Party of One

Kerry Johnson

Music: Party of One

It’s no secret that teaching music can be an all-consuming activity. No matter the size of our organizations, we are constantly juggling a mountain of tasks – from concert programming to solo and ensemble prep, to extra-curricular ensembles and activities, to directing musicals, to leading worship, to nurturing the beautiful souls that fill our classrooms and congregations. However, the challenge can be uniquely daunting for those of us in rural communities where we are a team of one.  Having spent my career teaching in and collaborating with those in rural Southwest Minnesota, I have a few gems of advice I have gathered over the years that have served me well as a “party of one.”

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1. Teach music literacy. For teachers who are just beginning to introduce sight reading practice into your programs, this can sometimes feel counterproductive. I promise, it is worth working through student resistance and grumbling. Over time, you will empower your musicians to be more competent, productive members of their ensembles.  They will be able to learn music faster, reduce their dependence on you to address dynamics and articulation markings, and even be able to help lead sectional rehearsals. The grumbling you may get in the beginning will transition to pride as they are able to tackle more difficult literature with a greater degree of competence.
2. Create a solid curriculum and teach it through your programming.  One way to safeguard what we do is to document why we do it.  Arm yourself with the ability to demonstrate how your music program supports a well-rounded educational experience for your singers. Having a concrete curriculum also makes it easier to program music with a purpose. Decide which standards will be met with each project/performance, and program to meet those standards.
3. Reuse, repurpose, recycle.  We all know those great choral pieces that have so much to offer musically and resonate well with our singers.  Use them more than once.  Create a file of pieces that you can pull out when you have a rebuilding year or when your time for score study is limited. While I encourage you to continue to explore new literature and challenge yourself and your singers with new pieces, there is also nothing wrong with supplementing your programs with pieces that bring a bit of comfort and ease to your life.
4. Build your resource toolbox as you go. Keep everything you create so it can be used again.  If you create worksheets or lessons for specific pieces, file them away and use them again the next time you program that piece. Keep practice tracks for future use.  Begin supplementing your solo and ensemble library with practice tracks and reference videos.  Add to it each year as new students tackle new pieces. Create program templates and recycle/repurpose them for future programs.
5. Define your boundaries.  Remember that, while you have a job you love, this is not all that you are.  Set office hours and stick to them as much as you possibly can. Let your singers know when you are available outside of your contracted time – and when you are not.  Decide which extra-curricular endeavors you can comfortably commit to and prioritize those. Choose quality over quantity. You are not obligated to say yes to everything.
6. Plan for a snow (or sick) day. This is especially applicable for rural teachers.  The lack of music subs and the emergence of e-learning days can create panic if we are not prepared in advance for sick days or snow days.  Devote a few hours when the need is not imminent to creating a folder of assignments that can be quickly printed or uploaded to an online platform and be taught successfully without a music sub. This is also a great way to incorporate quality listening assignments into our programs!
7. Practice self-care. I know this statement can feel a little cringy sometimes, but we can’t support our students if our cups are empty. Go to the concert.  Listen to music you love.  Explore hobbies.  Make time for the people you value most in your life. Travel. Eat well. Sleep. Take your vitamins.  Do the things that fuel your spirit.
8. Utilize community resources. You may be the only one in your community with a music degree, but what about that amazing bass in the church choir who would love to mentor your young singers, or the person with a private piano studio who would love to serve as your accompanist?  Small communities still have so many resources that can enrich our programs, and music can build lifelong connections between generations.
9. Utilize ACDA.  If you are a new teacher, join the mentor program.  Utilize grant opportunities to help you attend conferences or provide musical experiences for your students.  Reach out to your district and state leadership if you are struggling or need advice. One of the best things about Minnesota is the amazing network of teachers and musicians that are just a phone call or an email away.

We are lucky to do what we love for a living, but that doesn’t mean it’s effortless. If you are one of the many musicians who make up a department of one, remember that you are not alone.  Minnesota is filled with hundreds of people, just like you, navigating a beautiful and sometimes overwhelming career in the choral arts.  We may be alone in our individual organizations, but we are part of a state collective that is always there to support us.