 The Clarinet BBoard
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Author: Erika
Date: 2002-07-07 18:47
My band director just left my school to go to a school down in Texas. My principal from my high school called and invited me to be on a selection board to listen to the final interviews for the band director job. My principal also told me to come with questions prepared. What do you think are some good questions to ask the final canidates? I really want to help choose the best person for the job.
The band job includes: Teaching the symphonic band (the better of my high school's two bands), teaching the jazz ensemble (the better of my high school's two jazz groups0, helping out with some middle school bands, and being the head director of the marching band.
If you could give me some great questions to ask, that would be great. Thanks
~Erika
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Author: Mark Charette
Date: 2002-07-07 21:00
A copy of their resumes is required so you can target your questions. You need to discover their current abilities and ask questions related to what they've done, how they did it, and how they would approach doing the things that your school needs but they haven't done yet. Keep an open mind, especially when asking questions about "how they'd do it". They may have very different ideas than your last director, but that doesn't mean they're necessarily bad ideas.
Interviewing is a difficult art form; I'm surprised but pleased that you're in on the selection process. I think that with some guidance on the principal's part it's a very good idea to involve the students in helping fill a position such as this.
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Author: Nottelling
Date: 2002-07-07 21:05
wow erika,
this situation sounds very similar to my own. you wouldn't mine telling from what area you're from would you?
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Author: Mark Charette
Date: 2002-07-07 21:27
Please do not fill in the email section of the post if you don't want anyone to know! It causes problems for everyone. Just leave it blank!
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Author: AL
Date: 2002-07-07 22:28
Hello Erika,
Ask him what he would do with the phsy. ed. coaches during their various seasons when they INSIST that the kid can miss NO practices OR ANY PART OF THEM in order to participate in the music program.
Be sure your principal is there to hear you and the response. Be sure the principal had provided a good schedule for the music groups. Keep the principal on the spot too. Don't get "jock whipped".
When I was a high school band director, I wouldn't let the coach intimidate the kid OR his parents. After all, they want the kids 5 or 6 days a week, usually as late as 6:00PM.
This is absurd.
I used to go right over to the coach and tell him I needed so-and-so.
How did he plan to share the kid with me?
I'm sure you'll come up with some good musical questions. I used to ask them about composers, works, theory, conducting etc.etc.
Best wishes,
AL
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Author: Katfish
Date: 2002-07-07 23:39
Ask the candidates their major instrument, then ask them how much they practice a day and what groups if any they presently perform in. Also ask them to describe their most memorable performing experience. There are far too many band directors out there who put the horn in its case after graduation and never touched it again. How can they expect their students to practice and perform when they don't do it themselves.
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Author: Gary Van Cott
Date: 2002-07-08 02:54
Frankly, I don't think the questions above would be helpful at all. While many band directors have or make the time for their own performing many fine ones do not.
Not all school music departments have adversarial relationships with the athletic department either.
I would be more interested in how he or she views marching band, fund raising (ugh), challenges, private lessons, festivals, parents groups, chair placement, section imbalances, etc.
I would be curious what their favorite pieces in the concert band rep are.
The best thing of all would be to get a group together and actually go through a concert band rehearsal.
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Author: AL
Date: 2002-07-08 03:25
What Gary says about having the new person actually work with the band is the most practical of all. Then you'll be able to evaluate his/her rapport as well as musical knowledge, as far as bands are concerned.
AL
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Author: David Pegel
Date: 2002-07-08 04:06
Public relations: even if the applicant is a good musician, is the person good with discipline and getting the job done?
Do they have experience?
What ideas will they have for the band? How do they think they can improve it?
What are their goals?
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Author: GBK
Date: 2002-07-08 05:17
1. Can he spell: "embouchure", "tongue", "tonguing", "rhythm", and "Scheherazade" ?
2. Does he think that clarinets can become "blown out"?
3. How does he feel about alto clarinets?
4. Bore oil...yes or no?
5. Does he own any records by Acker Bilk?
If none of the above questions are answered to your satisfaction, then just ask him what his 5 year plan (for the different musical organizations) is.
A director without a clear cut vision is useless...GBK
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Author: Laurie
Date: 2002-07-08 19:20
Oh ! My personal favorite...ask him his opinion of where a Clarinet belongs in an jazz ensemble !
Laur
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Author: Amanda
Date: 2002-07-08 23:58
While he will undoubtably meet the requirements to teach in a public school, you might want to ask him about any band leadership roles he held while in high school and college. Try to come to a working conclusion as to whether or not he is someone that will be able to gain respect and cooperation from students, as well as be staunch and firm on issues he feels are important to the success of the organization. I've seen many new teachers and band directors who lack the ability to be the necessary 'son-of-a-gun' you often have to be during the first few years at a school--mainly to avoid being walked all over by students and parents who feed on the 'he's the new guy' mentality.
Also, you mentioned he would be the head director of the marching band. Consider asking what experience he has with marching. I know it sounds elementary, but not all colleges/universities have marching programs, and you don't want to have a bored band out on a field or track while the director is trying to figure out how to execute a
'parade rest' or four-count box.
Good luck.
Amanda
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Author: Bob
Date: 2002-07-09 15:30
Erika: I haven't read all the responses in detail but can add a personal experience. Years ago our revered band director passed away and after a year under a temporary director I was a member of the band when auditions were held for a new director. It was interesting because we had played under the "old man" and were still dedicated to his memory plus a couple of the canditates had directed us as guests previously. One by one they assumed the podium and directed us with various results. Then one candidate stepped up and there was instant electricity in the air. It was as if we all unanimously agreed he was "our man". Our performance under him was outstanding. This man was in fact the ultimate winner and went on to direct the band for over 30 years. I guess my point is that the person must command respect, attention,and admiration of the band members themselves to be successful regardless of how he answers questions from judges.
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Author: Rob
Date: 2002-07-09 23:58
Katfish wrote:
"There are far too many band directors out there who put the horn in its case after graduation and never touched it again. How can they expect their students to practice and perform when they don't do it themselves."
The idea that it is unreasonable to expect a student to do something unless the teacher is doing it themselves is rather simplistic and childish. Would you turn down a voice lesson from Beverly Sills just because she doesn't perform anymore? Additionally, an impressive performance record is not always an indication of teaching ability. I know more than one excellent performer who would be hard-pressed to successfully explain to someone how to turn on a table lamp, much less anything else. Don't fall into the trap of thinking that a good performer who is working a lot is going to be a good teacher.
The music director at the high school I attended in NJ had not performed in many years. After a bad root canal decades earlier, he was left with no feeling in his lower lip and a very large malpractice settlement. Being a brass player, this was a significant handicap. Not being able to perform, he figured his career in music was over and tried being a jeweler. He then became significantly depressed. So he sold the jewelry business and turned to teaching and according to him, returning to music ended his depression and saved his life. He still missed performing, but his lack of recent performance experience was not a handicap in any way. He possessed a remarkable ability to get the best out of nearly everyone, command their respect, and he taught me more about responsibility, dedication, music and musicianship than any private instructor I ever had. The private instructors I had taught me a lot about the clarinet, but this man taught me about music.
(as an added bonus, most of the coaches, parents and school administrators were scared to death of him - but none of his students were. What a guy!)
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Author: Katfish
Date: 2002-07-10 13:26
Rob and Gary;
Admittedly my previous responce was a bit tongue in cheek. Of course there are many great teachers that don't perform or practice. Wirness all the sucessful fat, out of shape, football coaches. My point is that I see a real lack of passion for their subject in many teachers. Rob your former teacher did no stop performing by choice, he still had a passion for music. I don't expect all teachers to be great performers, but I would like to see the desire still there even if it's only occasionaly playing a few duets with a friend or practicing during a few spare minutes just to keep up their skills. I have gained much insight that I have used in teaching just by practicing myself.If nothing else it helps you empathise with your students struggles. I think you will find that if your students see you practicing you will gain a new level of respect and maybe a little less cynisism. Erica; Garys suggested questions are very good, probably much better than the ones the administrators will ask. Be careful of rehearsed, stock answers, e.g. " I believe in a balanced program where each child can utilise his or her talents to their fullest potential". You need to ask them questions they are not ready for. Good Luck.
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Author: lynn
Date: 2002-07-13 20:42
>>My point is that I see a real lack of passion for their subject in many teachers.<<
Katfish, I got your tongue-in-cheek, and I totally agree with this statement. Just because you teach doesn't mean you have to give up playing. After all, we go into this business because we enjoy playing music. I don't know too many high school kids who've had the kind of teaching experience - enough to have a passion for that, anyway.
The band director/music education thing has become so MARCHING BAND oriented, that if I had to interview this person, I'd want to see someone who knows about music itself. Many universities are dumbing down their programs and instead of centering them around the applied music (aka lessons and performing) they center them around music ed and marching.
I want to know if they know who the "classic" band composers and arrangers are, and if they don't mention Clifton Williams, Alfred Reed, Percy Grainger or Sammy Nestico, they go out the door.
If they DO mention people like Jay Chattaway, any composer of middle school music, Dr. Tim, or any arranger that has Bugs Bunny on the front of their music, RUN LIKE HELL.......
Lynn
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