in most bands, that they will need to prove themselves and demonstrate strong work ethic to earn leadership positions or, when they get a job,  a raise.

Band students learn patience,
perseverance and endurance.
——————–

There is often a penalty for arriving late to a band rehearsal. When I was in a marching band, it was a lap around the field per minute late. Some bands use push-ups — or job assignments. Arrive late today and you get to take the water to the field tomorrow. And because there are always new things happening in a rehearsal, missing is never an option. Some bands will make you an alternate for an unexcused absence. So when band students get a job with a schedule, they are there — and on time.

Band students learn the value
of attendance and punctuality.
——————–

Bands rehearse scores of hours per minute of marching band show. Stretches, running and endurance exercises, fundamentals (yes, they already know how to march, right?) and then sets of drill over, and over. Do they get tired? Absolutely, but they understand the price of success and that there are no shortcuts to achieving it.

Band students learn that there are
no shortcuts to success
.
——————–

Most years, prior to the final competition of the season, we allow seniors to talk to the band. They say a variety of things, but there are two predominant themes: 1) Band is family, and 2) band taught them responsibility with accountability.

Band students learn
responsibility and accountability
.
——————–

Where, outside of public education, is the focus on making the student (or employee) feel good about themselves at the expense of excellence? We read about schools eliminating valedictorians and class rank or even grades, so lower achievers don’t get a negative vibe.

When my child was in first grade, the education fad of the day was a program called “writing to read”, where the emphasis was on the child being able to read whatever they wrote. Spelling, grammar, punctuation, etc…. were not corrected. Teachers emphasized that a child reader would have a higher self-esteem.

Students who have gone through a feel-good system can hit a brick wall when they get to college or into the workforce. Good band directors instill in their students that a healthy self-esteem comes through achieving excellence. In that pursuit, however, the student learns to accept criticism from directors, staff, seniors and section leaders – and they are willing to pay the price to get the prize. Here is a post I wrote about Excellence and Self Esteem.

Band students learn that self-esteem
is raised by achieving excellence
——————–

Because of their extreme rehearsal schedules on top of homework and, especially with the responsibilities of a job, band students develop good time management skills.

Band students develop time management skills
——————–

You might also enjoy: Earning and Receiving Great References

Person Holding Hire Me Sign in Crowd

 

 

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Is it ever ok for a teacher to LOVE students?

There is more to school life than what happens during the academic day. Some academic teachers are also coaches or extracurricular sponsors. Coaches develop strong bonds with their athletes. Music and theater arts teachers spend considerable extracurricular time with students – evenings, weekends, summers. These teacher/student relationships are significant and life long impacting.

Is it ever ok for a teacher to LOVE students?

In a reunion with some of the students from my first teaching job, as they were sharing memories, one person put it this way:

“Come back to teach the students of the students you taught.”

I expected to hear some of the heart-warming stories and did, but one comment caught me off guard a little. As one was listing attributes he appreciated, he included…..

“…and your smile.”

What teachers do you remember most 10-20-30 years out, and for what do you remember them?

Band is the ultimate team.

Unlike a basketball team with its starting five, there is no bench in band. Everybody is in. Everybody is a starter. Few other types of groups will involve people from such varied backgrounds. There are children of doctors and lawyers performing with children of single-parents working multiple jobs or utilizing government help. There are the students who have their own cars and those who need rides, those with the iPhones and the free phones or no phone. You will find students in most bands from every church in the community and others who have never been inside a church.

High school provides a memorable time for teens and parents to be on the same team before graduation and the empty nest.

If only it were like that for all teens.

At this most critical time in their decision-making years, if teens can’t find love, acceptance, encouragement and support from parents, teachers and mentors, they will search for it elsewhere, often with disastrous results leaving them with consequences that change lives and crush dreams.

But even more than TEAM, band is FAMILY…

Most high school athletic teams are together for a “season” — maybe six weeks with a few more for preparation. Band meets in the summer, including band camp which can be 8+hours a day. Then there is every day at school with additional rehearsals in the evenings, plus the Friday football/basketball game and the Saturday competition.

…and more functional than some.

As I stood outside Door 34, she jumped out of the passenger side of the car and ran past me, teary-eyed, crying,

“I’m sorry. I’m sorry.”

As she went by I saw the papa, for the first time, approaching me and angrily waving a piece of paper.

“How much of this schedule is mandatory?”

I paused, if only for a moment as I thought through his reaction to my answer…

“All of it.”

After grumbling something that I probably couldn’t repeat, he returned to the car and didn’t quite lay rubber in his exit. The daughter was waiting in my office, still crying and apologetic. I hugged her. How does such a sweet daughter have a parent like that?

There are loving parents who are working 2-3 jobs each, going to school and dealing with the challenges of large families – and it is somewhere between difficult and impossible for them to spend a lot of time at football games, parades and competitions. I get that. But what do you say to this parent?

“We need to pull [Benjamin] out of band because he won’t clean his room and he needs to learn respect. He loves band and so this is the only valuable thing we can take away to make our point.”

Or this one?

“Why should I pay money for her to spend time spinning a flag. There are no colleges that will offer scholarships and besides, what job is that going to prepare her for?”

Or to these students?

“Can you please give me something to do. I’ll straighten the library….anything….just don’t make me go home.”

“I have a job so I can earn the money for my band fee, and I keep hiding it, but my mother keeps finding it and taking it.”

“I have to quit music lessons. My dad found out I was using some of my job money for music lessons and says that if I am going to waste my money on that – I can start paying rent.”

“Please don’t try to introduce yourself to my dad. Please don’t. Please, please, please don’t. He is not a nice man.”

I want to share the LOVE they may be missing.

Educationally, the L-word is dangerous. Administrations encourage admiration and respect, but love is conspicuously absent. Understandable. Inappropriate teacher student relationships make national news and destroy lives. Elementary teachers can hug students, but by middle school it is to be a touchless relationship. I disagree.

Sometimes an appropriate touch, handshake, high five, tap on the shoulder or even a hug – can be powerfully effective in mentoring, consoling or encouraging. It doesn’t have to be physical. It can be listening and responding when others won’t.

C.S. Lewis in his book, The Four Loves, divides the Greek vocabulary for “love” into four categories:  Storge (στοργή storgē) -affection, Philia (Philia (φιλία philía) – friendship, Éros (ἔρως érōs– romantic love, and Agápe (ἀγάπη agápē) – charity.

None of those match completely what I’m trying to define. Storge (affection) can include the physical. Philia (i.e. Philadelphia – brotherly love) comes close but can include the sexual. Éros is obviously not appropriate, and Agápe, often interpreted as the love between Christians is also close, but gets into spiritual and that is not quite it either.

I “L” my students with a parental type. I see their potential and their youthful enthusiasm and I love that. I love their willingness to share with me things that they can’t comfortably share anywhere else.

“You are always the one to trust with issues like this because you treat us like people and not just another bunch of “teenagers”.”

ADMIRE students who…

  • pay band fees out of a paycheck
  • pay for private instruction lessons out-of-pocket
  • seem completely self-supporting (clothes, obligations)
  • apologize for the way their parent(s) behaved
  • juggle the extra rehearsals and activities with job and homework — and go for the best grades without parental encouragement or expectation
  • keep a positive attitude when others have parents involved and but they don’t

Nobody said life is fair. Those who endure hardships can be the better for it later. Trust me on that. As the oldest of five children raised in a single parent family by a polio surviving mother (and if you have no idea what that means, thank God), I understand poverty, but also how to work through it, with it, around it, and above it …. so cut me some slack when I don’t expect less from the less fortunate.

Students often impress me with friend choices and for the way they support and encourage each other. It is moving to see how friends and band members surround one who is hurting, physically or emotionally. With proper relationships established, teachers can be included in, or involved separately in similar support and encouragement – even of some personal issues.

RESPECT students …

  • who work through moderate pain or discomfort without complaint
  • who have the musical ability to thrive, but can’t get the new instrument, or the private lessons, or go to the summer camps….or even stay in band, because of a parent who doesn’t see the value of band or color guard
  • expect more of themselves than their parents do
  • endure custody battles and try not to allow it to interfere with band

I hope these students appreciate how hard I try to make their situations work out.

And we have students whose parents are their biggest cheerleaders and amazing supporters…..

  • helping them earn the highest of Boy or Girl Scout honors
  • supporting their garage band
  • encouraging out of country mission trips
  • inspiring them to pursue the same vocation as the parent
  • or spending countless hours volunteering for band (committees, sewing, cooking, feeding, chaperoning, driving, etc)

We have CARING students who….

  • stand outside Wal-mart when it is below freezing to ring bells and play Salvation Army brass ensemble music
  • volunteer in nursing homes and with church youth groups in a host of different types of volunteerism
  • help raise money for those sick and injured

I am a retired high school teacher who appropriately loves, admires, and respects students.

Teacher Student Love

 

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17 signs you teach in a factory school

I attended “10th District” Elementary School and an inner-city, public Jr/Sr High School that had three, 4-floor buildings. Then I went to a 40,000 student state-subsidized University and recently retired from a 1400-student public high school.

Four factors contributed to my writing this post, designed as an introduction.

1. The first reference I recall to anything related to “factory education” was in a meeting between administration/school board and a group of concerned high school parents challenging the predicted negative impact of a schedule change on their audition-based ensemble. Responding to a passionate presentation, an administrative representative boasted,

We’re not here to teach the elite,
we’re hear to teach the masses. 

2. A grad school professor at Ball State criticized “factory education” and emphasized the need to redesign the model and move away from mass production.

3. A colleague at my high school who was in on the planning and there when the doors opened, described how the building was designed like a factory — with the offices in the front and the different department modules.

4. My sons are involved with some non-factory setup educational models (a Classical Christian Academy, a School of Performing Arts, and a Boston area boarding school) and I look forward to utilizing what I learn from their experiences to help me (and you) understand why public schools are sometimes referred to as factory models of education, or education factories cranking out graduates the way assembly lines crank out cars.

The modern assembly line

Henry Ford revolutionized the concept of the modern mass-production factory in the early 20th century when he developed the concept of a revolutionary new process using skilled workers in specialized areas where the workers were stationary and the product parts were assembled as they moved from branch lines to the mainline where the final product was assembled and completed when it reached the end of the line. Prior to that, groups of individuals moved around a stationary vehicle. His approach was all about dividing the labor to speed up the line to produce more product efficiently. The person who inserted the screw was not the one who tightened it, for example. Every worker had a small part in the production until the completed product reached the end of the line.

Looking at these satellite views and floor plans, can you tell which are high schools and which are factories? I’ll share more points following the pictures.

Indiana High School
Indiana High School
General Motors Assembly in Fort Wayne, Indiana
General Motors Assembly in Fort Wayne, Indiana
Floor Plan A
Floor Plan A
Floor Plan B
Floor Plan B
Floor Plan C
Floor Plan C
Floor Plan D
Floor Plan D

Two of the above floor plans are high schools and two are factories. Can you tell which is which? I’ll give the answer below.

Indications that you might be in a factory school.

Factory-vs-School

In the above floor plans, A & D are schools while B & C are factories.

I was trained in public schools and universities. My sons experienced public education through high school. One went on to a public university, is currently attending a private graduate institution, plus involved in a private School of Performing Arts and a Classical Christian Academy. The other son went to a private, top-tier undergraduate university, an Ivy-League graduate school and will be teaching in an elite boarding school outside Boston as a high school professor with his Ph.D.

A few of the questions I hope to address in future posts:

  1. Given today’s circumstances vs those in the ’80s when my children entered school, would I repeat the path of public education or go a different route?
  2. What are some of the differences in the approach of the top-tier universities and elite boarding schools? Should you?
  3. Is it really all about the money, i.e. can those with the means really get a better education?
  4. Are there multiple worlds of education?
  5. Is life fair?
  6. What options do we have?

Thanks for reading. Please SUBSCRIBE to this blog and then RETWEET/SHARE/PIN it.

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My College Years with an Old Opera Singer

By John Gardner

This house and owner involved three years of my college life living in a home owned by a 1920’s New York opera singer.

Not quite haunted, my college apartment was a hospital room during the Civil War. This was my college home for three years while attending the University of Kentucky. Only a two-minute walk from the music building made it convenient and the rent was cheap but came with a price. Miss Iva Dagley, a 70-yr old former opera singer, rented five third floor rooms to college guys. Both the house and the homeowner were historic and unique. The straight parallel rows of huge trees that go out for several blocks from the house likely outlined the original entrance to the 1800’s estate. Miss Dagley (no one called her Iva) was a rising opera singer when the 1930’s Great Depression sent her home from the New York’s Metropolitan Opera.  She never talked about her life overseas or in New York, or how she acquired her wealth, but aside from the value (historic and monetary) of the house itself, the contents were priceless. I’m not surprised that she never married.

Life at the Dagley house included an education UK could not match. She adjusted forever my dialect, diction, grammar and vocabulary.  I uncomfortably experienced how the élite deal with the ordinary, picked up breadcrumbs of how the rich keep, manage and spend money and cringed at her political prejudice and unapologetic racism.

Miss Dagley was legally blind and her cat was deaf…. which made for a hilarious combination. She couldn’t see the cat and it couldn’t hear her coming. From the 3rd floor, we would periodically hear the cat scream, often followed by a crashing pot or pan. When I ran down to check on her after one especially noisy event, she scolded me to never do that again.

Rent was cheap but included one “errand” per month. Since there were five of us, that meant she could get out at least that often, or to get things done in or around the house. Sometimes our errand was to give a tour of the house to her guests. In my three years there I did a lot with and for Miss Dagley. I’ve highlighted a few of the more memorable.

“1791” Tapestry in a stairwell. When showing some guests a thick tapestry…and noticing “1791” stitched into the lower right corner, I later asked her if it was a copy. Her blunt response,

“Young man, please don’t ever again suggest that I have a ‘copy’ of anything in this house.”

Traveling with Miss Dagley was a trip. We drove her in a 20-year-old Cadillac. Faded pink, it must have been especially rare and attention-grabbing in the 50’s. It was in mint condition as it was only outside the garage a few miles per month. Picture, as you read the following ordeals, how the other person involved would give her assistant a “is she for real?” look that they knew she could not see.

The bank. “She wanted to “cash” a check. She didn’t specify why….just handed me a money bag and an envelope for the teller. Imagine…. a college student approaching a bank teller with a nearly blind senior citizen woman, and handing the teller an envelope containing a check, a note to “cash it” with specific instructions of how many of each denomination – and a money bag. I was unaware of the amount of the check until the teller summoned security, which quickly, but politely, positioned around us. Can you say awkward moment? The exchange with the teller went something like this:

Teller: “Ma’am, are you sure you want to cash this….all of this?”

Dagley: “What does the note say?”

Teller: “Yes ma’am, but are you aware of the amount you are asking for?”

Dagley: “You mean the amount for which I am asking? (She was always correcting grammar and pronunciation). Is there confusion about the amount?”

I was not surprised that they were questioning her writing, especially if she wrote it out herself. More probable is that her attorney, a frequent visitor, wrote the check, and that her signature was all over it. When signing things, she would ask us to place the pen in the general area. Her signature was huge and never went in the intended direction.

Teller: Are you sure you have the right number of zeros?

Dagley: How many zeros do you see?

Teller: Ma’am that is ten thousand dollars.

Dagley: “Yes, it is. It is in my account and I want you to put it in this bag.”

Bank officer w/Security: “Miss Dagley, may we have a word with you?”

Dagley: “No. You may not. This is a simple transaction and I want you to complete it NOW.”

I never knew what she did with that $10,000 in cash.

The fireplace store.“She wanted an insert for one of her massive fireplaces (note the chimneys on the house). She was using her long-sleeved white gloves to feel shapes and textures. The biggest difference between her white glove inspection and that of a Marine sergeant was she was unarmed.

Me: “Miss Dagley, those stoves are dirty.” (Ignores me.)

Salesman: “Ma’am, you are getting your white gloves dirty.”

Dagley: “Why am I getting my white gloves dirty?”

Salesman: “These are sample stoves in active fireplaces and they have soot on them.”

Dagley: “Why are you displaying dirty stoves? Show me a clean one, please.”

At the gas station. (full service, of course.)

Dagley: “What are you putting on my windshield?”

Attendant: “Window cleaner, ma’am.”

Dagley: “Soap and water. That is all I want you putting on my car.”

Sending Christmas Cards. She kept a book and tracked incoming and outgoing cards.

Me: “Here’s a card from [whoever]. Shall I address one to them?”

Dagley: “Did they send me a card last year?”

Me: “Yes ma’am.”

Dagley: “What about two years ago?”

Me: “Doesn’t look like it.”

Dagley: “Then we shall wait until next year. Next?”

Some of the rooms in her house.

Hopefully, someday I will find the pictures I took.

The SILVER Room.“Probably originally a dining room, this room had a remarkable collection of only silver artifacts. It was a large room with layers of added shelves. Badly tarnished silver (I’m confident it wouldn’t have been if she could have seen it, but it was not wise to criticize anything in the house. My mother commented,

It would take a full-time person just to keep this room shiny.

The TEAKWOOD Room. Every piece of furniture was hand-carved under water. The room had a very oriental look to it, with marble serpent eyes in the arms of some of the chairs.

The centerpiece of the SUN room was a massive marble table. The tabletop was no fewer than three inches thick and, according to Miss Dagley, took seven men to carry in. Nothing sat on it. No one ever used it. It was just…..there.

The Living Room, and all the rooms on the first floor had approximately 20 ft ceilings and hardwood floors covered with ornamental not quite wall to wall rugs. The rug in the living room had to be 60-80 ft long and over 20 ft wide. I would never be able to afford even the frames that surrounded the massive paintings and portraits. She was stunning in her twenties during the twenties. The 4-foot urns looked like she picked them up in India. At the back of the room (went from front to back of the house) was a full-size grand piano (not a baby grand). On very rare occasions, when she thought we were all out of the house, she would vocalize. Given her age, I can only imagine the power and beauty of such a voice 50 years earlier. She gave a very small number of private voice lessons. I wish I could have sat in on some of those.

The Second Floor had four large, ornate bedrooms, each opening to a common foyer that provided several chairs and couches that I never saw used. Sometimes she would have an extended-staying guest in one of the other 2nd floor rooms.

The Third Floor had five rooms. Four rooms had windows that faced the side or the back, and those had normal, although old widows in them. The room that faced the front had only one small ornamental original window that couldn’t be changed because of the historical registry. There was an electric bell installed that Miss Dagley would use if she needed to “call” one of us, or if she needed to give us notice that she was “coming up”.

Diction and Dialect

Singers must carefully and correctly pronounce their words. So did people in Miss Dagley’s presence. I once asked if she wanted me to wash (pronounced worsch) the car. She kept asking me what I wanted to do to her car until I figured out her point. Another time, I mentioned something on the “nooze“. She asked me how to spell that and when I responded n-e-w-s, she encouraged me to pronounce what I spelled. During my three years in her house, she thoroughly negated my northern Kentucky accent.

Racism and Communism

There was an African-American man who took care of her yard. His transactions with her were always from the back door (which I saw only one time when I walked around the outside of the house), never the front. One time I called her on a reference to him and she silenced me with,

I have nothing against colored people…..they’re just not as smart as normal people.

Another shocker was when I had said something about how I liked the way John Kennedy spoke:

Democrats are communists and he was one of the worst.

Curfew, Girls and the Girl Apartment

We all had a key to her massive front door. But each night, once she believed we were all inside, she would apply the additional locks. I don’t recall a time-specific curfew, but we all knew she waited for us to get in before she would go to bed, which made midnight practicing at the music building problematic. She told us that we were to call her if we ever got to the house and found the door locked. No one wanted to make that call.

One night I missed the locking, which meant having to walk to campus to find a pre-cellular-phone. Instead, I elected to use the fire escape, which required the first ladder to get to the metal roof right outside her bedroom window and then climbing the second ladder to the window of my room. Unfortunately, I mistakenly thought I had the storm window locked open and when it slammed shut, the shattered glass made a terrible noise outside her window. I looked over the fire escape and saw her bedroom light come on. I climbed inside just in time to hear the bell ring and her call, “I’m coming up”. She never raised her voice, simply asking….

Why did you break my window?

Joan and I were dating by the time I moved into the house sophomore year. Miss Dagley liked Joan, especially since she was a vocal music major. Two of the five third floor guys would have girlfriends over. The other three didn’t want to put their friends through Miss Dagley’s unofficial approval process, which generally required only the first few conversation exchanges. Only the best for her boys, of course.

There was a studio apartment out the back of the house that was probably originally a summer kitchen or servant quarters. She would rent it to girls, but not to just one. She offered it to Joan, but when the second renter fell through, Miss Dagley helped her get a basement apartment down the street that provided extra income to a nice elderly couple. I spent more time in that basement than Joan spent in my attic.

Church and misc

Miss Dagley was Episcopalian. I never saw her church, although I would have loved to hear her sing. I learned two fun facts about this church. There were only six members (left). And because of her Packard story, I believe it was of a rural country variety. The reason she bought her Cadillac was because her previous car, a Packard, was so heavy that it once “sank” in her church parking lot.

I regret….

… that I never returned to visit. I learned of Miss Iva Dagley’s death from the lawyer’s response to my Christmas card. She had no family alive and the gossip, while we were there, was that it would all be left to her cat.

 

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Music Teacher Unreasonable (?) Expectations

Three things prompted this post:

  1. The Meme (below) about putting students on a stage, because….
  2. Our Christmas Concerts are next Fri/Sat, and
  3. A recent discussion involving music teachers and an administrator

In a recent Professional Development event discussion involving middle and high school music teachers and an administrator, one of the question prompts had to do with what we expect from our students. The admin was mildly surprised when the nearly immediate response from multiple music teachers was – 100%. I saw him write that response in his notes.

But it is true. I’ve shared this video before, but it is a good demonstration of our level of expectation from our students. In a math or english class, for example, if you miss one out of one hundred, that is still a high ‘A’. When this director gives everyone in the band the opportunity to miss one (only one) note, you can hear the tragedy. Then he goes for the second note, which would still be a high ‘A’ in any other class.

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Band Students Make Better Employees

Hire MeBy John Gardner

Teens are looking for part-time jobs during high school. Common is the parental directive that he must at least pay the insurance and for the gas to drive the family car — or to purchase her own vehicle.

The challenge, for both the student and the employer is the complexity of band student’s schedule.

Band  students make better employees and employers find the payback for working around rehearsal and performance schedules is a win-win for the business too.

Marching bands start training right after school is out in the Spring, if not before. During these early sessions, a challenge is to keep the newbies from giving up.

After enjoying top-of-the-heap status in middle school they start high school marching band at the bottom of the section with the lowest status and the least seniority. New skill requirements include memorizing music, horn angles, posture and feet-with-the-beat. Never before have they had to endure high temperature rehearsals that last 2-3-4 hours at a time, often standing with water and restroom breaks few and far between. Everybody (directors, staff, section leaders, seniors, upperclassmen) is telling them they’re messing up and pressuring (hopefully constructively) them to “get it”. They are thrust into a whole new level of physical activity with a strict discipline code. Some will quit and most will think about it as they try to answer the question, “What did I get myself into?”

“Band will be fun. It is fun being together during the football games, on the buses for those long trips, and for hours at competitions. But before you get to the fun part, you have to pay the price…..and there is no short cut, no easy way out, no discount. Pay the price and enjoy the results.”

By the time they are old enough to get a job, they have learned to pay the price. They have seen the benefits of dedication and are willing to commit to a job. Band students won’t quit the job because the manager gives them criticism because they understand that is what makes them better. And they learn that striving for excellence is a worthy goal.

Band students understand dedication, commitment
and that striving for excellence is a worthy goal.
——————–

At the age they are joining marching band, teens are battling with balancing the reality that they are not quite adults with the increasing desire for freedom, responsibility and individuality. Some rebel against parents, push back against teachers and are super-sensitive to peer-criticism. And yet, marching band requires they give up individual freedoms for the good of the cause, makes them earn responsibility and tells them they have to look, act and behave like everybody else – uniformity.

The first time they are thrust into a fast-paced, pressurized workplace environment, teens from the general school population will be more likely to throw a tantrum, quit — or get fired. Not band students.

Band students understand the value of,
and respect for chain of command
.
——————–

Students are together in lots of different classroom mixes, but only for fifty minutes on school days for a semester or two. Band students can be together for 10-15 hours Monday through Thursday, plus 3 hours for a Friday night football game and 14 hours for a Saturday rehearsal/competition. Couples break up, personalities don’t mesh, they come from different parts of town and with different family and economic situations — but they learn to work together, a skill many non-band teens and a lot of adults never develop.

As I talk to teens (and even many of their parents), one of the most common reasons to quit a job is because of relationships with co-workers. Band students will be even more frustrated with the mediocrity and lack of cooperation and weak work ethic they will find in the workplace, but they will commit to making it work.

Band students know how to cooperate
and collaborate with those from
different backgrounds and capabilities.
——————–

In a part-time work environment there will be competition for hours, raises, promotions and responsibilities. The tendency is to look out for self and to heck with the other guy. Students compete within a band but they want everyone to do well. They compete with other bands but will wish them good luck as they pass on the way to the competition field. They will applaud for other bands – even those that beat them. Band students are team players and they understand sportsmanship.

Band students learn good sportsmanship.

——————–

By the time they’re ready for that first job (students usually turn 16 during sophomore or junior year), band students have already learned patience as marching band staff is teaching or fixing drill; perseverance and endurance through extreme temperatures, long rehearsals and so much more we teacher types throw at them.

They understand, through the system of seniority in most bands, that they will need to prove themselves and demonstrate strong work ethic to earn leadership positions or, when they get a job,  a raise.

Band students learn patience,
perseverance and endurance.
——————–

There is often a penalty for arriving late to a band rehearsal. When I was in a marching band, it was a lap around the field per minute late. Some bands use push-ups — or job assignments. Arrive late today and you get to take the water to the field tomorrow. And because there are always new things happening in a rehearsal, missing is never an option. Some bands will make you an alternate for an unexcused absence. So when band students get a job with a schedule, they are there — and on time.

Band students learn the value
of attendance and punctuality.
——————–

Bands rehearse scores of hours per minute of marching band show. Stretches, running and endurance exercises, fundamentals (yes, they already know how to march, right?) and then sets of drill over, and over. Do they get tired? Absolutely, but they understand the price of success and that there are no shortcuts to achieving it.

Band students learn that there are
no shortcuts to success
.
——————–

Most years, prior to the final competition of the season, we allow seniors to talk to the band. They say a variety of things, but there are two predominant themes: 1) Band is family, and 2) band taught them responsibility with accountability.

Band students learn
responsibility and accountability
.
——————–

Where, outside of public education, is the focus on making the student (or employee) feel good about themselves at the expense of excellence? We read about schools eliminating valedictorians and class rank or even grades, so lower achievers don’t get a negative vibe.  

When my child was in first grade, the education fad of the day was a program called “writing to read”, where the emphasis was on the child being able to read whatever they wrote. Spelling, grammar, punctuation, etc…. were not corrected. Teachers emphasized that a child reader would have a higher self-esteem.

Students who have gone through a feel-good system can hit a brick wall when they get to college or into the workforce. Good band directors instill in their students that a healthy self-esteem comes through achieving excellence. In that pursuit, however, the student learns to accept criticism from directors, staff, seniors and section leaders – and they are willing to pay the price to get the prize. Here is a post I wrote about Excellence and Self Esteem.

Band students learn that self-esteem
is raised by achieving excellence
——————–

Because of their extreme rehearsal schedules on top of homework and, especially with the responsibilities of a job, band students develop good time management skills.

Band students develop time management skills
——————–

Band students make better employees. Hire them.

 

 

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