Since the last missive, there has been play-writing, poetry, theatre-going and musical direction. At the beginning of this year the promise I made to myself - and the challenge I set for myself - was to maintain a steady involvement in the arts so as not to become entirely bogged down in the potential mire of overwork and employment-induced stress which is evidently an imposing feature of teaching today.
I am glad to report, up to now - success!
Until a more focused submission comes in the next week or so, a glimpse into one of my recent projects - a further foray into the crazy world of Gilbert and Sullivan.
One of my orchestral players agreed with me that the sound we had managed to create was truly a credit to how well we had gelled as a group. His pertinent comment ran along the lines of 'If amateur musicians feel valued and are really enjoying themselves, then they will play their best music'.
This seems like sound and simple logic (unlike the minefield of Gilbert's often non-navigable plot turns and implausibilities...) and surely something which may be equally transferable to an educational setting.
During my several conducting lessons a few years ago one thing in particular stuck with me,
'Always remember that the people you are conducting are all far better on their own instruments than you are'.
This maxim has informed my approach to all of the groups I have worked with since and has, to my mind, contributed to establishing the excellent dynamics present in each of those various ensembles.
In the labyrinth of data which teachers are expected to negotiate with fleet of foot, it seems expedient to remember that each student under our baton is also an individual with areas of interest and knowledge that are unique to them and from which we ourselves may learn.
By facilitating the conditions of feeling personally valued and intrinsically motivated, we may also get a fairly decent tune out of our bands of students.
