Immediate Past President’s Message

Ihope each of us found time to rest and rejuvenate at some point over the summer. Most of us already began our ensemble seasons by the time this journal arrived. However, I encourage each of us to make an effort to find quiet reflection time once a week this fall, even if only for 20 minutes, to reflect on three important characteristics that help define a highly effective ensemble director: organization, musicianship, and personality.

As I often share with music education students, I believe it takes proficiency at two of these three characteristics to be a good ensemble director. However, in my experience, the very best directors achieve high levels in all three of these areas. Reflection on these three characteristics takes quiet moments of self-reflection, with no distractions. The ability to find quiet time to think is an important part of our life-long learning process and pursuit of the highest of standards for ourselves, and our ensembles.

Remember: the questions below should not be considered all at once. Take the entire fall; plan weekly quiet times; reflect on several of these questions during each quiet time. Only then can we begin to re-establish our short and long-term personal, professional, and ensembles goals. (Note: the term “student” below can be replaced by ensemble member for our community, New Horizons, and professional groups. The overall concepts do not change!) • What aspects of organization, musicianship, and my personality with my ensemble are going well in my personal life?

• What aspects of organization, musicianship, and my personality with my ensemble are going well in my professional/learning setting?

• What specifics within each characteristic need improvement for my overall professional happiness and sanity?

• What areas within each characteristic need improvement for my students' overall education and enjoyment? (Remember, we as ensemble directors are promoting life-long learners and lovers of music!)

ORGANIZATION • What am I actively doing to become more organized in my work setting?

• What am I doing to be professionally goal-oriented, both for myself and for my ensemble members?

• How am I improving my ability to meet deadlines in a timely fashion?

• How am I helping my students become more organized so they are more personally and professionally successful in the future?

• Am I teaching my students to meet deadlines so they learn the importance of this basic life skill?

REBECCA PHILLIPS

The ability to find quiet time to think is an important part of our life-long learning process and pursuit of the highest of standards for ourselves, and our ensembles.

Immediate Past-President’s Message, Rebecca Phillips, cont.

MUSICIANSHIP • What am I actively doing to improve my personal musicianship?

• What recordings am I listening to of professional ensembles or soloists?

• What books am I reading that help to fill in my learning gaps about music history, compositional techniques, composers' biographies, musical styles, music literature, leadership?

• What journals and trade magazines am I currently reading to keep up with current trends in music research, teaching techniques, advances in instrument construction, new composers, and new works?

• How often am I reading the New

York Times "Arts" section or the arts section of other major newspapers to keep up with the latest trends in music, visual arts, theater, and dance?

• What am I doing to increase the individual musicianship of each student?

• What experiences am I giving my students so that each individual can become the best possible musician? (solos, chamber groups, youth orchestras, church or holiday gig experience, All-State, private lessons, etc.) to become self-guided learners for their successful future in both music and life?

PERSONALITY (Can also be defined as leadership) • Is my personality and my techniques of motivation increasing the production of each individual in my ensemble and the overall enrollment in my classroom?

• Am I creating an environment in which my students feel like they are a part of the decision-making process in ensembles? (This is not a collection of ignorance; this is guided learning and guided decision-making skills.)

• Am I teaching life-long skills within my rehearsals/classroom to help influence and build a person who will positively contribute to society, the arts, and the future of music?

• Am I setting a good example in how I speak to my students? Do

I treat them with respect, expect them to treat me with respect, and expect them to treat each other with respect?

• Have I created an environment in my classroom/ensemble that is safe and healthy for each individual?

• Am I burning my students and their parents out with too many fundraisers, too many weekend activities, and unnecessary evening activities? activities for my students, thus keeping them from the very best experiences and opportunities available?

• Am I contributing to the overall goals that the my principal has set for my school?

• Am I establishing healthy and positive professional relationships with my colleagues, both musicians and nonmusicians?

• Am I actively participating in my district, state, and national music organizations so that my sphere of influence becomes greater and my opportunity to interact with other professional musicians is increased?

Ultimately, we hope to first determine where we are right now in our careers and where we hope to be in the future. These questions should help each of us design a plan for continued learning. I highly suggest revisiting these questions every six months or so; add self-guiding questions to the list; keep a written log of thoughts and goals; take definitely note of successes and improvements!

Have a wonderful fall, friends!!

Rebecca Phillips Immediate Past President National Band Association