Pedagogy Tips for the New Band Director essays

Pedagogy Tips for the New Band Director essays As new band directors leave the comforts of college life, being the studio pupil, and transition into the unknown realms of the career field, many things stressed in the classroom over the past several years take a gentle second to the fear of becoming a teacher. Many elements of the career are stated and stressed throughout the college years, and the question among most college educators is whether or not the student will really take these lessons to heart and use them, or if they will have to re-learn the lessons through simple trial and error. The answer to the question is usually the determining factor in the success of the pedagogue. Each element of the programs these new directors come to form especially impacts their success or failure with respect to individual pedagogy by section, thus impacting their overall success or failure. Firstly, every aspect of directing a music program must be created with an awareness for the individual instrumentalist and each students learning. For the purposes of this paper, High Brass Pedagogy will be secluded, but the general ideas within these words can (and should) be replaced with any and all sections of pedagogy. The first section of the paper will cover a generalized philosophy of the overall program, and then relate it to High Brass Pedagogy in the second section. Often, the new director finds it difficult to balance the administration of their complete program with the importance of instruction. There are so many components of directing a band program that instruction regularly gets overrun by politics and bureaucracy. Directing is a customer service relationship between teacher on one side and parents, administrators, and community on the other. Parents have the need to feel that their student in being educated to the point of improvement rather than stagnation. Administrators want satisfaction with parents and compliance with legal regulations. Ideally, a surpa...