Teaching Music—Warts and All
Understanding the benefits and realities of teaching is essential to make an informed choice, says Richard Sang. Manny Brand says, “Failure to anticipate the difficulties of music teaching hastens the departure of promising young teachers from music education.” Here are a few realities to consider when choosing to study music education.
- Salary. “Starting pay usually isn’t great, but you get regular raises and most public school districts have good benefits,” commented Christine Nowmos on the MENC Future Teachers forum.
- Teaching situation. Expectations may be high, but your first year of teaching may be challenging. You’re adjusting to new people, personalities, politics, and routine. Stay optimistic and learn what works best for you. Brand says, “No teaching situation is perfect—life rarely is. Realistically, we should portray the first couple of years teaching music as they really are—complex and difficult.”
- School, district, or administration. Teachers have to adjust to working in a hierarchy. Try to be reasonable, patient, and respectful when collaborating with your administrators.
- Communication. Challenging situations may arise with disgruntled parents or misbehaved students. Be wise and prepare yourself for these challenges.
- Facilities. Classrooms–if you have one—and instruments are not always highest quality.
- Budget. Surviving on a low budget for your program requires creativity.
- Administrative work. One hour of prep time a day is not enough. Plan to spend extra time on
- Choosing appropriate music
- Analyzing and studying your score
- Planning festivals, activities, projects, tours, fundraisers, competitions, and performances including working out all logistics
- Overseeing 400 to 800 students each week
- Tutoring students during lunch and after school
8. Time management. Have a lesson plan to help you stay focused and on track.
A 2003 study asked music education majors what influenced them to choose music education. They chose from three categories: People, Experience, and Feelings. Out of 431 responses, 98% chose “love of music” as the most influential factor.
Many teachers believe that the benefits outweigh the drawbacks. Nowmos states, “I think some of the benefits are worth not getting a gigantic salary. I think it’s definitely worth it for the amount of enjoyment and sense of accomplishment I get from it, and I would rather do this than anything else no matter what it paid.” Brand says, “Fortunately, most students use their hearts, as well as their minds, to select a major….they are selecting a life in music and music making.”
What influenced you to study music education in college? Write Shauna Leavitt to share your experiences or post your comments on the Future Teachers forum.
This article is based on the article, “The Love of Music is Not Enough” by Manny Brand, originally featured in the Music Educators Journal, March 2002.
MENC members quoted:
Christine Nowmos teaches at Mary S. Shoemaker Elementary School in Woodstown, NJ.
Richard Sang is the National Collegiate Chairperson and Music Education Professor at the Aaron Copland School of Music at Queens College, NY.
Manny Brand is a Professor in the Department of Music at Hong Kong Baptist University.
--Shauna Leavitt, October 2, 2008, © MENC: The National Association for Music Education