As teachers ... (In Unison).

If you are like me, some days, we can't help but wonder why we have chosen teaching as a profession, especially when the fifth student in a row comes into the studio saying, "I really had a rough week--two midterms plus my basketball team lost the district championship." And you know the student has not touched his or her instrument all week.

Consider this answer from the Music Teacher Society from Auckland, New Zealand: "Why does the piccolo profession like music that's full of "viol" practices, confirmed "lyres", old "fiddles" and "bass" desires? For the "lute", of course!"

We certainly did not join the teaching ranks for the "lute!"

I am very grateful to a colleague who shared this true story with me at the recent MTNA National Conference in Salt Lake City:

At an eye appointment with my new ophthalmologist, I was talking about my profession as an independent music teacher. He asked me many questions about student load and schedule. I also told him about our wonderful activities: theory tests, keyboard musicianship tests, an annual monster concert, and more. He was curious as to what fees I charged, and when he heard the amount, he said, "You do all that for that much?" Then he added, "IT'S PEOPLE LIKE YOU THAT MAKE AMERICA GREAT!"

We are in the music teaching profession because we consider it to be the best profession in the world. Frances Clark, the esteemed piano pedagogue, said, "There is music in everyone. The teacher's job is to find it." Does anything compare to seeing a student's eyes light up when they discover something special in music that really excites them or when the student finally polishes a piece and creates a musical moment? The only thing I can think of is when my little grandson says, "I love you, Grandma!"

Whether independent music teachers or college faculty, we are all teachers--we are all cut from the same cloth. I used to jokingly say that I sat on a fence with one leg dangling in the college world and one leg dangling in the independent music teacher world. But that is not really true. At the National Conference, nearly everyone who attended the Association Breakfast taught independent students, many in addition to being full-time college faculty. We face the same challenges, responsibilities and concerns in today's world of music. AND we face the same types of problems, successes and disappointments, joys and concerns as our colleagues in public school music, professional musicians in symphony orchestras and in other applied areas such as strings, brass and winds. We need to strengthen and enhance our relationship between the independent music teacher and college faculty. We also need to continually strengthen our relationships with other organizations and find meaningful avenues of communication and opportunities to present a united stand before the public on the importance of music. Combining our efforts to bring music to all human beings, young and old, can only enrich our lives and that of our students.

As teachers, we have many concerns with professionalism--being recognized as professionals in music rather than just the local music teacher, or the church musician who also teaches piano. Since we have only lived in Aberdeen, Washington, for five years, I am still known in my area as the "piano teacher who bought the Leschke house!" How's that for a referral?

One of the major tenants of professionalism is certification. Have you read the quotes celebrating certification in previous issues of American Music Teacher? One teacher wrote, "The MTNA Certification Program provides national recognition for promoting professional competence in the music teaching profession." Or listen to this parent: "As an MTNA Certified teacher, (our child's teacher) ... holds herself to the utmost standards of professional musicianship. "During the term of former MTNA President Joan Reist, the Board of Directors approved a forward-looking certification plan. During Wayne Gibson's recent term as president, the Certification Commission, under the able direction of Pat Tuley, worked continuously to implement all areas of this new plan. The next step is promoting this plan to our members and to the public--our consumers. We must continue to find ways to encourage more teachers to become certified. Wouldn't it be wonderful if the public immediately recognized the initials NCTM--nationally certified teacher of music--just as they instantly recognize the initials CPA as certified public accountant?

As teachers, we must be concerned with the continuation of music teaching as a viable career choice for young musicians. We must work constantly on membership recruitment and retention, as well as diversity within our membership. We must concentrate on recruiting at the college level through the development of more collegiate chapters, encouraging student members. There is too much gray in our membership today! What is the key to membership? One to one--grass roots! If each of us could recruit one new member, think of the new members our association would have.

As teachers, we have concerns with our customers--our students--our business and its growth. And it is a business. Will we have students for our studios in the coming years? With the economic downturns of the last several years, are you experiencing losses in student numbers in your studios? At present, that has not been the case for me. In fact, it's been just the opposite. In addition, we always have to be aware of the community and culture around us. If there are excellent public school programs that encourage music, then we independent teachers often have more students. It also works the other way--if the schools are not providing adequate music education, parents look elsewhere--to the independent teacher for musical training for their children. We need to work hand-in-glove with our colleagues in music education. And this means continuing our partnerships with other organizations as we did at the 2003 National Conference with the National Association of Teachers of Singing.

Our work as teachers is changing dramatically in the twenty-first century:

1. Focus of students--our customers--is quite different from even ten years ago. There is greater interest in creating music, improvising music and composing music. Students are fascinated and involved with a variety of technological resources--computers, websites, Internet, electronic keyboards and sequencers to name a few. They also prefer to make music with peers, rather than perform and/or practice alone.

2. Involvement of students is greater than ever before. With students' involvement in many activities--sports, school music, drama--there is little time for music practice at home. Many students are never even home except to eat and sleep! As teachers, we need to explore ways to make music study a meaningful experience for those who cannot or will not practice. At the same time, we have to retain standards of excellence and not lose our joy in music making and teaching.

3. Different approaches to building income through adult teaching, early childhood teaching and teaching home-schooled students during the day must be explored. We need to develop music classes for retired adults who want to experience music or regain lost skills. This is one of the biggest new markets today. We need to be aware of and explore new methods of learning--via Internet and website. I just added a new student in my studio who, with his mother's help, had been learning piano via a website. Since they live quite a distance from the city, this was one way the student could initially develop his love of music. Another idea is to collaborate with other teachers--for example, students from distant locations study with a local teacher and come to you for master lessons.

4. Parents are seeking quality--professional--music teachers in today's world. With the increased home schooling of students today, parents are more aware of quality teaching. They are looking for the best education for their children and often compare several different teachers' programs before deciding on a studio. They also do not hesitate to change teachers if they aren't getting the quality they want.

All of the above are issues that we teachers are currently facing--all of the above are potential areas in which we can work together within MTNA at local, state and national levels to make a difference. We can make a difference in the lives of thousands of students nationwide. We can make a difference in our own lives and in our studio businesses and in our college music programs.

We often speak of the "magic triangle" of parent, student and teacher. I would like to propose another triangle--that of Local Association, State Association and National Association with the individual teacher member in the middle of the triangle surrounded by colleagues (fellow teachers) who can support, mentor and provide a network throughout the country. We encompass each member with our combined expertise. Together we can make a difference.

Each of you has many ideas and concerns about teaching, about our association from the local to the national level, about music as a career choice and about music as an essential part of our culture and our heritage. Communicate with your state, division and national officers. The strength of our association lies with each of you.

Together the Board of Directors, and the wonderful MTNA staff, will work diligently during the next two years to advance our association so it will continue to be the premier association for independent and college music teachers! We must continue to make music and demonstrate its importance in our lives and in our culture. Think of the 9/11 tragedy and how people turned to music in our darkest hour. We must continue to bring the beauty of music, the hope of music and the joy of music to every human being.

National Conferences

March 27-31, 2004   Kansas City, Missouri
April 2-6, 2005     Seattle, Washington