Malcolm Burke

WEBVTT
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Hey commuter, welcome back.
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Well, the day has finally come.
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I'm admitting that I accept PBIS.
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That's right.
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I accept it.
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What?
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The uh organization has reached out to me.
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What?
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And they have talked to me, and I fully accept PBIS.
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And if you don't know what PBIS stands for, the organization is Pathetic Banter Information Society.
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That's right.
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We have uh agreed to terms, and uh as part of that agreement, I needed to inform you today that the banter is below average.
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Damn.
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Ice is everywhere! I was just gonna have an iceberg.
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Sounds like a personal problem.
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With some ice.
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It's all right.
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I was just we were just talking about how Phil's at work, and he said he has to show up every once in a while.
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I thought that was cute, because I don't.
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Really, you don't have to show us.
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You don't have to show us, but thank you.
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This is all this.
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What?
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No, I just had a video fucking.
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She's like, did something break?
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No, I just dropped ice, honey.
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It's fine.
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No, no, it's just me yelling.
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It's normal.
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Thanks very much.
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Thanks for the health check.
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I appreciate it.
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So we train leasons.
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You're screaming as they come.
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Don't mind me.
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You're fine.
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You just no.
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You're listening.
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This is this is as good a start to the podcast as we've ever had.
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Phil, how you been?
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What's new?
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You want to hear about my day today?
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It was a good day.
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I do.
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Um uh I left the house at a little before six.
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Uh, went straight to the Pablo Center to get set up for our concert band festival, and we had five visiting groups.
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Um uh in the middle of that girl's groups, I taught a lesson.
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Uh then I uh had a guest composer in, uh, Claire Howard, who's in the album.
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The Twin City composer.
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Yeah.
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Wonderful composer, wrote this piece over the blue and green, and she clinicked my band this afternoon.
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And now I'm doing this uh did a half an hour Tremont choir.
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Now I'm doing this podcast with you guys, and I got to race over to Pablo for a concert tonight with all three of our concert bands.
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I would say today is a busy day.
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Yeah.
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I mean, you definitely aren't in your pajamas or staying home.
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Uh indeed not.
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Um, but I'm really enjoying this sort of uh watching Chris uh sort of do maintenance uh to his ice-filled studio.
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Did you spill the water too or just ice?
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Like how did ice get way down there?
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He can't hear us because he doesn't have no, he's really got problems.
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I'm sure he'll trim this down.
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One never knows.
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Peter, what's going on with you?
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What do we got?
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Also, uh actually, I shouldn't have had a busy couple days, but it's been a busy couple days.
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Um some events at the college that I've been brought into for some student teaching things and um tour for next year, so a couple little meetings, menards, getting fences ready for our gardens and our trees and all the things that are gonna go in this spring.
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And um what um is there anything about your sabbatical time that is not as you um had originally planned that has been a pleasant like uh thing?
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Yeah, I mean you know this.
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Um I have time to think.
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And I have time to like like I'll have a lesson with this guy, and then I get to spend two or three hours looking through the AI transcript and the notes and asking the questions.
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I got a bunch of documents open about the actual physical miming part, and then also um conducting ideas or questions, and he brings up less stuff.
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So I guess I I forgot what that feels like with house child marriage since grad school to be able to go into something artistic and just not have to leave for job responsibilities.
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That's been really fun.
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Um, other things that I've I didn't expect were how much work is always ongoing for the next year, right?
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There's always it's not like this year's done and then we do next year.
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I felt I could do that more when I taught middle school and high school minus the calendar, and that doesn't quite work the same here.
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So that's um but I've really enjoyed the ability to think more.
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And you know, as Claire's about to leave the house and we're about to be empty nesters in a couple years, a year, year and a half, that I think uh just trying to see how you know this can all go forward.
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This is exciting about the sabbaticals, it gives you kind of that thing.
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Anyway.
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Are you Chris, are you ready?
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This is so boring for everybody to listen to.
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Uh uh yes, I am ready.
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And uh actually my desk is clean now, which is a benefit.
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Um, and I'm you know, there's no empty nesting.
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I know my children will be with me forever.
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Well, of course.
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But the day-to-day physically.
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No, I'm talking day-to-day.
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I mean, one wants to be a creative writer and the other one a tuba performance major.
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So I mean, they're gonna be right in this house.
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Yep.
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You're gonna have to move out of your basement and let them move back in.
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No.
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They can have the garage.
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It's fine.
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But I heard he was double majoring in tuba and susaphone performance.
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Yeah, true.
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Yeah, because he wants to expand, right?
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Yeah.
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Yeah.
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Yeah.
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Yeah.
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Excellent.
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It's all good.
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We're fine.
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Good.
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Great to see you.
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All right, who's the guest?
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Enough of this crap.
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What are we talking about?
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Oh, no, come on, give us give us like a little bit of a like a beyond the notes uh like update.
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Just a 10-second little I am pedaling as fast and furiously as I can right now.
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Oh my gosh.
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Only one one gear on the bicycle, though, right?
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And only one single gear.
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No, it's just one pedal.
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Is it more like a tricycle, really?
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Yeah, not even.
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It's unicycle with fire and plates.
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We're just getting into this.
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Our guest today um is a fabulous person.
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Uh they are um, that's what he starts with when he doesn't know what to say.
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That's right.
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That's a good lead.
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Um I've got a laundry list of important things that I'm gonna inarticulately say.
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So just brace yourself, listener.
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Buckle up for some inarticulate introduction.
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Just for um this person that uh has a graph.
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Were they free on a flight or something or something?
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I mean, sorry, keep going.
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You're fine.
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That's what I thought.
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I thought.
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Thanks.
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Thanks for interrupting my introduction with some really good.
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Oh, I mean, I didn't say it, but I thought the same thing.
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I thought I was the first one.
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These are not earbuds.
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These are wired headphones.
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Wired headphones.
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You're in 2005.
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Good God.
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Okay, keep going.
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Hey, stop.
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You probably came out to the staff.
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I am I am not in a closet.
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I'm in my office at a professional place of business and work.
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And I'm an educator.
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And yes, I do have bright green headphones uh from 2003.
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Um uh got a bachelor's degree from University of Northern Iowa, instrumental music education, uh, at UNI, uh, studied cello and trombone, participated in numerous large chamber ensembles, served as a music ambassador, and uh head co-headed the school music music uh tech crew.
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So our guest um played in a skaba ska band uh called the Takeouts in high school, uh opened for some legit artists and repeat and released their own EP called Storytime.
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Uh, accepted and participated in a visual arts performance performing arts academy for high school, uh, and 2008 was um uh sort of labeled a Mr.
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High School uh as a friend as a first-year high school student on the math team, played a season of golf and two and a half seasons of volleyball in high school.
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You can ask all these important questions in just a moment, Dr.
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Haverman.
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Um uh served as assistant music librarian, not not full-time, just assistant, and community outreach person for a regional orchestra.
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Uh student taught in Colorado and Illinois, participated in multiple uh uh local fitness competitions and meddled in said uh podium uh uh fitness competitions, spent a month in Thailand and rode an elephant multiple times, and also swam with the dolphins.
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Okay, wait.
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Same elephant or different elephants?
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Well, again, with the great questions of Dr.
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Gleason.
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Oh, thank you.
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A cheap degree.
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Appreciate that.
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We're gonna get a lot done today, I can tell this.
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This is gonna be a Phil day.
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Um Yeah, no, it's going good.
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Uh, this should take another 17 minutes.
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Um just hang in there.
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Uh I like how you speak faster and faster as you get more nervous.
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Keep going.
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I'm not nervous, but I'm sweating.
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Um our guest is a doctoral candidate at the University of the Minnesota Twitch Cities, where he's pursuing a degree in conducting a wind band emphasis um under the tutelage of Dr.
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Emily Srynod.
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Additional to his studies, he's serving as a TA at the University School of Music and Band program.
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His teaching responsibilities include conducting and managing large concert ensembles and just aiding with all band events in general.
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Uh he has been the guest conductor of the Neoteric Chamberwinds, based in the Twin Cities, for their 2024 season.
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Peter shut up.
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Um he also serves as director of music at St.
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Barnabas Lutheran Church in Plymouth, Minnesota, completed a Masters of Arts and Instrumental Conducting at Central Florida with Scott Lubarov.
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And while Central Florida worked with all kinds of different groups there, before his graduate studies, he was director of high school orchestras for five years at Mason City High School in Mason City, Iowa.
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And that position as orchestra won all kinds of awards and uh did uh composer commissions and uh played at the um Northern Iowa uh Orchestral Invitational.
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In general, is just a fantastic um music educator in Iowa.
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Everybody, Peter, come on, tell us.
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Who is this?
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This is Malcolm Burke, my sabbatical replacement.
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There you go.
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Boom.
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I've seen this video background before.
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You have Malcolm, welcome.
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Look at us.
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There you go.
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We both have concorded bands on uh commuter.
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Yes, the the the score is two to two.
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We have some Eau Claire parapharaphernalia and two.
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That's true.
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That's right.
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There you go.
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Represent.
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It's true.
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Well, Malcolm, good to see you.
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Yeah, you too.
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Thanks for having me on.
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Um thanks for sticking through the banter.
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Most people just leave.
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They hear that first part and they're like, hmm, I'm out.
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Visual artist.
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Malcolm, are you a visual artist as well?
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No, I'm not.
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So it's visual arts and performing arts.
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Yeah.
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So it's just all of that.
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So there was um music, there was theater, there was visual art, and yeah.
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So I was in the performing arts for that.
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Um there was all this wonderful introduction that we did, but really all I want to know is what traps have you laid for Peter upon his return?
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What what have you done that's gonna really throw him off when he can return?
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I just can't learn everyone's name.
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Dang it.
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I want him to go back and just like slowly but surely just be like, what's going on?
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Like lower his chair, the computer's just slightly to the left.
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Um his name tag is gone now.
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I don't know what happened to that.
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Uh they had mine and it was off to the side, and some students replaced it uh with like uh his and then his was off to the side, and then I came and like, uh, it's gone.
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Like two weeks later, though, it was gone.
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So I think someone walked off with it.
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So we'll need a new one for that.
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Because I'm taking my name tag.
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Maybe they'll spell it right this time.
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So, how did you uh uh have the misfortune of meeting Peter andor deciding you were gonna uh take over for him for a semester and try and fix everything that he's done wrong?
00:12:29.519 --> 00:12:30.399
Um well, great.
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I was gonna ask him a question, now he's gone.
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Uh I think we met, like he came up to me at a mid at uh Midwest two years ago, uh just like to introduce himself and like say hi and nice work.
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I was doing the Reynolds clinic that year.
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And I think that's the first time.
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Oh, wait, no, no.
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That's what it was.
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It was he would note the title of this, but he's the director of Encore, and then they had like a band day, so it was them, uh Minnesota Symphonic Winds, and then Grand Symphonic Winds, yes.
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Uh those so three, you know, Twin Cities uh community bands that were all together, and then Kevin Day was also a part of this project, and so I think he had uh commissioned, he worked with all three of the groups, they all performed a tune there.
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And then afterwards, me and then I was with Dr.
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Kenneth Green, who's the director of bands at Augsburg.
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Uh, we were just kind of going down to the directors saying nice work.
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And Dr.
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Hobram was like, hey, like I'm director of Encore.
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I might need some because I'm three hours away.
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I might need someone to cover a rehearsal or two.
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If you guys can share your contact, that'd be great.
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Just so I know I have people down here that could do that.
00:13:40.559 --> 00:13:44.080
So then that Monday I reached out and said, Hey, just like here's my contact.
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If you ever need anything, let me know.
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Uh then he said hi at Midwest.
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And then I was down in Florida presenting for their FMEA, and he called me, he's like, or texted me, he's like, Yeah, I got an opportunity.
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I'm like, okay, I just figured it's an encore thing.
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And then we called later that day and goes, go on a sabbatical in the spring next year.
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Uh, I want you to be my sabbatical replacement.
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Uh, oh, okay.
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Was not expecting that type of phone call.
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Um, but yeah, and I talked to Dr.
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Trindon about it, and we thought it would be a great opportunity, getting some like real collegiate experience before I'm out there in the field.
00:14:24.000 --> 00:14:26.159
Uh, and so I said yes.
00:14:26.720 --> 00:14:28.320
It's never been the same.
00:14:29.039 --> 00:14:30.320
It's for sure.
00:14:31.600 --> 00:14:32.240
Yeah.
00:14:32.639 --> 00:14:34.399
It's a good way to end that sentence.
00:14:35.200 --> 00:14:36.080
And scene.
00:14:36.399 --> 00:14:40.879
Um from my side, I'm just gonna get this out before we keep going.
00:14:41.120 --> 00:14:48.639
Um I had reached out to some retired national people, but they wanted to come in for just a couple weeks and leave.
00:14:48.720 --> 00:14:52.720
And I really wanted somebody to be there with all my 13th graders full-time.
00:14:52.960 --> 00:14:54.080
And so I talked to Dr.
00:14:54.240 --> 00:15:00.879
Trina and she gave me a couple names, but as I started snooping in the background on Burke, oh, I know Russ Kramer.
00:15:01.039 --> 00:15:02.240
Oh, I know Scott Lubroff.
00:15:02.399 --> 00:15:03.360
Oh, I know all these people.
00:15:03.440 --> 00:15:12.559
And I just started calling everybody, and no everybody uh just had nothing but amazing things to say, and they didn't know why I was calling.
00:15:12.879 --> 00:15:25.679
And um so that and then I got to snoop and watch them conduct at the Midwest, and I got to watch them do Neoteric, and I was snooping pretty hard, and then I was like, this is the one, and it's been great.
00:15:26.320 --> 00:15:27.440
It's been great.
00:15:27.600 --> 00:15:30.639
I get to do this every time I think about the band commuter.
00:15:30.720 --> 00:15:34.080
I got my arms behind my head, I'm leaning back, just relaxed.
00:15:34.320 --> 00:15:35.279
Malcolm's got it.
00:15:35.440 --> 00:15:36.080
He's the one.
00:15:36.320 --> 00:15:37.759
Band sounds great.
00:15:38.080 --> 00:15:41.279
Kids hate him as much as they hate me, so we're we're pretty good.
00:15:42.159 --> 00:15:42.799
It's cool.
00:15:42.960 --> 00:15:47.759
Malcolm, did you have uh uh parents involved in in the arts and music?
00:15:47.919 --> 00:15:49.360
What was the inspiration?
00:15:49.600 --> 00:15:57.840
Um my mom played piano growing up and like she would play, she took lessons and then she played in church um as well and did that often.
00:15:58.000 --> 00:16:00.159
I think she might have done some organ things.
00:16:00.399 --> 00:16:04.879
Um and then, you know, had me, but like wasn't really doing anything.
00:16:05.120 --> 00:16:06.399
So that's kind of beyond that.
00:16:06.559 --> 00:16:11.200
And then she never pushed piano lessons, you know, for me when I was growing up.
00:16:11.360 --> 00:16:19.679
Um and then in fourth grade I started, they in my district they start strings in fourth grade and then uh winds and percussion in fifth grade.
00:16:19.840 --> 00:16:21.679
And so in fourth grade I started cello.
00:16:22.000 --> 00:16:25.919
Um in the next year, I don't know why, but I was like, let's do a band instrument too.
00:16:26.000 --> 00:16:29.919
And uh I landed on trombone there, and then I just continued doing them.
00:16:30.080 --> 00:16:39.840
Uh there was, I don't know if I had already started playing, but there was a time that like we bought a keyboard and my mom uh was like, let's try teach me or whatever.
00:16:40.000 --> 00:16:47.519
And it was not working really well, you know, like parent, uh like mom, son, but then student teacher type thing, just that combination doesn't work.
00:16:47.679 --> 00:16:49.519
Um so uh yeah.
00:16:49.679 --> 00:16:56.240
Uh but yeah, so she was always supportive, um, but never really pushed any like music on me when I was younger.
00:16:56.399 --> 00:16:56.720
I love it.
00:16:56.799 --> 00:16:59.039
And how did you decide to make that a career?
00:16:59.200 --> 00:17:03.279
What was it that that put that in in the juice?
00:17:03.600 --> 00:17:03.919
Yeah.
00:17:04.240 --> 00:17:25.119
So I was thinking like pre-med or something in the medical field when I was like a junior, uh, but that same year I joined a youth orchestra, the Elgin Youth um orchestra, and uh I uh uh was in the second to top group my junior year, then made it into the top group my senior year, and that was with uh Randall Swiggum.
00:17:25.440 --> 00:17:29.759
Yeah, uh in the Wisconsin area.
00:17:29.839 --> 00:17:32.160
And so he was our conductor for that.
00:17:32.400 --> 00:17:45.839
And I don't know, for something about that experience, I was like, this is what I would like to do, you know, like everyone working toward this common goal and great performances, uh, and I just enjoyed the people I was with in that group, and I enjoyed what Mr.
00:17:45.920 --> 00:17:47.200
Swigman was doing.
00:17:47.519 --> 00:17:51.359
So I was like, I think this is the thing I want to be doing.
00:17:51.599 --> 00:17:52.559
Yeah, that's cool.
00:17:52.720 --> 00:17:53.599
Nice, good network.
00:17:53.839 --> 00:18:00.240
So how is how is your you know, you you said you had a lot of uh experience with orchestra, you know, and teaching and so on.
00:18:00.400 --> 00:18:05.920
How has that impacted or made you give you maybe a different lens when you think about wind band and and so on?
00:18:06.160 --> 00:18:06.799
See, that's the thing.
00:18:06.880 --> 00:18:07.920
I don't know if I can answer that.
00:18:08.079 --> 00:18:14.960
Like I think because it's always been fifth grade, it's always been band and orchestra for me.
00:18:15.119 --> 00:18:18.240
So for me, it's just like music, you know.
00:18:18.559 --> 00:18:21.279
Um, and I don't know if I think about things differently.
00:18:21.440 --> 00:18:22.880
I think it's just the way I think about it.
00:18:23.119 --> 00:18:27.119
Some people are like, hey, you play cello, you can think about the line a little bit more.
00:18:27.279 --> 00:18:34.480
And to me, I think it's just what I do rather than I'm trying to shift my brain to be thinking that way.
00:18:34.880 --> 00:18:36.079
Um Dr.
00:18:36.559 --> 00:18:38.240
Beautiful and I were Dr.
00:18:38.400 --> 00:18:45.200
Hoberman and I were talking about he was at a performance of ours and he goes, How did you get them to sound like that?
00:18:45.359 --> 00:18:46.160
I'm like, I don't know.
00:18:46.240 --> 00:18:47.680
I just said this wasn't great.
00:18:47.839 --> 00:18:48.960
Try this, you know.
00:18:49.119 --> 00:18:51.279
Uh you suck, do it better.
00:18:52.000 --> 00:18:52.880
Where's my pen?
00:18:53.119 --> 00:18:58.559
And you know, I was just like, and if it wasn't there, I like adjusted it, you know, or like said, Can you try this?
00:18:58.720 --> 00:19:01.440
Can you listen to these people and try to mimic them?
00:19:01.599 --> 00:19:07.759
So yeah, I think I wish I had a better answer for you, but I think it is just everything's blended together.
00:19:07.839 --> 00:19:12.559
You know, I did a little bit of jazz, a little bit in high school, but more in college.
00:19:12.640 --> 00:19:19.200
Then I was in marching bands, I was in concert bands, I was in chamber on you know, the ska band.
00:19:19.440 --> 00:19:21.839
So I was just in all these various things.
00:19:22.079 --> 00:19:25.599
I think I just I don't try to put a hat on.
00:19:25.839 --> 00:19:28.240
I might adjust things to make sure I can fit, right?
00:19:28.400 --> 00:19:35.119
But I just for me, when I'm on the podium, I think I just kind of blurt and see what blurt anything out and see what sticks.
00:19:35.279 --> 00:19:40.319
Um so you mentioned Randy Swiggum, who we all know is a wonderful educator and obviously was a mentor of yours.
00:19:40.480 --> 00:19:50.319
I was wondering, and I know you have more mentors than just Randy, but I was wondering if there's like a trend or a thread that you identify with as your mentors that you try and emulate when you teach.
00:19:50.640 --> 00:20:05.039
Uh yeah, I think just their musicianship, you know, if I think about mentors and um on in a rehearsal setting and just the musicianship that they do and like their point of view that they have as well.
00:20:05.279 --> 00:20:10.079
Um, I think one thing I struggle with is being a motive on the box.
00:20:10.319 --> 00:20:15.839
Um, and a lot of my mentors don't, uh, but obviously it takes time to get there.
00:20:16.079 --> 00:20:20.640
Part of working at Concordia, there's like this conduct conducting certificate thing.
00:20:20.880 --> 00:20:23.279
I don't know why I said thing, it's a conducting certificate.
00:20:23.440 --> 00:20:34.880
And so, and so I have some students who are doing conducting lessons, and one of the students was just, you know, talking about their ears and like it's so much sound coming at me, and I can't decipher through it all.
00:20:35.039 --> 00:20:39.279
And I was like, yes, like that's how it is gonna be when you're starting on the podium.
00:20:39.440 --> 00:20:41.359
I was like, my ears are better than yours.
00:20:41.519 --> 00:20:42.000
Uh Dr.
00:20:42.079 --> 00:20:44.319
Hobberman's ears are better than mine.
00:20:44.480 --> 00:20:47.680
And then, you know, uh Professor Kirikoff, who's Dr.
00:20:47.759 --> 00:20:53.920
Hoberman's teacher, his ears are better than his, you know, and I was like, it's just experience and having that process.
00:20:54.319 --> 00:21:07.599
Um so you know, talking about a mode of like I'm moving the needle, uh, but yeah, so their musicality and like their emotion, and like there's just their knowledge, which I know takes time to get there and work, but I think that's something like I strive for also.
00:21:08.079 --> 00:21:10.880
Um, assistant librarian didn't make the full job.
00:21:11.039 --> 00:21:13.119
Like, how did that go with the assistant role there?
00:21:13.599 --> 00:21:14.559
That was the position.
00:21:15.359 --> 00:21:18.559
Oh, did Waterloo put everything in score order?
00:21:18.720 --> 00:21:23.599
Like, what what was I was I don't know if I was great, but I was being paid and I wasn't fired.
00:21:23.839 --> 00:21:34.160
Oh uh the Waterloo Cedar Falls Symphony Orchestra uh is like their home base is at the Gallagher Blue Dorn, which is a performing arts center for UNI.
00:21:34.640 --> 00:21:37.920
And so I think it might have been my sophomore year.
00:21:38.079 --> 00:21:40.720
A friend of mine was acting as that person.
00:21:40.880 --> 00:21:47.200
Uh maybe it was just even my junior year, and then they were leaving college, and so they asked if I could do that.
00:21:47.359 --> 00:21:51.200
So there was a musical librarian for the orchestra, right?
00:21:51.359 --> 00:21:53.519
A full on adult doing the thing.
00:21:53.599 --> 00:21:59.599
And then I would go in and I would do boeings, I would erase parts, I would make sure that.
00:22:00.079 --> 00:22:02.720
Like everything was in score order, that we had everything.
00:22:02.880 --> 00:22:07.920
So, yes, that was an assistant because I was assistant to the librarian of that organization.
00:22:08.240 --> 00:22:12.640
So Emily uh is a fantastic mentor, great teacher, obviously.
00:22:12.799 --> 00:22:18.319
What's one of the most significant things that you've learned from her during your time with her?
00:22:18.640 --> 00:22:29.519
Watching her rehearse and go after things, just the attention to detail that she puts in, not only on the podium but off the podium and like communication to people.
00:22:29.759 --> 00:22:34.160
One thing I used, gosh, I can't remember if I was talking to Dr.
00:22:34.319 --> 00:22:36.000
Dickie up at Concordia or Dr.
00:22:36.079 --> 00:22:45.359
Haberman, and I said something about like a teachable moment because that's something that she always says, uh, with especially with dealing with uh just students in the ensemble, right?
00:22:45.440 --> 00:22:57.200
And like how like things should be because if you're going to be entering the real world, you should be acting or asking for certain things in this way, you know, rather than just saying, oh, I got this or I got that.
00:22:57.279 --> 00:22:57.519
Sorry.
00:22:57.599 --> 00:23:00.799
You know, it's like, well, you have this obligation, you know, and like communicating.
00:23:01.039 --> 00:23:09.039
Um, but yeah, so I think just the attention to detail and going above and beyond at everything that she is doing.
00:23:09.359 --> 00:23:16.319
Um, hey, do you mind taking us back to your time when you were teaching high school orchestra and just talk to us about that a little?
00:23:16.640 --> 00:23:18.079
It feels like a lifetime ago.
00:23:18.240 --> 00:23:27.839
Um yeah, so uh I was doing both band and orchestra, both trombone lessons, cello lessons, also you and I did senior recitals on both and whatnot.
00:23:28.160 --> 00:23:38.799
Student taught you and I was great in this regard that like you can student teach literally almost anywhere in the country, and they just have like representatives that will go and watch you that are they have kind of verified.
00:23:39.200 --> 00:23:45.680
So I went to do my elementary placement out in Colorado uh with Paul um Carberry.
00:23:46.000 --> 00:23:50.880
He is like an ORF master, you know, uh and like had done a workshop at UNI.
00:23:50.960 --> 00:23:52.160
So I went out there with him.
00:23:52.400 --> 00:24:00.400
Then I was gonna student teach in Illinois, and there's just I was gonna do it with my trombone teacher from high school, uh, but the district said no.
00:24:00.559 --> 00:24:09.519
So I reached out to Jason Flax, who's the was the Brath choir director at the Elder New Symphony, and I was like, hey, need some help.
00:24:09.599 --> 00:24:10.319
Can you help me out?
00:24:10.480 --> 00:24:11.279
And he said, yep.
00:24:11.359 --> 00:24:16.000
Uh so it was a husband-wife team, and so I was student teaching at Geneva.
00:24:16.240 --> 00:24:30.559
And during that student teaching placement, uh, my I was looking for jobs, you know, and I figured being in those bigger areas, I would probably have to start at an elementary or maybe middle school, and then just kind of weave my way through the district or whatever up to high school.
00:24:30.880 --> 00:24:31.920
And Dr.
00:24:32.079 --> 00:24:38.799
Burkhart, who's the orchestra director at UNI, uh, she emailed me and was like, hey, Mason City opened up.
00:24:38.880 --> 00:24:41.440
There's high school orchestra and then part-time band.
00:24:41.599 --> 00:24:43.279
So it's like you're in both worlds still.
00:24:43.440 --> 00:24:44.640
I think this would be a great opportunity.
00:24:44.720 --> 00:24:45.359
I was like, okay.
00:24:45.519 --> 00:24:50.000
So I applied, interviewed, and on my way home, they called me and said, Hey, we'd like to offer you this job.
00:24:50.079 --> 00:24:50.960
And I was like, sweet.
00:24:51.200 --> 00:24:55.200
And I was talking to Jason Flags about it, and he's like, You want to be in high school?
00:24:55.359 --> 00:24:57.359
Why is might as well just start there, you know?
00:24:57.440 --> 00:25:01.599
Like you could always come back to Illinois if you want to do that, but now you would have that experience.
00:25:01.759 --> 00:25:02.640
So I did that.
00:25:02.799 --> 00:25:05.599
Uh, so I did, like I said, high school orchestra.
00:25:05.759 --> 00:25:10.079
So that we were lucky enough in the district to do pull-out lessons still.
00:25:10.319 --> 00:25:17.839
So I had one rehearsal, and then I had six other periods, five other periods of lessons.
00:25:18.400 --> 00:25:24.640
Uh but then the orchestra was small enough at the high school that that's where the band lessons were coming in.
00:25:24.880 --> 00:25:29.279
So we had a six-day lesson cycle, and then I would rotate.
00:25:29.519 --> 00:25:30.319
Look at that.
00:25:30.480 --> 00:25:32.000
Hey guys, I'm sitting in the car.
00:25:32.160 --> 00:25:33.119
Malcolm, good to see you.
00:25:33.200 --> 00:25:33.759
Yeah, you too.
00:25:34.000 --> 00:25:38.799
Meter, this is Randy Squiggum that just joined us that he was talking about the the one and only Randy Squiggham.
00:25:39.039 --> 00:25:39.200
Right.
00:25:39.440 --> 00:25:44.880
Malcolm was saying beautiful things about you, Randy, about your inspiration and all those uh those good times.
00:25:44.960 --> 00:25:47.759
He threw something at him once, he said, but other than that, it was great.
00:25:48.000 --> 00:25:48.960
He deserved it.
00:25:49.759 --> 00:25:51.519
Um nice to see you.
00:25:51.680 --> 00:25:52.400
How's it going?
00:25:52.559 --> 00:25:53.359
It's going great.
00:25:53.519 --> 00:25:58.240
I've been uh following your uh trajectory of your career, Malcolm, and it's been pretty exciting.
00:25:58.319 --> 00:26:04.319
You know, this is like every teacher's dream to watch a student succeed and succeed like for all the right reasons.
00:26:04.400 --> 00:26:06.079
And so it's been exciting to watch you.
00:26:06.240 --> 00:26:14.000
I mean, I'm looking at a screen of teachers, and we all we all know this feeling really well, like watching a student like make a difference.
00:26:14.160 --> 00:26:16.880
Because, you know, that's there's no greater joy for a teacher.
00:26:16.960 --> 00:26:17.599
So that's you.
00:26:18.240 --> 00:26:18.720
Thank you so much.
00:26:18.880 --> 00:26:19.039
Yeah.
00:26:19.279 --> 00:26:23.119
He said some pretty nice things about you as a mentor before uh you got on the screen.
00:26:23.200 --> 00:26:23.680
So that's nice.
00:26:23.920 --> 00:26:29.359
So how old was Malcolm uh so what are your recollections of Malcolm back in the day?
00:26:29.599 --> 00:26:30.720
Let's go down that road.
00:26:30.960 --> 00:26:36.720
Well, actually, the the two main things are he was really a good musician and he worked really hard.
00:26:36.799 --> 00:26:42.000
Like he brought all this stuff, you know, he brought his he brought his A game all the time, but he was also pretty quiet.
00:26:42.240 --> 00:26:43.680
Um do you remember that, Malcolm?
00:26:43.759 --> 00:26:45.839
Like you didn't you were not a hot shot.
00:26:46.000 --> 00:26:47.599
Like, look at me, listen to me.
00:26:47.759 --> 00:26:48.960
You showed up and did the work.
00:26:49.200 --> 00:26:50.640
That's what that's what I do every day.
00:26:50.720 --> 00:26:52.160
Just try to do my best.
00:26:53.440 --> 00:26:55.920
I also remember lots of people really loved you.
00:26:56.000 --> 00:27:01.680
Like uh uh, you know, your peers, your colleagues, other kids in the orchestra, they everybody was fond of you.
00:27:01.920 --> 00:27:04.319
I think, you know, you just have had a sunny personality.
00:27:04.400 --> 00:27:05.359
I I hope you've kept that.
00:27:05.440 --> 00:27:06.720
Are you still sunny personality?
00:27:06.960 --> 00:27:07.839
I try to be.
00:27:07.920 --> 00:27:09.359
You know, sometimes working with Dr.
00:27:09.519 --> 00:27:11.200
Haverman, it makes it difficult.
00:27:11.359 --> 00:27:25.759
But um Malcolm, I wanted to ask um if you could go back to those first few years as a teacher, what could you what would you tell yourself now when you were a younger teacher to help yourself maybe grow faster or or whatever?
00:27:25.920 --> 00:27:27.680
What would you say to your younger teacher's self?
00:27:28.079 --> 00:27:31.599
Um probably practice, you know, uh, which is funny.
00:27:31.680 --> 00:27:37.599
But like, well, like think about it, like your your first couple of years of teaching, like you're just trying to survive, right?
00:27:37.759 --> 00:27:45.119
And so a lot of things go out the window of like, we'll say score study, or because you're just trying to figure everything out.
00:27:45.279 --> 00:27:58.400
Um, and I think that's one reason I feel like a lot of people should go investigate and getting a master's is to get better at conducting, you know, and working from the podium because that's where you do a lot of teaching.
00:27:58.559 --> 00:28:07.519
And how many times are we at conducting symposiums and we're trying to work on gesture and like you're meeting these people for the first time, but you're trying to do something.
00:28:07.680 --> 00:28:12.079
And some people like when they figure it out right there, like, oh, that was cool, you know.
00:28:12.240 --> 00:28:20.160
Um, you only get at best two semesters of conducting, and that's why you're doing all this stuff, other stuff during your undergrad.
00:28:20.559 --> 00:28:32.079
Um, but yet that's a lot of what we do, especially if you don't get the opportunity to do pull-out lessons and just build those students' foundations up um and like musicality up.
00:28:32.160 --> 00:28:36.880
I think being a better rehearser and conductor would be beneficial.
00:28:37.039 --> 00:28:38.559
So that's what I mean by practice, right?
00:28:38.640 --> 00:28:49.440
Like practicing those skills, um, probably recording as well, uh, to kind of see what the students are seeing, like, oh, that was my fault, you know, or that could have been more concise.
00:28:49.839 --> 00:28:55.519
Um, and then probably just keep working hard, but give yourself more grace.
00:28:56.079 --> 00:28:56.480
Grace.
00:28:56.799 --> 00:28:59.599
Is it appropriate to ever look at the trombone section?
00:28:59.839 --> 00:29:00.799
Asking for a friend.
00:29:01.279 --> 00:29:01.759
All the time.
00:29:02.079 --> 00:29:02.480
All the time.
00:29:02.559 --> 00:29:05.920
If you want to have good time, you know, that's what that's the section you go to, low brack.
00:29:06.160 --> 00:29:06.480
Got it.
00:29:06.559 --> 00:29:06.880
Yeah.
00:29:06.960 --> 00:29:07.519
I don't know.
00:29:08.559 --> 00:29:13.839
When I think of good time, I think of well, a good time, I think of Phil and Chris.
00:29:14.000 --> 00:29:16.720
When I think of good time, I don't think of Phil and Chris.
00:29:16.799 --> 00:29:27.359
I just gotta say, I mean, did I know this is uh maybe mundane, maybe not, but did you split practice time growing up between the two instruments like religiously, or did you just go hot and cold?
00:29:27.680 --> 00:29:31.359
Um depends on how much my teacher yelled at me the previous week.
00:29:31.519 --> 00:29:31.759
No.
00:29:31.920 --> 00:29:33.119
Um yeah.
00:29:33.359 --> 00:29:41.440
So I would try to do it like it'd be like not hot and cold, but it's like what needed more work, you know, like where I was.
00:29:41.599 --> 00:29:45.839
But I was doing both lessons on cello and trombone.
00:29:46.000 --> 00:29:51.440
Uh, and then my trombone teacher also is like really well versed in jazz.
00:29:52.079 --> 00:30:04.319
And we try to do some jazz lessons here and there, and I think it was just too much for me to be trying to learn that like uh medium while literally trying to learn these two other instruments and get better at those as well.
00:30:04.559 --> 00:30:04.720
Yeah.
00:30:04.880 --> 00:30:10.799
But I loved like loved participating in jazz and still love it and like listening to it and whatnot.
00:30:11.039 --> 00:30:17.200
So Malcolm, who's uh what what's uh a composer or a piece that really has caught your fancy?
00:30:17.359 --> 00:30:19.680
What's something that you're you just can't get enough of right now?
00:30:20.000 --> 00:30:26.160
Well, right now, uh we're in the last cycle here for Concordia, and what Dr.
00:30:26.319 --> 00:30:33.279
Auburnman has done each year is that they vote on the band votes on what they want to play out of what they've done for the year.
00:30:33.440 --> 00:30:37.519
And one of the tunes was uh John Mackey's Frozen Cathedral.
00:30:37.759 --> 00:30:45.200
And that piece was actually like most of my film for my DMA uh audition tapes.
00:30:45.359 --> 00:30:47.359
Uh I was I did at UCF.
00:30:47.440 --> 00:31:04.720
Um and so I think it'll it's kind of cool to be working on it now and like you know, three, four years later, um, and just kind of sit with that and like you know, this that piece started me on this journey here um to the DMA.
00:31:05.039 --> 00:31:05.680
So yeah.
00:31:06.079 --> 00:31:10.960
So how has that changed for you now that you're in a different space?
00:31:11.200 --> 00:31:12.079
That's the question.
00:31:12.400 --> 00:31:21.759
I feel more calm to be honest, you know, like when I first did it, that was I mean, it's a 14-minute piece.
00:31:21.839 --> 00:31:27.440
Uh doing high school orchestra, I was not doing and like just string orchestra things, I was not doing anything that long.
00:31:27.599 --> 00:31:33.359
Uh, and I had done longer pieces as well, but not just 14 straight minutes, right?
00:31:33.440 --> 00:31:35.920
It's multi-movements like the chamber works at UCF.
00:31:36.000 --> 00:31:38.160
We would do a chamber concert every semester.
00:31:38.319 --> 00:31:43.920
And like, I'm like, okay, here's 30 seconds while someone empties out the spit valve, swap the read, you know, whatever.
00:31:44.160 --> 00:32:06.240
Um and I think of that, there was just I was thinking about applying for DMAs, you know, which is ironically, I'm applying for jobs right now too, but there's a sense of calm, you know, and just reassurance that I have now, more so than what I had um when I was doing this piece with UCF.
00:32:06.720 --> 00:32:14.319
And I think you think that's because you're coming back to the piece because you're three years older, you've done longer works.
00:32:14.480 --> 00:32:16.240
Why do you think that calm is?
00:32:16.400 --> 00:32:17.599
Or maybe a mix of all that?
00:32:17.839 --> 00:32:19.359
I think it's a mix of all of it, you know.
00:32:19.519 --> 00:32:21.039
Like obviously you come back to it.
00:32:21.119 --> 00:32:21.759
Now it's been three years.
00:32:21.920 --> 00:32:23.440
It's like, okay, how much do I remember?
00:32:23.680 --> 00:32:25.200
What are I what am I doing?
00:32:25.440 --> 00:32:29.920
Um, but three years older, and why is there a question mark?
00:32:30.160 --> 00:32:42.640
Um so uh, you know, why is there and then like I think my musicality just because of the amount of music and uh the type of musicians I had experience working with over the last three years have pushed me.
00:32:43.119 --> 00:32:48.799
Uh and so I think I'm just at a stronger place, you know, still wanting to grow and still needing to grow.
00:32:48.960 --> 00:32:55.839
But yeah, so I think it's a mixture of all those things where it's just I feel more at ease doing this type of thing.
00:32:55.920 --> 00:32:58.880
Aaron Powell So I mean Malcolm, you have all kinds of free time right now.
00:32:58.960 --> 00:33:05.279
So I assume you're playing several hours of volleyball and golf and f doing physical fitness training, you know, for you know, five, six hours a day.
00:33:05.440 --> 00:33:06.160
Isn't that isn't that right?
00:33:06.400 --> 00:33:07.920
Which does work out a lot.
00:33:08.319 --> 00:33:10.640
What's a lot comparatively to not doing anything?
00:33:10.799 --> 00:33:10.960
Yes.
00:33:11.200 --> 00:33:11.519
That's the thing.
00:33:11.680 --> 00:33:13.599
Well, you're looking at a week.
00:33:13.759 --> 00:33:16.079
You're you're looking at what not working out looks like.
00:33:16.480 --> 00:33:17.680
You got three of those on the screen.
00:33:17.920 --> 00:33:22.240
But I'll call him or he'll call me and he's like, well, I just got back from the gym and I was like, oh, all right.
00:33:22.319 --> 00:33:23.119
Yeah, there you go.
00:33:23.200 --> 00:33:23.279
Right?
00:33:23.680 --> 00:33:25.759
Hey, you go on walks with Louie, it's all good.
00:33:26.079 --> 00:33:26.960
I I I'm not sure.
00:33:27.119 --> 00:33:27.599
It's a good thing.
00:33:27.680 --> 00:33:28.480
It's a good thing, Malcolm.
00:33:29.039 --> 00:33:32.799
And Chris is able to get off the floor from spilling ice on this router, you know.
00:33:36.319 --> 00:33:38.400
That crouching on the floor was his exercise.
00:33:38.960 --> 00:33:39.920
I was winded.
00:33:40.160 --> 00:33:41.359
It's not it's not easy.
00:33:41.680 --> 00:33:44.400
Randy Swiggum, ask a really intelligent question.
00:33:44.720 --> 00:33:52.720
Yeah, I uh Malcolm, I'm very curious because I'm gonna conduct the UI so this weekend in two weekends, I'm gonna do the Vaughn Williams London Symphony.
00:33:52.799 --> 00:33:59.519
And I'm just curious what sticks out in your head from those maybe you talked about this before I cast today, just taping.
00:33:59.759 --> 00:34:08.800
But uh what what sticks out like a memory, especially like an affective memory where it's looking for those moments, you know, that like have a lasting impact?
00:34:09.119 --> 00:34:09.760
Yeah.
00:34:10.079 --> 00:34:18.159
Um I think when we did uh Rach Mononov's second symphony, um like that really stuck out to me.
00:34:18.239 --> 00:34:24.000
And I think that's probably one of the largest pieces that I'd like done up to that point, you know, probably for sure.
00:34:24.239 --> 00:34:27.519
Um and like that's no easy feat, you know.
00:34:27.760 --> 00:34:39.199
And I think walking away after all the hours spent on like uh on rehearsals on that, walking away, feeling proud of that uh is something.
00:34:39.360 --> 00:34:45.119
I think that's why a lot of people there is a community aspect of like music, right?
00:34:45.360 --> 00:34:51.840
But I think when it's done really well and people can walk away feeling like that was awesome.
00:34:51.920 --> 00:34:53.440
Like we did that thing.
00:34:53.599 --> 00:34:57.519
Uh I think that's also a very powerful moment, right?
00:34:57.760 --> 00:35:03.039
Because everyone's practicing, like if they have a solo, they're doing that, but I'm practicing this part because we're intermingling here.
00:35:03.199 --> 00:35:12.400
Um, and then putting all this together when we're all spread out, especially with like an EYSO um organization, but even at a high school, right?
00:35:12.559 --> 00:35:19.360
All types of different walks of life, different ages, grades, and so we all kind of come together and like do that thing.
00:35:19.599 --> 00:35:23.760
Um, and I think that's great, especially when you have friends within the group, too.
00:35:24.320 --> 00:35:28.960
I have to explain what you just described as somebody who hasn't been in a band orchestra or choir, right?
00:35:29.280 --> 00:35:43.920
It's real I mean, I think people who watch bands play or orchestras play, they they imagine what you're saying, but it's not the same as like being in the midst of it where you literally feel you're you are depending on people around you to be 100% engaged the whole time, right?
00:35:44.079 --> 00:35:54.320
And I think like you you were well, you were an exceptional high school student, but um that's what kids like you bring to the game is like that's what they create, right?
00:35:54.400 --> 00:35:58.400
The sense of like I want to be around other kids who are willing to sell out kind of the way I am.
00:35:58.639 --> 00:36:01.440
Ragmaptuo, did you play cello or trombone in that?
00:36:01.599 --> 00:36:01.920
I don't remember.
00:36:02.800 --> 00:36:02.960
Yeah.
00:36:03.679 --> 00:36:09.679
I just want to make a note here that the moment that the three of us stopped talking, and it was just the two guests.
00:36:10.079 --> 00:36:14.079
I was just the quality of the program, just we had Randy on before.
00:36:14.239 --> 00:36:16.079
He is already more intelligent than we are.
00:36:16.400 --> 00:36:18.079
I mean, we kind of talk after this.
00:36:18.400 --> 00:36:22.559
Here's the deal I think about these things all the time like you do, but I don't get to talk to you guys very much.
00:36:22.880 --> 00:36:25.840
You know, it's always a special treat to be in in the presence of any of you.
00:36:25.920 --> 00:36:35.920
And this is just kind of thrilling for me because like seeing on the screen, it's like this is memories of great rehearsals, memories of great concert.
00:36:36.639 --> 00:36:43.760
Uh like again, as a teacher, you pour yourself into a lot of kids, but it's only some kids that go on to do what you're doing.
00:36:43.920 --> 00:36:48.000
Like you're going on to do what we all do, you know, the guys on the screen here.
00:36:48.079 --> 00:36:54.000
So, and uh otherwise, you know, if you were just some random dude, it would just kind of catch what you're talking about.
00:36:54.719 --> 00:36:56.639
Well, like us.
00:36:57.119 --> 00:36:58.000
Yeah, I don't know.
00:36:58.159 --> 00:36:58.559
That's the best.
00:36:58.800 --> 00:37:02.159
No, you're the opposite of random dude.
00:37:02.559 --> 00:37:06.079
But um, so Malcolm, maybe let's let's let's let's talk about that.
00:37:06.239 --> 00:37:08.960
What do you think it maybe you could take this either way.
00:37:09.280 --> 00:37:18.079
What's the same about teaching beginning cello lessons to a 10-year-old as teaching students at the University of Minnesota or Concordia or Central Florida?
00:37:18.320 --> 00:37:21.280
And um like what's the constant in that?
00:37:21.440 --> 00:37:25.599
Um, and then what do you find as the most challenging part of being a teacher?
00:37:25.920 --> 00:37:32.000
Um uh the commonality is patience, and the most challenging thing is having enough patience.
00:37:32.320 --> 00:37:34.239
Uh well done.
00:37:35.360 --> 00:37:42.239
But yeah, I think one thing uh like it's just you need to probably say things multiple times, right?
00:37:42.639 --> 00:37:47.599
Um, for things to stick, but then also trying various ways.
00:37:47.760 --> 00:37:51.039
Um, like you say something this way, okay, it didn't stick.
00:37:51.199 --> 00:37:56.079
Like we'll say conducting at like for a cello student, try teaching this way, say it.
00:37:56.239 --> 00:37:58.800
They didn't do it at Concordia Band, you know.
00:37:59.039 --> 00:38:02.159
I say something or do a gesture, it didn't quite stick.
00:38:02.239 --> 00:38:07.840
I'm like, okay, so let me try this other thing with both uh scenarios, didn't really stick.
00:38:07.920 --> 00:38:11.920
I'm like, okay, let me try this other thing, still not there, but maybe we're in the right way.
00:38:12.079 --> 00:38:16.320
Then I go back to the original thing that I did, and all of a sudden it's like boom.
00:38:16.480 --> 00:38:17.360
And you're like, what?
00:38:17.920 --> 00:38:24.320
And so that, you know, just multiple ways and having patience and getting there and being willing to be flexible.
00:38:24.559 --> 00:38:30.000
Um just not every student is the same, but then also not every ensemble is the same, right?
00:38:30.320 --> 00:38:34.960
Even like the I'm sure all of you know with your ensembles, it's like, okay, this was great.
00:38:35.119 --> 00:38:39.920
And then you do the same thing the next year, but it's a different group.
00:38:40.079 --> 00:38:44.159
And you're like, oh, that thing that I did last, okay, what let me try this.
00:38:44.559 --> 00:38:50.079
Um, yeah, and then the I think that is probably then that's what I mean by having enough patience.
00:38:50.639 --> 00:38:58.880
The challenging thing is you don't know what will stick, and you don't know when that student it will click for them.
00:38:59.039 --> 00:39:02.960
I mean, another conducting certificate student, I think, asked about that.
00:39:03.199 --> 00:39:14.639
Um, and I was like, yeah, you know, like you could say the like of the scenario I gave three different ways, and then you go back a month later to that, maybe that first way, just because that's how you normally do it.
00:39:14.719 --> 00:39:19.199
And then all of a sudden the student is finally ready, and like the brain is ready to accept that way.
00:39:19.280 --> 00:39:21.039
And you're like, Oh, I'm like, I get it now.
00:39:21.280 --> 00:39:30.639
Like, we could have been a month at ahead by now, but the brain wasn't ready for it yet, and you're just you have to be okay with that, and just like I'm glad you you're here now.
00:39:30.800 --> 00:39:32.719
So let's kind of kind of push forward now.
00:39:33.039 --> 00:39:34.719
Boy, that really resonates.
00:39:34.880 --> 00:39:45.360
I I I think back to like beginning tuba lessons with kids, and the trumpet players would come in and they could already play like hot cross bunts, and the tuba players are just trying to get an F.
00:39:45.599 --> 00:39:51.679
And we would have an hour and a half with them, and I'm like, I can't do it with them for an hour and a half because they just one don't have enough air.
00:39:51.840 --> 00:39:55.760
But it's like the curve isn't always standardized, you know what I mean?
00:39:55.920 --> 00:39:57.920
Like it just takes time.
00:39:58.239 --> 00:40:03.360
Like you're gonna do the fundamentals, but you have to break it into smaller chunks for some kids and for some instruments.
00:40:03.440 --> 00:40:05.440
Like, we try to standardize so much.
00:40:05.599 --> 00:40:09.760
So what you just said was like, yeah, chunks, right?
00:40:10.239 --> 00:40:16.239
It worked this way to teach cut time to seventh graders this year, but you do the same thing next year, and it's a total failure, right?
00:40:16.400 --> 00:40:18.239
So, okay, what what does this kid need?
00:40:18.320 --> 00:40:20.800
I mean, that's what I really liked about Malcolm's conversation too.
00:40:20.880 --> 00:40:26.559
It's like right when you feel you've got it as a teacher, you realize son of a I think it's also experience.
00:40:26.800 --> 00:40:30.239
Uh so uh the Concordia band has open rehearsals.
00:40:30.320 --> 00:40:34.400
So if a student's visiting, that they can come and sit in on a rehearsal.
00:40:34.639 --> 00:40:42.079
And a couple of weeks ago, uh, there's a tuba player, I think they were a sophomore even in high school.
00:40:42.400 --> 00:40:45.280
And after rehearsal, I was like, hey, how was that?
00:40:45.440 --> 00:40:55.360
And they're like, I haven't seen, you know, some of those notes or some of those like uh both actual pitch, but then also duration at all before, you know?
00:40:55.599 --> 00:41:09.679
And so and then there was a piece that a student uh conductor was working on with the Concordia band, and we were talking about this one spot where there was like um sex tuplets in the bassoons, you know, and like all above the staff.
00:41:09.760 --> 00:41:16.719
And I was thinking, and then the flutes and oboes had similar things, and it's just like the students haven't really seen this yet, you know.
00:41:16.880 --> 00:41:19.679
Flutes, oboes, they've been doing it all their life, essentially.
00:41:19.760 --> 00:41:23.440
Uh, and so that is also like you just gotta put that in perspective.
00:41:23.519 --> 00:41:25.280
Like, who am I talking to right now?
00:41:25.519 --> 00:41:27.280
Have they experienced this thing before?
00:41:27.440 --> 00:41:40.079
Because sometimes that leap from high school, like if you're even even if you're the best player at your high school, but you're a tuba player, you're probably not seeing 16th notes and not a lot of stuff that towards the uh uh top of the staff.
00:41:40.320 --> 00:41:45.440
But if you're then all of a sudden you go to Concordia band and you're in there, you're like, oh my gosh, like what's going on?
00:41:45.519 --> 00:41:46.639
But you're good enough to be there.
00:41:46.719 --> 00:41:51.360
You just need an adjustment period with flutes and novos are like, yeah, we got you, we're all good.
00:41:52.719 --> 00:42:04.559
I got one more like legitimate question for you, but I'm wondering, um, what's it like when you take off your um academia uh teaching hat in school and you put on your church musician hat?
00:42:04.800 --> 00:42:06.320
How is that different?
00:42:06.559 --> 00:42:11.280
Um again, because I just like it's old music for me.
00:42:11.360 --> 00:42:12.639
I don't know if I really adjust it.
00:42:12.719 --> 00:42:14.159
And that's probably bad.
00:42:14.400 --> 00:42:25.920
Um, but uh the thing for me is like what I needed to do is that some of the musicians like in that group, um, like they didn't know how to read music.
00:42:26.079 --> 00:42:32.159
Like what they they knew where their voice kind of needed to go based on where the notes were on the staff.
00:42:32.320 --> 00:42:35.280
But if I said, hey, can we all start on the beat flat here?
00:42:35.519 --> 00:42:40.000
They were like, some of them, not many, but they were like, I don't know what that means, you know.
00:42:40.159 --> 00:42:46.320
So then I was like, okay, I would say I my normal thing, can we start on a B flat?
00:42:46.400 --> 00:42:57.119
That's measure four, beat three, the quarter notes, uh, and then like maybe text, and you know, if there was that, if there were in the middle of uh like a uh ooh or whatever, that's a little bit more challenging.
00:42:57.280 --> 00:43:04.400
But so I just did various ways of explaining where I want it to like start and whatnot.
00:43:04.559 --> 00:43:16.239
But then also I would um I try to give them to my the best of my ability a little bit more time in between, uh just because it was later at night.
00:43:16.400 --> 00:43:27.920
Um they've been talking, you know, all day or whatever, just around people, so they're in their voices where I think in instrumental groups I can just kinda go, you know, uh especially within like a two-hour rehearsal.
00:43:28.159 --> 00:43:29.199
I really don't think about that.
00:43:29.360 --> 00:43:34.639
I just kind of do you find some fulfillment though in working in that uh in that venue in that way?
00:43:34.960 --> 00:43:35.199
I did.
00:43:35.280 --> 00:43:36.719
So I did that last year.
00:43:36.880 --> 00:43:43.039
Uh then they wanted to go back to Wednesday nights and I was doing the Concordia thing and I was like, I can't make that work.
00:43:43.280 --> 00:43:59.679
But it was cool like to have that experience, you know, and to be able to work with the voices and like choir when I really haven't done that before and see how I would do things differently if I would, if I was getting the same results, I wasn't using baton for that.
00:44:00.159 --> 00:44:04.719
So I think I kind of got good with some hand gestures potentially.
00:44:05.519 --> 00:44:09.119
Um yeah, I think it was just fun and having right.
00:44:09.360 --> 00:44:11.360
Look at that mind work that you're doing.
00:44:12.639 --> 00:44:16.480
I was gonna give you another hand gesture, but I figured I'd leave that uh screen.
00:44:17.920 --> 00:44:19.599
Point your finger right to the nose, right?
00:44:22.159 --> 00:44:23.119
You got it on the nose.
00:44:23.519 --> 00:44:27.360
Malcolm, we have a specially designed speed round for you uh that's short.
00:44:29.840 --> 00:44:35.440
Just five questions and uh just uh try and make your answer as stupid as the question.
00:44:37.280 --> 00:44:42.000
Um basically, how cold does it have to be in Moorhead before people start complaining?
00:44:42.320 --> 00:44:43.360
I don't think they do.
00:44:43.599 --> 00:44:44.239
Like that's the thing.
00:44:44.719 --> 00:44:46.000
They're too tough for it, you know?
00:44:46.480 --> 00:44:47.119
Well, uh for Peter.
00:44:48.800 --> 00:44:50.480
Yeah, negative 25 for Peter.
00:44:50.639 --> 00:44:56.800
Um uh how how tall is the statue of uh Martin Luther on the campus uh at Concordia Morehead?
00:44:57.039 --> 00:44:57.360
Couldn't tell you.
00:44:59.599 --> 00:45:00.639
That's right, no one cares.
00:45:00.880 --> 00:45:06.480
Um uh who who's the mascot for uh the University of Central Florida?
00:45:06.800 --> 00:45:07.199
Nitro.
00:45:07.599 --> 00:45:08.800
Yes, Nitro.
00:45:09.119 --> 00:45:09.920
Uh check one.
00:45:10.079 --> 00:45:11.679
You get a ding from Chris on that.
00:45:11.920 --> 00:45:15.280
Um famous musician hailing from Mason City, Iowa.
00:45:15.599 --> 00:45:16.639
Uh Meredith Wilson.
00:45:16.960 --> 00:45:17.679
That's right.
00:45:18.000 --> 00:45:20.079
Uh or Russell Kramer, you know.
00:45:21.920 --> 00:45:23.760
Is it true that Russ is retiring this year?
00:45:24.000 --> 00:45:24.559
He is.
00:45:24.800 --> 00:45:25.360
Yeah.
00:45:27.519 --> 00:45:32.400
Uh and this could be any grad, but a famous grad from the University of Northern Iowa.
00:45:32.800 --> 00:45:33.039
Sorry.
00:45:33.119 --> 00:45:35.119
I was thinking Minnesota for a second.
00:45:35.760 --> 00:45:38.559
Um a famous grad from University of Northern Iowa.
00:45:38.880 --> 00:45:39.519
Yeah, you and I.
00:45:39.679 --> 00:45:40.719
Malcolm Burke, of course.
00:45:42.000 --> 00:45:42.880
No, not me.
00:45:43.280 --> 00:45:43.599
That's right.
00:45:43.679 --> 00:45:45.119
He was uh quarterback for the St.
00:45:45.280 --> 00:45:45.840
Louis Rams.
00:45:46.079 --> 00:45:46.320
That's right.
00:45:46.800 --> 00:45:47.440
What's his face?
00:45:47.599 --> 00:45:48.239
Kurt, right?
00:45:48.559 --> 00:45:48.800
Kurt.
00:45:49.039 --> 00:45:49.519
Kurt Warner.
00:45:50.239 --> 00:45:50.400
Yeah.
00:45:50.559 --> 00:45:50.800
Warner.
00:45:51.039 --> 00:45:51.440
Kurt Warner.
00:45:51.679 --> 00:45:52.000
There you go.
00:45:52.400 --> 00:45:52.960
We'll give it to you.
00:45:53.119 --> 00:45:54.079
First name, that works.
00:45:54.159 --> 00:45:55.760
That's uh a correct answer.
00:45:56.000 --> 00:45:57.599
Um drafted by the Packers.
00:45:57.760 --> 00:45:58.400
Didn't work out.
00:45:58.559 --> 00:46:04.320
Um and then last question here favorite kind of restaurant or food, if you had to choose.
00:46:05.280 --> 00:46:07.119
Depends on the day, because I like food.
00:46:07.280 --> 00:46:09.039
But I would go probably Indian.
00:46:09.360 --> 00:46:09.519
Okay.
00:46:09.679 --> 00:46:10.000
Thursday?
00:46:10.239 --> 00:46:11.119
Favorite food for Thursday.
00:46:11.440 --> 00:46:12.000
Yeah, on a Thursday.
00:46:12.159 --> 00:46:13.599
Or it depends on how you're feeling that day.
00:46:14.000 --> 00:46:14.079
Yeah.
00:46:14.320 --> 00:46:17.039
Oh, it depends how yeah, it depends on how you feel that day.
00:46:17.760 --> 00:46:18.559
How you feel that day.
00:46:18.719 --> 00:46:18.960
Okay.
00:46:19.039 --> 00:46:19.599
All right.
00:46:19.840 --> 00:46:21.440
Um then uh let's see.
00:46:21.679 --> 00:46:22.719
Peter's favorite food.
00:46:22.800 --> 00:46:23.119
Do you know?
00:46:23.760 --> 00:46:24.000
No.
00:46:24.480 --> 00:46:24.639
No.
00:46:24.880 --> 00:46:25.360
I don't know.
00:46:25.679 --> 00:46:25.920
All of it?
00:46:26.079 --> 00:46:26.480
Yeah, take it.
00:46:26.559 --> 00:46:29.280
But you had if you had to guess, if you had to pick up a guess.
00:46:29.440 --> 00:46:30.000
Yeah, yeah, yeah.
00:46:30.559 --> 00:46:34.239
Some uh some Detroit-style pizza.
00:46:34.719 --> 00:46:35.840
And good stuff with hot honey.
00:46:36.159 --> 00:46:36.719
It's pretty close.
00:46:37.199 --> 00:46:37.679
Yeah.
00:46:38.079 --> 00:46:39.519
Uh it's actually cauliflower.
00:46:39.599 --> 00:46:41.760
You wouldn't know it, but uh Peter really likes cauliflower.
00:46:42.079 --> 00:46:43.039
Um it's okay.
00:46:43.199 --> 00:46:45.840
You know, it's just important facts of the day.
00:46:46.320 --> 00:46:50.079
Uh Malcolm, uh anything that you want to pester Peter about right now?
00:46:50.239 --> 00:46:53.199
You know, mistakes that he's made, uh things that you're having to clean up after him?
00:46:53.679 --> 00:46:55.920
We've talked online uh offline about this.
00:46:56.079 --> 00:46:58.159
So I see him.
00:46:58.880 --> 00:46:59.360
Or online.
00:46:59.519 --> 00:47:03.760
You you can send a list and we'll include it in the show notes so that uh they can talk about all that stuff.
00:47:04.079 --> 00:47:05.519
That's just the rolling credits then.
00:47:05.760 --> 00:47:06.079
Yeah.
00:47:06.480 --> 00:47:08.480
Crap that Hoberman does poorly.
00:47:08.559 --> 00:47:09.119
That's the answer.
00:47:09.360 --> 00:47:12.880
Yeah, does he leave like uh empty coffee cups all over the office that you've had to clean up?
00:47:13.280 --> 00:47:14.000
Oh, I took him home.
00:47:14.480 --> 00:47:16.800
Spilled coffee during our honor band weekend.
00:47:17.199 --> 00:47:20.559
He was trying to like do creamer, and I'm like, you're spilling coffee.
00:47:20.719 --> 00:47:21.519
He's like, yeah, yeah, yeah.
00:47:21.599 --> 00:47:22.960
I'm like, this is our table.
00:47:23.039 --> 00:47:24.480
Like, what are we doing here?
00:47:24.800 --> 00:47:27.599
Um there's also a lot of hair in his office.
00:47:27.760 --> 00:47:32.000
I don't know because sometimes I'll I'll pick it up and then it just shows up.
00:47:32.079 --> 00:47:33.519
I'm like, where is this coming from?
00:47:33.679 --> 00:47:34.960
Because it's I he's been gone.
00:47:35.199 --> 00:47:36.639
But look, it's not from me.
00:47:36.719 --> 00:47:37.840
Like, it's not my hair.
00:47:37.920 --> 00:47:38.960
I got no hair left.
00:47:39.760 --> 00:47:41.199
And they're very large clumps.
00:47:41.280 --> 00:47:41.360
Yeah.
00:47:41.599 --> 00:47:41.840
Maybe.
00:47:42.000 --> 00:47:42.480
I don't know.
00:47:42.639 --> 00:47:44.480
So but a lot of hair in that office.
00:47:44.800 --> 00:47:49.039
This is literally the first podcast I've ever heard this topic discussed in my life.
00:47:49.119 --> 00:47:50.559
And I listened to a lot of podcasts.
00:47:50.639 --> 00:47:52.320
So wow, guys, you're breaking new ground here.
00:47:52.559 --> 00:47:52.719
Yeah.
00:47:52.880 --> 00:47:53.039
Yeah.
00:47:53.199 --> 00:47:53.519
Fascinating.
00:47:54.079 --> 00:47:54.320
Great stuff.
00:47:55.280 --> 00:47:57.119
That's why you haven't heard of this one.
00:47:58.639 --> 00:48:05.679
I feel laughing about the lightning man when you asked, like, who's the most famous grand or a famous grand from uh Northern Iowa?
00:48:05.920 --> 00:48:09.679
And he he pauses and he's like, wait, I heard uh University of Minnesota.
00:48:09.760 --> 00:48:11.840
And this to imply there aren't any, right?
00:48:11.920 --> 00:48:14.239
That's that's the way it's the way it sounded.
00:48:14.400 --> 00:48:16.960
Okay, I'm safe, it's northern Iowa, not Minnesota.
00:48:17.360 --> 00:48:17.519
True.
00:48:18.000 --> 00:48:24.159
He said Minnesota, and like I was like, well, Haberman's there, but I can't say Haberman, so I was gonna go somewhere else.
00:48:24.480 --> 00:48:25.599
Not famous for that.
00:48:26.480 --> 00:48:26.559
No.
00:48:27.039 --> 00:48:28.960
Uh well Malcolm, it's a pleasure to do this.
00:48:29.039 --> 00:48:38.480
I do know that uh there's no that no way that uh Peter would ask anyone who isn't like an absolute um spot-on bullseye teacher and musician to cover for him.
00:48:38.639 --> 00:48:41.840
Like the I the list is basically one person, and it's you.
00:48:41.920 --> 00:48:46.480
So I mean that right there I just know that you are you're basically tops, man.
00:48:46.559 --> 00:48:48.000
So uh thanks for joining us.
00:48:48.320 --> 00:48:48.559
Thank you.
00:48:48.639 --> 00:48:49.599
Yeah, thanks for having me.
00:48:49.679 --> 00:48:50.320
It's been a lot of fun.
00:48:50.480 --> 00:48:51.760
Yeah, great to see you again, sir.
00:48:51.920 --> 00:48:52.559
Keep up the great work.
00:48:52.800 --> 00:48:53.760
Yeah, I'm welcome.
00:48:54.159 --> 00:48:56.480
And and Randy, thanks for joining us too, buddy.
00:48:56.719 --> 00:48:57.039
Yeah.
00:48:57.199 --> 00:48:58.480
We got to get Randy on.
00:48:59.039 --> 00:49:02.880
I'm putting him on as a I'm gonna put him on as a this is your Randy quote.
00:49:03.039 --> 00:49:06.159
This is enough Randy that the public is demanding today, is it, right?
00:49:06.239 --> 00:49:08.639
Um until like 2028, until 2028.
00:49:09.280 --> 00:49:09.840
You're coming back.
00:49:10.559 --> 00:49:13.840
Yeah, but I want the commuter to know that Randy is actually commuting.
00:49:14.000 --> 00:49:20.320
So for the first time, we have a commuter actually someone commuting during the podcast.
00:49:20.559 --> 00:49:24.639
So if you want more if you want more of Randy, commuter, write in.
00:49:24.800 --> 00:49:26.960
You gotta write in and vote for Randy.
00:49:27.280 --> 00:49:29.119
We'll try to be still next time.
00:49:29.760 --> 00:49:31.519
Peter, look at that.
00:49:31.760 --> 00:49:35.119
I mean, he your replacement is it's most definitely better than you.
00:49:35.280 --> 00:49:35.840
Look at this.
00:49:35.920 --> 00:49:36.079
Yes.
00:49:36.239 --> 00:49:36.880
We've proved it.
00:49:37.280 --> 00:49:40.239
I um uh what what you said at the end is true.
00:49:40.480 --> 00:49:45.440
Um he he just impressed me all the way through, and there's very few people that do.
00:49:45.679 --> 00:49:59.760
And uh the I think my favorite thing about him as a teacher and conductor is what I mean, he is a hard worker and he's a great musician, but he has insecurities in all the right places to continue to have him grow.
00:49:59.920 --> 00:50:07.280
Like every time he I have a question for you, okay, and he tells me the situation, I'm like, well, what do you think you should what do you what do you want to do?
00:50:07.599 --> 00:50:09.920
Well, I think we should do I think uh do this.
00:50:10.320 --> 00:50:10.800
That's great.
00:50:10.880 --> 00:50:13.039
Uh it's always exactly what I was planning on doing.
00:50:13.599 --> 00:50:14.719
He's got all the right instincts.
00:50:14.800 --> 00:50:19.280
He's just you know that's that's something that all three of us have done with our mentors our whole life.
00:50:19.360 --> 00:50:20.400
We're just touching baseline.
00:50:20.559 --> 00:50:22.800
It's like, is this really what we're supposed to do?
00:50:23.280 --> 00:50:23.599
Yeah.
00:50:24.000 --> 00:50:31.039
But you know, I mean, I think it was also just when Russ, I mean, Mason City, the five years of teaching there and doing everything he did.
00:50:31.119 --> 00:50:34.960
Uh it's just once you've been in the schools and you've had to figure that out, right?
00:50:35.119 --> 00:50:36.000
Oh, that didn't work.
00:50:36.159 --> 00:50:41.119
Let's try this, and you become a teacher of students, the age starts to not matter.
00:50:41.360 --> 00:50:56.400
I mean, you get to do maybe higher level musical concepts or you move faster, but his success at 512 there or 912 and all that is what really um I think is what's continuing to lead to a success, besides, of course, his musicianship and his work ethic.
00:50:56.480 --> 00:51:01.840
It's just I mean, this is the first time the director of concert bands has um ever worked out in that position.
00:51:02.159 --> 00:51:02.320
Yeah.
00:51:02.880 --> 00:51:04.159
They've been waiting for decades.
00:51:04.800 --> 00:51:06.000
It's horrible.
00:51:06.880 --> 00:51:08.480
Well, I meant like physic physical fitness.
00:51:08.559 --> 00:51:09.599
I mean, there just hasn't been a lot of things.
00:51:09.760 --> 00:51:10.880
Oh, that worked out well, that too.
00:51:10.960 --> 00:51:12.159
But everybody's working out.
00:51:12.480 --> 00:51:14.800
It's both and kind of statement.
00:51:15.119 --> 00:51:15.280
Yeah.
00:51:15.679 --> 00:51:19.599
You remember that part where Randy and Malcolm were having a good conversation?
00:51:19.920 --> 00:51:21.599
Um, that was exciting.
00:51:21.840 --> 00:51:22.559
That actually was good.
00:51:22.639 --> 00:51:23.360
I wrote down stuff.
00:51:23.519 --> 00:51:24.000
It was good.
00:51:24.239 --> 00:51:29.840
That spot when they were talking about how you connect with people, like I knew that he would make a connection.
00:51:30.000 --> 00:51:31.039
He would love that.
00:51:31.280 --> 00:51:35.920
But like you connect with your student and then all instantly you go back to that time.
00:51:36.079 --> 00:51:41.519
Have you found that too with your own students where you just kind of like get transported back to those that era?
00:51:41.760 --> 00:51:46.800
I go back to moments in how I remember that student, right?
00:51:46.960 --> 00:51:48.800
Like their solo in Ms.
00:51:48.960 --> 00:51:55.440
Lenka 4 or that, but often they'll remind me of things like, oh, you were there when this happened?
00:51:55.599 --> 00:51:56.400
Like, you know what I mean?
00:51:56.480 --> 00:52:05.119
Like I don't have that type of memory, but yeah, it's I just those events, those affective moments of them and my, you know, personal relationship with them is where I tend to go back to.
00:52:05.280 --> 00:52:14.079
But I something fun I actually did at Patrick Marsh is I took a picture of each group, basically from my first year, and we put it up in the hallway.
00:52:14.239 --> 00:52:25.599
And so for 18 years, there's these, and I don't know, they probably tore them down at this point, but it was fun to walk by those, and even when I go back there to go pick up equipment and stuff, um, which I'll do soon.
00:52:25.679 --> 00:52:26.719
Thank you, Patrick Marsh.
00:52:26.960 --> 00:52:30.239
It's fun to go see those photos because it takes me back immediately.
00:52:30.320 --> 00:52:35.599
I'm like, oh, I remember, I remember what we performed, like it just all comes flooding back.
00:52:35.760 --> 00:52:37.039
Phil, do you remember your students?
00:52:37.280 --> 00:52:37.440
No.
00:52:37.679 --> 00:52:38.000
Okay.
00:52:38.400 --> 00:52:38.880
All right.
00:52:40.239 --> 00:52:42.239
No, of course I do.
00:52:42.480 --> 00:52:44.239
But they're in different pockets.
00:52:44.719 --> 00:52:56.880
So um I, you know, uh yes, it's pockets of time, but it's also like, oh, I just played a jazz gig with this double bass player who I taught in brass tech 20 years ago.
00:52:57.039 --> 00:52:59.840
You know, and he's like, Yeah, I remember you at brass tech.
00:53:00.320 --> 00:53:01.760
You were interesting.
00:53:02.400 --> 00:53:02.880
All right.
00:53:03.119 --> 00:53:18.639
Um, it'll be uh third clarinetist that I had, you know, 12 years ago in Symphony Band who, you know, has gone on to do like incredible things that I did not expect that they were going to do, but I didn't have the you know once-a-week interaction that I have with all my Trombone players.
00:53:18.719 --> 00:53:20.559
You know, I see them once a week for a private lesson.
00:53:20.639 --> 00:53:27.519
I mean, those people I have invested so much time with those people on a one-on-one basis.
00:53:27.599 --> 00:53:29.679
And so the connection is deep and vast.
00:53:29.920 --> 00:53:46.000
All of them I you know, I remember and know what they've uh been out to uh at that time and then since I was listening to an interesting podcast, not like this one, um, and they were talking about face blindness, and then there's like that opposite where there's these people that'll see somebody once 20 years ago and remember everything.
00:53:46.239 --> 00:53:50.960
And it's funny because I'll see someone's name, but I see their face.
00:53:51.119 --> 00:53:53.840
Like if I look at an old program, like you were talking about those pictures.
00:53:54.079 --> 00:54:00.480
But when I see an alum at a concert, like their name is right there, whereas I'll be like, Oh, oh, what was the name of that?
00:54:00.639 --> 00:54:04.960
And you know, but when I see their face, it's just like all that stuff comes back.
00:54:05.119 --> 00:54:13.519
I was actually just in town today and I saw a student that um was a non-major and played in bands for a while and is now out and is managing and all these things.
00:54:13.599 --> 00:54:15.679
And I was like, Oh my god, Danny, good to see you.
00:54:15.840 --> 00:54:18.239
And uh he was like, Oh, you remember my name?
00:54:18.320 --> 00:54:19.599
I'm like, Of course I remember your name.
00:54:19.760 --> 00:54:23.679
But I couldn't have told you about him ten minutes before, but anyway.
00:54:23.840 --> 00:54:25.360
So that's cool about your pictures.
00:54:25.519 --> 00:54:25.840
I love that.
00:54:26.159 --> 00:54:29.519
Well, there's a face that I'll never forget, and that face is Paul Kyle.
00:54:29.679 --> 00:54:30.239
That's right.
00:54:30.480 --> 00:54:32.639
We have a band buzzler.
00:54:32.719 --> 00:54:33.920
Uh, this is the reveal.
00:54:34.000 --> 00:54:35.280
It seems like three months ago.
00:54:35.360 --> 00:54:39.440
It might have been, but this is the answer to band buzzler number nine.
00:54:39.519 --> 00:54:40.480
Here we go.
00:54:47.440 --> 00:54:49.119
Welcome back, commuter.
00:54:49.440 --> 00:55:03.280
The answer to last episode's band buzzlers from the pen of composer Alex Shapiro, whose goal she says, is to simply align note after note with the hope that at least a few of them will actually sound good next to each other.
00:55:03.519 --> 00:55:16.480
The excerpt you heard was from her 2010 work, Paper Cut, which arose from Alex's desire to compose something relevant to younger players, which also made the musicians themselves part of the action.
00:55:16.719 --> 00:55:31.920
Papercut has the band members doing choreographed maneuvers that look as compelling as they sound, recognizing that, as Alex says, music isn't just melody, it's rhythm, texture, and sometimes optics as well.
00:55:32.239 --> 00:55:44.960
If you guessed right, your prize is a hearty, do-it-yourself pat on the back due to a lack of funds in the Beyond Artless bot podcast bank account after the last round of t-shirt shipping reimbursement checks went out.
00:55:47.760 --> 00:55:49.760
Oh, Paul Kaya.
00:55:50.079 --> 00:55:50.719
Oh boy, no.
00:55:51.039 --> 00:55:51.840
That's funny.
00:55:52.079 --> 00:55:52.880
That's pretty good.
00:55:53.280 --> 00:55:55.760
All right, we got one more buzzler left this year.
00:55:55.920 --> 00:55:56.960
So just the season.
00:55:57.199 --> 00:55:58.400
We've got we got one more.
00:55:59.280 --> 00:56:01.119
Man, stuff is we're wrapping up.
00:56:01.280 --> 00:56:03.760
We are we closing it up.
00:56:04.000 --> 00:56:04.239
Yep.
00:56:05.280 --> 00:56:06.159
We're heading out the door.
00:56:06.320 --> 00:56:09.760
Yes, no one has been asking for extra episodes this summer.
00:56:10.000 --> 00:56:10.239
Nope.
00:56:10.320 --> 00:56:10.559
Nope.
00:56:11.280 --> 00:56:21.119
Uh, how are we doing on that uh uh uh deep series for all those uh people that are paying for the subscription service and all those extra things?
00:56:21.199 --> 00:56:21.519
How's that?
00:56:21.760 --> 00:56:22.480
A lot of refunds.
00:56:22.639 --> 00:56:24.559
Um we do have a bamboozler.
00:56:25.920 --> 00:56:26.960
Bamboozler.
00:56:27.920 --> 00:56:28.960
Bamboozler.
00:56:29.599 --> 00:56:30.559
Um here we go.
00:56:30.719 --> 00:56:37.119
So the bamboozler is this it says, uh dear gentlemen, public uh school band teacher here.
00:56:37.360 --> 00:56:47.519
Lately I've been wondering if I'm accidentally sucking the joy out of music for my students by overfocusing on precision, competitions, and quote, getting it right.
00:56:47.679 --> 00:56:52.079
At the same time, if I loosen things up too much, the ensemble falls apart and nobody improves.
00:56:52.239 --> 00:56:57.840
From your point of view, where's that line between structure and creativity in a learning environment like this?
00:56:58.000 --> 00:57:03.199
How do we push students to grow without turning music into something they just tolerate instead of love?
00:57:03.519 --> 00:57:13.039
Well, the fact that that person's asking the question suggests to me that they're aware, you know, that they're already aware of the issue enough to solve that problem in a contextual way.
00:57:13.119 --> 00:57:15.840
It's the person that's not aware of the problem that's the problem.
00:57:16.320 --> 00:57:23.760
And I would say that the opposite of excellence and striving for excellence is not boring or not fun.
00:57:24.000 --> 00:57:27.679
I think the opposite of excellence is, you know, lack of care.
00:57:27.840 --> 00:57:31.280
And I think the opposite of boring is interesting.
00:57:31.440 --> 00:57:34.320
So how can you create interest as a teacher?
00:57:34.400 --> 00:57:43.039
I mean, that's where the art of teaching lies is not in the curriculum or the expectation, but how you draw them into the experience along the way.
00:57:43.199 --> 00:57:45.119
So are you asking questions?
00:57:45.360 --> 00:57:48.159
Are you making every day different enough?
00:57:48.320 --> 00:57:49.039
Are they listening?
00:57:49.199 --> 00:57:50.079
Are they writing?
00:57:50.320 --> 00:57:51.679
Are they uh conducting?
00:57:51.840 --> 00:57:52.800
Are they on the podium?
00:57:52.960 --> 00:57:55.360
Are they listening uh you know, I I don't know.
00:57:55.440 --> 00:58:02.719
Uh how are you making it raising that level, but um making it different and putting the fun in the fundamentals that they're learning?
00:58:02.960 --> 00:58:03.599
That's what I'd say.
00:58:03.840 --> 00:58:05.119
I also that's the hard part.
00:58:05.519 --> 00:58:12.880
While I'm not necessarily proud of it, uh early in my music career, I was a pretty competitive little bugger.
00:58:13.679 --> 00:58:20.800
Um I was constantly watching what how what my colleagues were able to do well, and I was subtly gauging myself against that a little bit.
00:58:20.880 --> 00:58:23.440
I was like, oh boy, that person can do some stuff.
00:58:23.679 --> 00:58:24.639
I was aware of it.
00:58:24.800 --> 00:58:29.920
Um while that that certainly did not lead to a lasting love of music, it motivated me.
00:58:30.079 --> 00:58:33.599
I'm not I'm not afraid to admit that that was part of it as a young person.
00:58:33.840 --> 00:58:37.119
It doesn't motivate me as an old person, like not at all.
00:58:37.360 --> 00:58:41.519
Um, but uh for some of our students that the competitive bug is a motivator.
00:58:41.679 --> 00:58:46.880
And I think when it's curated and healthy, um, it is okay.
00:58:47.039 --> 00:58:50.400
It's when it becomes the primary motivator that it is not okay.
00:58:50.719 --> 00:58:52.559
No, I think that's that's well said.
00:58:52.719 --> 00:58:55.599
I think there is a competition to especially to a standard.
00:58:55.679 --> 00:59:03.760
I remember doing Son Ensemble and loving those experiences just because you got to work on something besides you know, concert band and big band jazz stuff.
00:59:04.000 --> 00:59:05.119
Um and then I went to college.
00:59:05.199 --> 00:59:07.280
I'm like, when do we have Son Ensemble festival?
00:59:07.360 --> 00:59:08.800
And they're like, we don't do that here.
00:59:08.960 --> 00:59:10.079
And I'm like, huh.
00:59:10.320 --> 00:59:11.360
That's a real loss.
00:59:11.519 --> 00:59:13.679
And then realized, oh, there are juries every semester.
00:59:13.760 --> 00:59:16.639
So there's a there's a version of that, right?
00:59:16.800 --> 00:59:19.679
But also it was like, well, what about large group contests?
00:59:19.840 --> 00:59:26.800
Well, you don't need that often in the collegiate level because you're all there because you want to be there and strive towards that.
00:59:26.960 --> 00:59:33.599
Um, but yeah, I had that competitive side that I I wanted to do something in that way.
00:59:33.920 --> 00:59:34.239
It's good.
00:59:35.760 --> 00:59:39.119
So we're gonna we're gonna end the show with uh tell me one thing you learned today.
00:59:39.199 --> 00:59:40.400
This is your exit ticket.
00:59:40.480 --> 00:59:41.440
This is a new idea.
00:59:41.519 --> 00:59:43.039
Uh we're gonna do exit tickets.
00:59:43.199 --> 00:59:44.079
It's the only way you get to leave.
00:59:44.400 --> 00:59:46.480
Randy Swiggum is smarter than we are.
00:59:46.800 --> 00:59:48.719
Affect him right to affect of that.
00:59:48.960 --> 00:59:49.199
He did.
00:59:49.440 --> 00:59:50.239
Bastard, I love that.
00:59:50.960 --> 00:59:51.199
So good.
00:59:51.440 --> 00:59:52.239
It's just good.
00:59:52.480 --> 00:59:53.440
Stabs in the heart.
00:59:53.760 --> 00:59:54.400
He's got words.
00:59:54.800 --> 01:00:03.119
To date, the only person I knew that played both trombone and cello was the longtime professor at Indiana University, David Baker.
01:00:03.199 --> 01:00:06.239
And now I know a second person like that in Malcolm.
01:00:06.639 --> 01:00:09.920
And I learned that spilling ice on a router is a bad thing.
01:00:11.199 --> 01:00:11.519
Okay.
01:00:11.760 --> 01:00:12.079
All right.
01:00:12.400 --> 01:00:14.639
This is um high quality podcasting.
01:00:19.039 --> 01:00:22.960
Beyond Artless is sponsored by Beyond the Notes Music Festival.
01:00:23.039 --> 01:00:29.760
Our mission is to create and provide profound learning and social experiences through music that go beyond the notes.
01:00:29.920 --> 01:00:33.840
Visit BTN Music Festival.com to learn more.