🎺 Breathing Isn't a Standard (Data-Driven Band Class)
What if band were taught like a tested subject?
Teach Writing Tomorrow addresses major myths and misconceptions about teaching writing. It will move from attitudes to actions and mindset to methods, showing how any teacher, regardless of their own perceived ability or creativity, can teach writing tomorrow.
"Alright, class," a band director says. "Let's read today's ‘I will’ statement together: I will play with proper dynamics.” The class robotically repeats the statement.
“Good,” she says. “We will start soft, so piano.” Her hands go up. Instruments move from laps to the sky. Silver and brass sparkle in the lights.
"Okay, give me a concert b-flat," she says. She takes a breath, raises her baton, and as it rebounds mid-air, the room fills with a warm sound. Her hands remain. Her eyes meet their eyes. “Good, good,” she says.
As the camera moves, we see each student strapped to microphones, measuring both pitch and dynamics in decibels. Data flickers in real time on an iPad, resting on the podium. The director’s hands remain still.
Seconds tick by on the clock, one after another, a monotoned metronome. Students occasionally steal a breath, only to catch a sneering glare from their teacher. (Breath control is a standard, but breathing itself isn't.)
"Now we are going to practice changing our dynamics. We will get louder, move towards a strong forte, then back to a piano. Understand?" she asks.
Heads nod, her hands move up and down, volume adjusting like a stereo nob.
Minutes pass. The volume grows, crests, and falls, but same note remains. After ten minutes, maybe more, she rests her hands. Students pant, out of breath, tired from holding their instruments so long.
A hand shoots up. "Miss--," the student begins, “can we play another note today? Maybe a song?"
Suddenly her face flashes red. She slams her baton down, then aims her finger at the student.
"We don't have the time to play... music!" she stammers. "We need to play with proper dynamics!" The students squirm.
"We don't have the time to play music, we have to play proper notes. We don't have time to play music, we have to play with proper pitch. We don't have time to play music," she continues.
The student squirms.
"What do you think this is," she demands, "creative music class?”
Silence rang its own sour note.
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