Dear Collegiate Member,

I hope your November is full of music, fun, and delicious food!

This month’s feature article offers insight on how to combat “burnout” by understanding the psychological and physical symptoms as a beginning music educator.

Enjoy reading, “Collaboration and Preparation Are Key!” on how to enhance your college training by attending the Conn-Selmer Institute at Notre Dame. 

Also, learn how to connect with other collegiate members around the world by joining MENC's new Collegiate facebook group, "MENC Collegiate Headquarters."

As always, if you have comments, questions, or would like to share your chapter’s activities or recruitment strategies with us for publication in a future issue, e-mail shaunal@menc.org.

Happy Thanksgiving!

Shauna Leavitt, Student Programs Manager

Burnout and the Beginning Music Educator

Gene Bechen, Ph.D.
Department Chair, Associate Professor of Music, Director of Bands
St. Ambrose University, Davenport, Iowa

It was a sunny day in April 1986, and I had just signed my first contract as a 5-12 band director in a small town in southwest Iowa. “I’m a band director!” I said to myself as I drove out of town that day. I was so excited and couldn’t wait to get started. I now had my very own high school marching band, concert band, jazz band, junior high band, and 5th-grade band, along with a private lesson program that would allow me to help my students grow into successful musicians. There would be so much teaching to do! The program was well established, competitive in nature, and yet there were a lot of ways I could see myself improving the program. I had so many ideas to implement with my new program and students. Making my mentors proud was also very important, and I was determined to show them that I would be a success.

Being single, dedicated, enthusiastic, energetic, hard-working, and in a small town with little to do, I often found myself working 12-14 hour days, seven days a week, making the program the best that it could be. I enhanced existing programs, implemented new programs, and constantly strove to give my students the best educational experiences possible. I was totally immersed in the job and loving every minute of it!

Months grew into years, but by my third year, I began to realize that there were more responsibilities involved in the position than I had originally realized. What was once a fun and exciting job was now full of tasks and activities that were causing me a great deal of stress. My attitude toward the position was changing, and after a few years of dealing with the pressure of running a competitive program, I began to realize that I was in over my head. There was already plenty to do in the position before I took the job, and now I had added a lot to it. What will I do? How will I keep up this pace? How will I continue to have this year be better than the previous year? How will I keep all of these plates spinning? I became reactive, and my temper became more volatile in rehearsals. One day in marching band rehearsal, I lost my temper, threw my bullhorn and clipboard, and began yelling at my students, feeling the pressure of keeping a long streak of first-place finishes in tact. “Straighten that line, dammit!” I yelled at the top of my lungs. My principal called me into his office the next day after some phone calls from parents about the incident. While the school and community liked me and the success I brought to the program, they were frustrated with my new “approach” to rehearsals. From that day on I realized that I was not being myself, and I had to change. I had to learn more about why I was feeling so much pressure in my job. An opportunity arose for me to go to grad school to work on my Master’s Degree. I took the opportunity and began to take a look at how music educators are affected by stress.

I learned that burnout is the result of long-term stress and that certain personality types are more prone to burnout. I also learned that music educators, who are often the most productive, dedicated, and committed to their fields, are frequently most affected by burnout. As a beginning music educator, you can help yourself a great deal by becoming more aware of the symptoms of burnout and how to prevent it in the early stages of your career.

What is Burnout?

Christina Maslach (1996), a leading psychologist in the area of educator burnout defines burnout as: “A phenomenon related to job stress where individuals spend considerable time in close encounters with others under conditions of chronic tension and stress” (p. 4). Many music educators are profoundly affected by burnout without really knowing what it is or how they might combat it. When people use the term “burnout,” they describe themselves as being consumed, empty, alienated, wasted, letdown, and even used up.

Burnout and Personality Type

Rosenman and Friedman (1983) believe that burnout is more likely associated with individuals who display personality traits known as Type A behaviors. Type A behavior is characterized by 23 traits and includes behaviors such as aggressiveness, hostility, ambitiousness, competitiveness, tenseness, impatience, inability to relax away from work, suppressed hostility, orientation toward achievement, and denial of failure. This is in contrast to individuals with Type B personalities, in which easy-going personality traits predominate. Type A individuals often feel pressured, are engaged in multiple activities, are overly conscious of time, are influenced by criticisms, and are in need of constant social approval.

Physical and Psychological Symptoms of Burnout

Hamann, Daugherty, and Mills (1987) investigated burnout symptoms in public school music educators, focusing on the physical and psychological symptoms of burnout. The more serious physical symptoms of burnout include peptic ulcers, high blood pressure, rheumatoid arthritis, thyroid disease, rise in cholesterol level, chronic back pain, and migraine headaches. Less serious physical symptoms of burnout are minor weight loss or gain, inability to get rid of colds, and fatigue. Psychological symptoms of burnout include detachment, boredom, cynicism, a sense of impotence, paranoia, disorientation, psychosomatic complaints, depression, denial of feelings, frustration, irritability, impatience, and worry (p. 129).

Burnout and the Music Educator

A summary of studies by Hamann, Daugherty, and Mills (1987) drew the following conclusions concerning burnout among music educators:

• Public school music educators have higher burnout levels than public school general classroom teachers.
• Younger music teachers have higher burnout levels than older music teachers.
• Music teachers with few years of experience have higher levels of burnout than do teachers with high total years of teaching experience.
• Music teachers who work 40–50 hours or more per week have significantly higher burnout levels than teachers who work 39 or fewer hours per week.
• Single or divorced teachers have higher levels of burnout than married teachers. (p. 130-131)

Additionally, several factors were found to significantly contribute to music teacher burnout levels:

• Lack of recognition by administration, other teachers, peers, parents, and students.
• Unclear goals from general administration, music administration, and fellow music teachers.
• Lack of coordination between levels in the curriculum.
• Lack of goals in personal planning.
• Lack of cooperation among music teachers in the district and building.
• Too much work and not enough salary, time to do it, equipment, room, or budget. (p. 131)

Conclusion

If you’re a beginning music educator, reading this article is just the beginning of your journey toward understanding stress and burnout. It is important for you to continue to learn about how stress affects your life. Your stress level is determined by your beliefs about events and how you react to them. Your resistance to stress is increased by your openness to change those reactions, your willingness to commit to change, and developing an appreciation that you can control your life.

Although a career in music education can be stressful, it also can be a most rewarding professional life. By becoming aware of stressors and stress managing strategies, you can prevent burnout. Constant self-monitoring and a healthy lifestyle will help the music educator to have a long and successful career.

References

Hamann, D., Daugherty, E., & Mills, C. (1987). An investigation of burnout assessment and potential job related variables among public school educators. Psychology of Music, 15 (2), 128-140.

Maslach, C., Jackson, S., & Leiter, M. (1996). Maslach burnout inventory manual (3rd ed.). Palo Alto, California: Consulting Psychologists Press, Inc.

Rosenman, R. H., & Friedman, M. (1983). Relationship of Type A behavior pattern to coronary heart disease. In Seyle's guide to stress research, vol. 2, H. Seyle (ed.). New York: Scientific and Academic Editions.

Conn-Selmer Institute

Collaboration and Preparation Are Key!

 As you move through your college coursework and student teaching, you realize how important collaboration and preparation are in shaping your teaching abilities. You have received outstanding instruction from your college professors and are “pumped” to get in the classroom and become the music teacher you have always wanted to be!

 Here’s an opportunity to enhance your college training … the 2009 Conn-Selmer Institute! The Conn-Selmer Institute (CSI) is held June 7-10 at the University of Notre Dame. CSI offers a unique series of seminar topics that include music advocacy, tips for recruitment and retention, developing podium technique and rehearsal effectiveness, and the importance of building relationships with students, teachers, parents, and administrators. The CSI faculty includes some of today’s most respected music educators from across America. The two-tier CSI track features pertinent, helpful information to both the college music education student and the veteran teachers. The experiences gained through the mutual sharing of information between both tracks are powerful and unique.

As a retired (33 years) high school band director, now Director of Educational Outreach with Conn-Selmer’s Division of Education, I have been fortunate to travel across America to meet with Collegiate MENC (CMENC) to reflect on my teaching career while sharing the benefits of participating in the Conn-Selmer Institute. One of the frequently asked questions, “How can I best prepare for the challenges I am about to face in today’s classroom?” surfaces from chapter to chapter and state to state. As a veteran educator, I asked myself that question not only prior to my first teaching assignment, but also throughout my entire career, and even as I prepare for each workshop clinic!

Today’s music educator must be well prepared musically as well as possess tools, self-confidence, and access to an arsenal of music advocacy materials. Your college and university music educators work hard to give you meaningful and artistic experiences … all of which aid in your development as a future music educator. We are pleased to join hands with those dedicated professors, who have committed their lives to the development of excellence. CSI is yet another piece of the puzzle in the ongoing learning process.

Attending the Conn-Selmer Institute will help position you for teaching success. In addition to providing the tools and helpful hints, coupled with your college training, CSI starts you down the road to making a difference. I invite each of you to explore CSI’s Web site www.csinstitute.org for details and sign-up information. There is a SPECIAL “early bird” registration benefit, so…for less than $25 a day … you can experience this powerful and game-changing event. This includes University of Notre Dame shared housing and first-class meals; your workshop tuition is included, too.

Lastly, let me tell you how excited and impressed I continue to be with your enthusiasm and your commitment to be the very best teacher you can be! If you have any questions concerning CSI and/or would like to receive a 2009 CSI brochure, please do not hesitate to contact me at your earliest convenience.

Hope to see you at the University of Notre Dame in June!

Jim Doepke
Conn-Selmer Institute
jdoepke@conn-selmer.com
 

Member Benefit Spotlight

MENC’s “Ask the Mentors” Forum

Do you have music education questions? MENC’s mentors have the answers!
Each month from September to May, the “Ask the Mentors” forum features a different mentor for band, orchestra, chorus, general music, jazz, and mariachi. The mentors are veteran teachers who provide advice in response to your teaching questions. Visit www.menc.org/forums/ to post questions and read responses. Visit here to read their full biographies.

Ask the Mentors

Band - Steve Damon
General Music – Lenna Harris
Chorus – Mary Jennings
Mariachi – Mack Ruiz
Jazz - Ed Michaud
Guitar – Rob Goldsmith

Poll of the Month
 

Each Month, MENC asks its members for their input on current issues and trends in music education. This month’s topic is “Concerts this Time of Year.” Visit http://www.menc.org/connect/poll to share your thoughts.

Member Offer

November Member Special — Stock up on 2009 Music In Our Schools Month bookmarks at a great price. Use these colorful, double magnet bookmarks to mark your place in music, books, and more. In November only, MENC members can purchase two bookmarks for the regular price of one. Call 1-800-828-0229 or visit MENC Member Special to order.

Current News & Announcements

Collegiate Facebook Group

Would you like to connect with other collegiate members around the world? Join the "MENC Collegiate Headquarters " group by creating a profile (if you do not have one) at www.facebook.com.

RSS Feeds on MENC's Web Site

Subscribe to MENC's RSS feeds to have the latest resources and articles from your favorite sections of our Web site delivered to you automatically. Look for the RSS  symbol on the address bar of your Web browser. Click on the symbol to select and subscribe to up to 10 feeds, including News, Events, Band, Chorus, Future Teachers, General Music, Higher Education/Administration, Jazz, Orchestra, and Parents/Press. Please note that some browsers may not allow you to subscribe to all 10 feeds. New to RSS? Click here for an overview.

Spring 2009 Adjudication Seminars

Select from seminars in two cities this year to develop and improve effective music adjudication skills. Chicago will host a vocal track at FAME Events March 20-21, 2009. Walt Disney World in Florida will host instrumental and vocal tracks at Festival Disney March 26-28 and April 23-25, 2009. Under the guidance of a master music adjudicator, seminar attendees will learn adjudication essentials, observe an adjudication panel in action, learn the effective use of adjudication forms, observe live onstage clinics, listen to judges as they tape group comments, and take part in group discussions with festival judges. These seminars are offered through the combined efforts of MENC and NFHS and in cooperation with Festival Disney and The Disney Honors. Additional support provided by FAME Events. More information and seminar registration can be found online at the National Music Adjudication Seminars Web site.

Collegiate Chapter of Excellence Award

The Chapter of Excellence Recognition is now offered annually. This recognition is awarded for significant contributions made between January 1, 2008 and December 15, 2008 by an MENC Collegiate chapter to the development of the Collegiate membership program at its institution. The application entry deadline is December 15, 2008. Chapter of Excellence Categories are

• Music Program
• Professional Development
• Recruitment Technique
• Service

To apply, submit a description of your chapter’s project, program, or recruitment technique along with an application form. For more information visit the Future Teachers section of MENC.org.

BMI John Lennon Scholarship

The John Lennon Scholarship is awarded to young composers between the ages of 15 and 24. MENC Collegiate members are encouraged to apply through their chapter each year. This scholarship is awarded to the best original composition for vocal-instrumental performance with the broadest popular appeal. The 2009 application forms, checklists, and other materials are posted here. Applications are due to your chapter advisor on December 1, 2008. If you have any questions, please contact shaunal@menc.org or visit the BMI John Lennon section of MENC.org.

Music History Book

A Concise History of American Music Education, by Michael L. Mark is available in paperback for $24.95.
This book covers American music education in early times, the development of music as a curricular subject, professional education organizations, the expansion of music education, and music education in the 21st century.

Learn more and purchase the book at www.rowmaneducation.com. MENC members receive a discount of 25% off the publisher’s list price.

Southwestern Division Symposium

The Texas Music Educators Conference and the MENC Southwestern Division will host “Music for All: Teaching Music in Urban and Rural School” symposium in Dallas, TX, on June 15-17, 2009. Symposium organizers have issued a call for performance groups and session presentations. The application deadline is December 1, 2008. Visit TMEC.org for more information and to download applications.