Calgary & Edmonton Teachers Convention

I am pleased to announce that I will be speaking at both the Calgary (CCTCA) and Edmonton (GETCA) Teacher's Convention in February 2015.   I will be presenting my graduate work I did with Gonzaga University; "Personalized Music Education through iPad in a Mixed-Ability Band Room".  Having been able to fully implement a majority of my thesis in a real world setting, I am very excited to share the results with you.

Please check back often for more information about the sessions.  I will also post digital copies of the materials and handouts I will be using during the sessions.

App Review: "Fingerings" for iPad, iPhone & iPod

There are several apps that have proved to be invaluable to my teaching that it is hard to separate them from my pedagogy. One of these apps is "Fingerings" by Patrick Q. Kelly (https://appsto.re/ca/7mRfv.i)

Overview

Fingerings provides a visual chart for woodwind and brass instruments. Though there are several variations of the app that are specific to brass or woodwind, but I prefer the full Fingerings app that has all the charts. A convenient piano is provided as well as relative and concert pitch. The diagrams of each instrument are clear and precise. 

In-Class Use

I regularly mirror this app from my iPad through an Apple TV and onto a projector and sound system. This provides me with the flexibility of a wireless chart that I can display for the entire band. Along with the freedom of being wireless, Fingerings also provides a generous keyboard to not only find notes but to tune as well. I no longer need a piano readily available During rehearsals because I can instead, use the Fingerings keyboard to sound. For example, I can show the fingers of a concert Bb to the flutes and tune aurally as well. Very convenient, very well done. 

Caveats 

There doesn't seem to be to many things I would like changed or added to the app other than two minor things. I would like the developer to add fingering charts for Guitar and bass guitar. It would be much more efficient if I could use the same app to show the guitarist in jazz band an F# minor 7 chord in the same app rather than having to switch to another. The other minor change I would like to see is the addition of a proper tuner. I would love for students to be able to see the Fingerings and then visually see how in tune they are when they perform the note. 

Overview 

I believe this a must have app for any band teacher who has access to an iPad. As I mentioned at the start, this app has become such an integral part of my pedagogy that it is difficult to imagine directing a beginning band without it!  It has an intuitive design, wonder visuals and the keyboard (which you can hide as well) is a perfect addition. Overall I give this app a 5/5 and strongly recommend it. Well done Patrick! 

*Please note: All photos taken from iOS App Store iPhone edition.

"Fingerings" is available on the App Store for iPad, iPhone and iPod. For more infor Marion please visit:

www.patrickqkelly.com

https://appsto.re/ca/7mRfv.i

Kayaking with Jellyfish: Day 2

I have learned over several of these field trips that the unexpected quickly turns to the expected. However, this particular morning I didn't foresee what was in store for us at Tod Inlet. 

We began the morning with a great pancake breakfast and then students had their chores to do! (Parents, your children can all clean toilets and swab the deck!). 

We departed the Boats and headed to shore for a short hike and a kayak trip. The hike was great, we walked along the inlet and found a small squid! But the unforeseen experience was the chance to kayak along thousands of Jellyfish. As these jellyfish don't sting, we were able to putout hands in the water and touch all the jellyfish as they swam beside us! Definitely an experience I will never forget! But as it always seems to go, I did not have my camera with me for fear of dropping it in the ocean! 

After the kayaking, we made our way back to the boats and boarded for a quick lunch and set out for Musgrave Landing on Salt Spring Island. 

Just about to set sail for Musgrave Landing.

Learning about the Rainforest.

Docked for the night. Another amazing day on the ocean but I am definitely ready for bed!  Tomorrow I am expecting the unexpected! More to follow! 

  

Going to the West Coast

Departing for our first day of our "West Coast" field trip to Vancouver Island. Over the next 5 days we be sailing around the southern part of the Island (Juan de fuca and Straight of Georgia). Students will learn about the geographic region, ocean ecosystems and how to sail. I must give a huge thank you to the Calgary Board of Education for facilitating this amazing experience for our students and the teachers from Balmoral TLC for organizing the trip. 

Day One:

4:30am - On any other day, this would be a painfully early time to wake up at. However, the students excitement make this a great start to the day of travel

Students are early to the airport and very excited for their parents to leave so their trip can officially start! We are flying Westjet from YYC to YYJ and they have been amazing so far. Thanks Westjet!

Flights are on time and the students have boarded the plane. Very exciting time for several of the students as this is their first time on a plane! 

The students were able to get in a quick visit to the Royal Museum of British Columbia. We had a wonderful tour and then quickly made our way to the Ocean Discovery Centre in Sidney. 

Always fascinating to see instruments in historical perspectives and their influence upon culture. 

The discovery centre is a great place for students to touch and experience marine life that they would otherwise never have the opportunity too. 

We boarded our two ships, the "Duen" and "A Fine Madness". We will be spending the next 5 days on these beautiful vessels and the students couldn't be more excited.

After a thorough overview of the boat from our Captain we set sail for Tod Inlet where we would spend our first night on the ocean. 

As we passed a buoy on route, a sea lion as tying to sun bathe!

Ilfe long learning! I have been waiting for this book to come out for quite sometime.  Luckily, it was released just in time for this trip! 

The Duen anchored in Tod Inlet for the night. For a day that started out so early and tightly scheduled, it couldn't have gone better and most importantly, our students had an amazing day! Before lights out, they spent 45 minutes of quiet time journaling about their day. By the end of the 45, most students were asking for more journal writing time! A great start to a great time! More to follow soon! 

Snow Storms, Paperwork & the Soundscape

They say a picture is worth a thousand words, but after enduring the last several days of a September snow storm, I will not print the thousands of words that have filled my head....

However, it has been a sublime experience to take in the snow filled September soundscape.  Between the hustle of the Christmas season and the drudgery of January, one forgets how quiet and serene the soundscape of freshly fallen snow can be in a bustling city like Calgary.  When that is combined with the frenetic pace of the starting of the school year it was a welcome escape.  One minute I am surrounded by the cacophony of student musicians warming up their instruments that have laid rest in a two month sabbatical to the next minute of walking, in complete silence through the snow September soundscape.  Only with the horrifyingly painful sound of trees submitting their branches to the weight of the snow was I reminded of the beauty and pain that nature endures.

Calgary Snow Storm, September 2014

Paperwork is an unceasing annoyance to any music director.  Scores, music and administration forms litter my desk only to eventually end up in the recycling bin.  I am pleased that I have moved my lectures to a paperless method.  After seeing the great trees break under the stress of nature, I am reminded of how many branches I had needlessly wasted in unnecessary photocopies.  We can do better... I can do better.

Reflections & Thoughts from "Reframing Organizations"

In my last entry discussing "Reframing Organizations" I would like to reflect upon the startling self discovery I made regarding myself and the political frame but will cover all four.  This will in no way a summation of the frames, rather an overview of how situations in the band room can be viewed in at least four different ways to understand complexity.

Structural
Goals and division of labour are always important.  One could argue that goals, in a performance based music environment might be the frame that everything should be disseminated. However, as important as goals (and learner outcomes are) an overlooked aspect of the structural frame  in the band room are rules, policies, procedures and hierarchies.  In an mandatory band program, like that one that I conduct, requires consistant rules and policies in regards to "forgotten" instruments on test day, home practicing, etc... Procedures are comforting to all involved for situations such as introducing new repertoire.  Hierarchies are naturally built into a concert band. Tradition has provided this through the different parts of the composition (1st Clarinet, 2nd Clarinet and so on) but their importance in my experience is sometimes overlooked. More often than not, weaker players are put in the 2nd and 3rd parts as it is assumed that those parts are easier to perform and if less importance to the overall sound. In order to frame hierarchy in a positive structural light, each levels importance and value must be communicated.

Human Resource

This frame views peoples (students) skills, attitudes, energy and commitment can be harnessed into a stimulating, rewarding and productive organization. One aspect of the human resource frame is to "hire well". Although there are days that perhaps I wish this was a possibility as a band teacher, I cannot "hire and fire" students from the band room in a mandatory band school.  Due to this aspect, the human resource skill is extremely valuable. To be able to have everyone in the band on the same page and working hard towards a common goal it troublesome at the best of times when you are dealing with the follies of youth and harmonies of an adolescent. This is where the interpersonal dynamics is invaluable. When you cannot simply "Fire" a student, you have to build a interpersonal relationships founded upon trust and understanding. 

Political

When ever I read anything discussing "Power and Conflict" in the context of a classroom organization I immediatly dismiss this as simply bankrupt teaching pedagogy and poor classroom management. If the majority of your instructional time is spent on enforcing rules and behavioural issues related to the classroom structure I question if that approach is valid at all. I also acknowledge that these issues can be created by classroom makeup but should be considered  However, this isn't always related to the inner working of the classroom dynamics, but rather, it can also apply to the interpersonal relationships required to maintain a collaborative, functioning staff and it is this arena where "power and conflict" seem to an enevitability.

Symbolic

A symbolic "fish out of water"

Speaking as a music director, the symbolic frame is naturally the first frame that is used when reframing organizations.  Almost everything I do as a conductor (besides losing my place in the score) is symbolic by design.  Not only are my gestures as a conductor symbolic, Bolman and Deal
argue that the symbolic frame is the basis of ceremony and ritual (which are almost impossible to distinguish from each other). Ceremony and ritual is at the heart of human nature and music performance and inevitably has a huge impact upon the band room.

Real World Setting
At the core, the essence of reframing is examining a situation from multiple vantage points to develop a complete picture.  Each frame has it's advantages but also blind spots:

• Structure: Ignores everything outside jurisdiction, rules etc.. Strict reliance on this frame negates the influence of other frames
• Human Resource: Romanticized view of human nature.  Not everyone is looking for growth and collaboration
• Politics: Strict adherence to this frame can create feelings of cynicism and mistrust.  Often misunderstood to be amoral, self serving and oblivious of the common good
• Symbolic: Can be viewed as mostly fluff or irrelevant camouflage 

When taking into account these blind pots, it is possible to use all four frames in the band room to gain a clear picture of the organization at hand.  I have started to be cognizant of these frames when I am placed in situations that I need to discern clearly and concisely for the best interest of my students.  I have used these frames particularly when approaching the idea of student participation in concerts and band camps in accordance to their own individual work.  The decision of which students are to participate in a mandatory band program is quite difficult when trying to manage school expectations.  As of yet, reframing has not provided me the clear picture I was hoping for, it has definitely lead me in a rewarding direction that always me to see things much more clearly instead of instinctively relying on the symbolic frame.  I no longer feel like a symbolic "fish out of water" using these frames and look forward to further integrating these into my pedagogy.

"One cannot do the right thing without doing things right..." and other clichéd quotes

In my last post I briefly mentioned that I did not particularly enjoy the Bolman and Deal quote:

"...Managers do things right, Leaders do the right thing"          - Bolman & Deal

Perhaps it is simply that I am exhausted by all catchphrases that authors create to inspire.  Perhaps it is that I am simply tired of arguing over semantics or is it that I am offended by the lack of creativity used in these statements.  "It's not the size of the Dog in the fight, it's the size of the fight in the Dog", "You must master your rage or your rage will be your master" etc... These are so clichéd there is a movie titled "Mystery Men" about of group of ordinary people with made up superpowers.  A character named "The Sphinx" claims his superpower is making these types of sayings. Here is a great dialogue from the movie that sums up my sentiment:

[Arguing with the Sphinx's clichéd speeches]

Mr. Furious: Okay. Am I the only one who finds these sayings just a bit formulaic? "If you wanna put something down, you gotta pick it up". "If you wanna go left, you gotta go

right". It's...

Sphinx: Your temper is very quick, my friend. But until you learn to master your rage —

Mr. Furious: Your rage will become your master? [The Sphinx freezes, caught] That's what you were gonna say, right? Right?

Sphinx: ... Not necessarily.

Bolman and Deal suggest that metaphor, humour and play illustrate strong roles within the symbolic leaders characteristics.  They suggest that "...rather than asking why people use humour in organizations, we should ask why they are so serious".  I do not believe that Bolman and Deal intended for statement I dislike to be humorous but referencing their own work, as a purported "symbolic" leader I suppose I have corroborated their claims! I have decided that, I too, will make my own clichéd quote in honour of Bolman and Deal: 

"One cannot do the right thing without doing things right"

The Political Frame

Bolman and Deal state: "...The political view frames a different world: Organizations are coalitions composed of individuals and groups with enduring differences who live in a world of scarce resources. That puts power and conflict at the center of organizational decision making" (Bolman and Deal, 2008, pp.209).  I understand and appreciate many of the political frames ideas and here is a list that I have implemented into my teaching pedagogy and how I frame my band room:

• Generality - Looking at the accounting practices that Enron used, I now look beyond a traditional lens of "classroom management" and view our communal rules as social conduct.
• Openness - I have always been open with the influence of repertoire choices and instrument assignments but now I have made a concerted effort in the political frame to be "open".  I like the idea of being more transparent in my decisions and informing the students why this decision was made.  In the past, I had never considered why this was important, I believed that letting the students have a voice in the decision was enough.
• Caring - As an educator, this has always been a priority for me.  Not to "be" caring, as that is already a huge aspect of any good teachers pedagogy, but make sure "caring" is visible for all students.  A lot of times, it is easier to to display "caring" in a less public setting such as parent/teacher interviews. 

Political Arena

"...Organizations are both arenas for internal politics and political agents with their own agendas, resources, and strategies. As arenas, they house competition and offer a setting for the ongoing

interplay of divergent interests and agendas" (Bolman and Deal, 2008, pp. 246).  As I read this the first I immediately thought this is meant for the business world and not for the education world.  But as I began to reflect upon this and break down some of the business terms I began to see how this frame could be related to my band room.  I acknowledge that my students have their own agenda (even though that sounds so negative and judgemental) and that is to get a good education.  I look at the school system as a whole, and the people above me outside my classroom and I can see how there is an interplay of divergent interests and agendas.  Going back to my earlier post about being able to look at the macro picture, this is what I was referring to.  Even though I exist and work in a small world called "the band room" I need to accept that there are outside forces with divergent ideas and agenda that could directly affect my classroom environment for better or worse.  If I fail to recognize that idea, then I could be, essentially, burying my head in the sand, and thinking that this little world my students and I exist in could be taken away at anytime and I need to protect it.

In the words of Steven Covey "Seek to understand before being understood".  I approached Reframing Organizations with the same mentality and feel as though I took what I needed from this theory.  Though much seemed irrelevant to the band room, there were several ideas that I discussed in this blog that resonated with me.  For that alone makes reading this book worthwhile.  As a public school teacher, I am professionally obligated to model a "life long learner" and as I continue to better myself and my pedagogy I am happy to be able to add the frames to my repertoire.  The resonating points stated above will make me a better teacher and help me to frame the organization (band room) in a way that, with the best intentions, make it an even better place for learning.

Onwards and Upwards,
Michael

PS - Here is the link for the video of the scene from Mystery Men! Enjoy!

https://www.youtube.com/watch?v=GuUopTPgjOI

The Professional Capstone: Leadership Reflections of Reframing Organizations

Admittedly, reflecting upon a Junior High Concert Band as an organization and reframing it based upon the work of Bolman & Deal was troubling at best.  Considering that this music program thrives in a classical educational philosophical environment despite requiring mandatory band participation from every student, one might question the need to apply these frames at all.  Applying the frames suggests that there is an underlying inherant philosophy that is fundamentally corrupting the organization and needs to be viewed through another lens to be diagnosed.

"...Managers do things right, Leaders do the right thing" - Bolman & Deal

Classical Education in a 100 year old Historic School

In the interest of full disclosure, if "Reframing Organizations" had not been required reading for my Master's Degree, I remain doubtful that I would have ever read it.  I do not mean to question the validity of its ideas or to suggest that you should not read it for yourself, I just feel as though devoting my energy towards music education reading would have been more beneficial for my students.  I also like to believe that the education world should be kept separate from the business world even though, deep down, we all know they are inseparably connected.

Leadership Orientations Questionnaire

My first step was to complete the Bolman & Deal survey based on the ideas of Reframing Organizations: Artistry, Choice and Leadership (San Fransisco: Jossey-Bass, 1991, 1997, 2003) I discovered that I am a symbolic leader and, much to my surprise, a political leader! My final score was: 

Structural Leader: 11 Human Resources: 18 Political: 12 Symbolic: 19

As stated earlier, I struggle with connecting the business world and education world strictly on a personal, philosophical level.  I recognize and acknowledge that as long as we are in a capitalistic society and relevance in public education must be maintained, connecting the two is an obvious decision.  So despite my personal convictions, failure to incorporate these frames will be at the determinant of my students.  I decided to view my music education classes through the lens of a symbolic leader.

A Symbolic Application

The World in Six Songs by Daniel Levitin

I was not surprised at the initial outcome of being a symbolic leader.  The practice of being a Concert Band Conductor is purely symbolic in and of itself.  Conducting music is simply creating something that wasn't there before in the soundscape.  Holman and Deal state: "...The symbolic frame focuses on how humans make sense of the chaotic, ambiguous world in which they live.  Meaning beliefs, and are are its central concern.  Meaning it is not given to is; we have to create it" (Bolman & Deal, p. 248).  I feel as though I could make a compelling argument that the symbolic frame could be viewed as the musical frame in regards to how humans make sense of the chaotic, ambiguous world in which they live but perhaps Dr. Daniel Levitins' "The World in Six Songs" is much more succinct than my own ramblings!

The symbolic frame professes and distills ideas from diverse sources into five suppositions:

• What is most important is not what happens but what it means. 
• Activity and meaning are loosely coupled; events and actions have multiple interpretations as people experience life differently. 
• Facing uncertainty and ambiguity, people create symbols to resolve confusion, find direction, and anchor hope and faith. 
• Events and processes are often more important for what is expressed than for what is produced. Their emblematic form weaves a tapestry of secular myths, heroes and heroines, rituals, ceremonies, and stories to help people find purpose and passion. 
• Culture forms the superglue that bonds an organization, unites people, and helps an enterprise accomplish desired ends.

While it is easy to see how these fives suppositions easily fit within the parameters of teaching music, It is an entirely different mindset to view music education through these suppositions and frame.  Most importantly is the last supposition.  Within most schools, the fine arts is the "superglue" that bonds the members of the school community together. And specifically in American schools that emphasize sports, and more specifically, Football, the music department absolutely helps "...an enterprise accomplish desired ends".  I found this specific aspect of the Symbolic Frame to be my "Oprah" moment.  I have tirelessly viewed the music program within the perspective of that specific band accomplishing its desired outcome but never looked at it from the macro perspective of how this band is helping the school accomplish its desired ends...

In the next blog I will discuss my new found macro perspective and the application of the political frame! And why I completely disagree with the statement "...Managers do things right, Leaders do the right thing"from Bolman & Deal

To be continued...

Pictures of a Gone World

The fight for relevance in music education has always been a struggle.  Whether it is fighting for sufficient funding or campaigning for enrolment, it seems life is never dull in the band room.  It is an exciting time at the Calgary Board of Education; the transition to Google has begun.   This will provide teachers exciting new ways to assess, communicate and collaborate with students.  The only problem is the board makes no mention of how this new technology will be implemented in the band room.  It is assumed that music directors make these wonderful grand gestures with their hands, provide brief formative assessment and teach the same way music has always been taught.  Perhaps this is true in some band rooms.  Maybe we are relics teaching irrelevant music with antiquated, obsolete instruments to an apathetic, digital generation. Perhaps the current model of music education really is a "Picture of a Gone World".  Just as the ability to record and playback music forever changed the role of the concert hall, it is time to look beyond the walls of our current tonal repertoire of concert band music and accept all forms of music creation.

“…today all sounds belong to a continuous field of possibilities lying within the comprehensive dominion of music” - R. Murray Schafer

As I work towards integrating technology into the band room I look forward to sharing the small victories and grand failures that are sure to come. 

Onwards and upwards,

Michael.