Why teach?

During my first year of teaching High School Jazz Ensemble, I took my students on a field trip to check out the Berklee Jazz Festival. Although they didn’t play, we attended clinics and saw a lot of inspiring groups. One of the moments I will never forget is when Delfayo Marsalis echoed something I had been saying in my rehearsals regularly, regarding a tight setup. The students looked at me with grins that showed they finally trusted me! All it took was an outside expert to affirm my opinions. In that same regard, Peter Boonshaft’s “Teaching Music with Purpose” was inspiring as it held testament to many of my beliefs and values of the profession. It made me feel like I’m on the right track, but at the same time I have so much to learn. Perhaps when I’m old and gray, I will admit that I too, know nothing.

I cannot cite one source as to my beliefs or core values, though after reading Boonshaft’s advice to think about our great teachers and why they were so influential, I have some idea of who I am and why I do what I do. The best teachers I’ve ever had are Mr. Hennessey (HS History), Mr. Corbett (MS History), David Smith (WCSU Percussion) and Greg Crameri (MS Band). These teachers each offered something different, but most importantly they were the most caring instructors I have ever encountered. Dave Smith is close to 70 years old, and still attends nearly every convocation, recital, master class, and performance whether or not they are directly related to his field. I should also recognize my Mother, who I’ve jokingly told “probably makes about $4/hour”. These teachers care deeply about the profession, about the students, and bettering themselves always. The countless hours we devote to this craft are paid back with brief moments of gratitude and student success. The desire to be better in teaching, performing, and inspiring is my biggest strength. It is spoken of deeply in Boonshaft’s writing. In addition, he speaks of optimism and enthusiasm. I am always the most excited, colorful, and enthusiastic person in the classroom. In fact, I felt an amazing moment of success when a graduating senior told another teacher that “Mr. Cattey is always happy, he loves everything!” Wow! My initial reaction was that I really fooled him, but eventually I gave myself some credit for being the most optimistic person in the room. I truly believe that for every thousand moments of frustration in the classroom, those moments of gratitude make it all worth it.

Reading “Music with Purpose” also helped to recognize my weakness and provide some inspiration for how I can improve. I am generally indecisive, disorganized, and well… I procrastinate. Some things that stuck with me after this reading are that I can only expect as much from my students as I do from myself. If I under-prepare, and don’t put a great deal of passion into the music, well I can certainly forget about seeing great results from my students. Each day and year, I will continue to work towards teaching excellence, being better prepared, having better methods, and seeing better results from my students. I don’t ever expect to know it all, or that this profession will be easy. I accept and I’m excited that there is always more to learn.

In regard to music education, I believe much of the same as any other teacher. I think students learning how to practice is much more valuable rather than preparing concerts. Although some of the concepts within go hand in hand, I agree with Boonshaft that rehearsal is where the magic happens. I believe that students should learn music aurally and visually. A musician who cannot read is weak, just as is one who cannot listen and interact. One thing I hope to change about music education is the lack of participation from older students. Why does everyone get to experience music in first grade, but only a small percentage in high school?

In general, I feel good about teaching. I feel motivated and inspired often, and hope that feeling will never go away. I appreciate the moments of excellence, and will do my best to take the many moments of frustration with a grain of salt, and a hair of gray.