My Life as a Middle School Choir Director

It's exhausting...
I love it...

I could end this post with that dichotomy and it would be 100% accurate.  Anyone who has hosted a slumber party or piled five or six middle schoolers into the minivan for a trip to the mall knows exactly what I'm referring to.  Now, multiply that by fourteen.  As in 5 (or 6) X 14 = 70/84.  My choirs at school range in size from forty to eighty students, typically.

Most veteran teachers think twice before agreeing to cover a class for me if I have to miss for a special performance or rehearsal.  That's because the veterans know that class size has a huge impact on classroom management.  Ah, classroom management.  The thing they try to teach you about in college.  And, they warn you about it in college by telling you if you don't have great skills in that area, you will likely not last in the teaching profession.  Classroom management skills are often viewed as the initial barometer for evaluating young teachers.  Yet, most young teachers don't graduate college with great classroom management skills (I sure didn't).  After all, a skill is something one needs to rehearse in order to become an expert in.  Most teachers develop these skills on the job, during their first few years of teaching.  I'm still working on improving my skills in this area.

In addition to class size, here are a few things that make my job difficult as they pertain to classroom management..
1. My room is a 180 degree semicircle with me in the middle.  I have great peripheral vision, but contrary to folklore, I do not have eyes on the back of my head.
2. Because of #1, kids feel as though they can get away with stuff:  Chat with their neighbor.  Say something funny to get a laugh, etc. much more than in a standard classroom setup. If I'm looking at the right half of the room. I cannot see the left half at all. What's worse is that the students in the right half of the room can actually see the students in the left half of the room better than I can.  So I have a situation where students see other students behaving badly even when I cannot see the bad behavior.  This can lead to a long term, negative climate issue because middle schoolers don't have the wherewithal and wisdom to realize what is actually going on.  Instead, they often think that I am letting the students across from them misbehave.  This causes the adolescent brain to think the teacher is playing favorites which is simply not the case.
3. My students' chairs are only a few inches apart from each other.  Unlike a traditional classroom with rows of desks, my kids are so close to each other that they can reach out and poke someone two seats away from them.

I try to let my students know on the first day of school every year that because our class is two to three times the size of a normal class, they need to socialize 1/2 to 2/3 as often, just to have the talking/noise level be that of a normal classroom.  This generally helps for a few weeks.

Middle school aged kids don't know what they want.  They want to have fun and they want to be successful at our performances, but, they hate being stifled.  They hate being made to work diligently on the material.  They want to talk to their friends all the time.  But they hate not sounding as good as we should when listening to the audio from last night's concert.  They want to be funny all the time and get laughs.  But they get mad when the other choir warming up next to them sounds better than their choir.  I had a student ask me a few years ago, "Mr. C why do they sound better than us?"  My answer was direct and simple.  "Because they work harder and talk in class less than our group."

Middle school aged kids rarely see their parents at work.  They rarely get to witness adults focusing, concentrating and putting in lots of effort.  For many, the only place they see this is at school.  It's no wonder they often describe the more demanding teachers as "mean."  The majority of their time outside of school spent with adults is leisure time.  Because of this their teachers and coaches are the ones that need to demonstrate focus, effort and work ethic.

Often, on Mondays, I feel like the tough, demanding parent who just got their kids back from the fun loving "I wanna be your friend" parent who had them for visitation over the weekend.  Today was no different.  A difficult Monday of explaining to my choirs that because the concert is only a few short weeks away, I will continue to ramp up the expectations in regard to behavior, effort and concentration . I really use music as the medium to teach those things.  It's exceedingly more challenging to keep adolescents focused in today's digital age of constant media bombardment.

They are addicted to technology!  Seriously, they cannot put it down.  They feel anxiety when restrictions are placed on them like insisting their phones stay in their lockers.  "But what if my mom texts me?"  I suppose that's a legitimate concern but today it spurs anxiety to the point of MANY students breaking school rules by keeping their phones on them in class.
A few weeks ago I received the Apple Classroom app which allows me to monitor their every move on the iPad, limit what apps and sites can be accessed, etc.  It was met with great resistance!  The app utilizes Bluetooth as the method of connection and multiple students complained.  "Mr. C, I can't turn Bluetooth on because it drains my battery so I won't be able to join your Apple Classroom group."
Me:  "oh, yes you will."

Parents aren't parenting like they used to.  What I mean by that is, sorry folks but it's true, there is barely any parenting happening anymore.  Because actual parenting involves doing things that might upset our children.  The vast majority of kids feel entitled.  They feel as though they have rights and deserve to be respected and also deserve to be able to speak when they want to.  WHAT???  A few years ago I coined a term:  Ignorantly disrespectful.  This is common among middle school aged students.  They are disrespectful without intentionally being disrespectful.  They feel it's ok (because they deem it important) to say something to a neighbor at any time even in a final dress rehearsal before a concert.  They think being disrespectful is only limited to things like back talk or, swearing at a teacher.  Sadly, they also think (mostly because of what they see adults doing) it's OK to yell at the ref and dispute the call.  Guess what... it's NOT.  That's disrespectful behavior.

Kids don't know what to be proud of.  Well, they know it's good to be proud of an athletic achievement, but other than that, they struggle.  We've all complimented a kid only to see them blush or behave in an embarrassed way.  Middle School is an uncomfortable age for many, and as adults we need to be encouraging.  This morning I saw a student carrying a large project into school and that student appeared to look uncomfortable.  That was sad to witness.  I've seen kids who earn solos in choir concerts claim they are "bad singers."  Ugh.  That's just sad.

Sadly, the majority of kids today just aren't fans of music.  Unlike when I was a child, they don't spend hours listening to music as a passtime.  They also don't watch hours upon hours of Bugs Bunny cartoons that all had FANTASTIC original soundtracks.  They also don't listen to music riding in the car.  This may be the most significant difference with kids today.  On every car trip (short or long) I took as a kid, the radio was usually on so I was getting almost constant exposure to music of a great variety.  Kids today have ear buds in while riding in the car.  And most of them, sadly, are not listening to music.  I started to notice this a few years ago when fewer and fewer 6th graders wanted to sing karaoke on Fridays.  Often, they would rather play Name that Tune instead (If my choirs earn it, we spend the last twenty minutes of Friday's class on one of these two fun activities).  And, their favorite Name That Tune category is almost always TV Theme Songs.

The Journey (the process)

The Journey... The older I get the more I understand and appreciate the fact that life is about the journey. The process.  The everyday doing of the things that we all need to do. The good decisions, the hard decisions and the mistakes.  It's what life is all about. It is my life's journey and mission to help adolescents learn to make good decisions in their daily lives and I am so incredibly blessed to be able to use the beautiful medium of music to help them learn these things in my classroom. Please continue to dialogue with your son or daughter about life in the Creekside Choir room. We are a microcosm of real life.  Choir class is the class that comes closest to what a real life job/career will look and feel like in adulthood (a bold statement, I know). We have groups/teams (sections within each choir) that need to coordinate with each other.  We have departments (different choirs throughout the day) who all need to be on the same page to create our finished product that has a very specific deadline. We cannot postpone or delay this deadline.  In Math class, if one member of the team fails to live up to expectations, it only affects that team member's grade (pay/promotion/demotion, ect). In a music class, if a team member makes a bad decision, the entire product is potentially reduced in overall quality. WE ARE A TEAM! While making this point in class the other day, I referenced a friend of mine who is an engineer at a plant that manufactures transmissions for vehicles. A little while later I noticed a couple students goofing around while we were running one of the songs. I quietly mentioned to them, "you have caused our transmission to have a defect and it now needs to return to the factory for warranty work which will cost our company more money." I love making real world analogies like these for the kids. I'm a big picture guy.

Motivation

What motivates you?

Stop and think for a moment...

What REALLY motivates you?

Money?  Your children?  Your career?  Your hobbies?  Your maker/creator?  Food?

What do you think motivates kids?  Is it toys?  Electronics?  Food?

What motivates adolescents?  Their friends?  Social Media?  Video games?  Sports?  Food?

With all the Education Reform that has taken place in recent decades, I am amazed by the fact that I have yet to see the issue of Student Motivation be addressed.  How is it that a teachers' evaluation can be tied to student test scores if the students aren't necessarily even trying to do well on the test?

Try to Be a Rainbow in Someone's Cloud (and, stay in performing arts classes!)

 As someone who has performed and taught music my entire adult life, I've always loved touting the fact that I was, and my classes were, the bright spot in the day for my students. The one class where there very likely would not be homework. The one class where students are encouraged to emote. The class that was a release of energy and a remedy for stress and anxiety rather than be a source. And, as Maya Angelou put it, "the rainbow in someone's cloud." 

But... doing music can also put students outside their comfort zone. Ironically, this is where the magic/learning happens. Many students realize this and stick with it. Others are made too uncomfortable by it and elect to take a different course. Then, there are those who do love it (including the process which is often messy) but also choose to walk away. There are many reasons why an adolescent would elect out of music education. From my experience, most of those reasons often have little to do with music. Most often the student who opts out of music/arts education in school feels pressured to take something else. Those pressures are VERY real to the typical twelve year old. As adults we, of course, realize that generally these things, in the grand scheme, are often "no big deal." But to the twelve year old, these are really big decisions. 

The advent of Advanced Placement courses in most US public high schools ultimately meant one thing for music/arts education:  There will be fewer students in those programs.  Period.  It's a numbers game. Any AP course can be added as an elective course to any high school student's schedule. There are only so many slots in the school day for electives so the students who take multiple AP courses often, unfortunately, opt out of music/arts classes (including two of my own children!). Academically, I have nothing but respect for upper level coursework. My youngest child was almost a college sophomore upon graduating HS thanks to Dual Enrollment AP courses earning him credits from a local college (of course, we had to pay tuition for those credits).  What does it say that a professional musician and music educator has two children opting out of music education? It says there is something wrong with the system. We have systematically made it more challenging for high school students to keep music education in their lives. In turn, we've made it easier for them to walk away. It's very academically easy to prioritize and AP course over staying marching band or choir. It's also easy to academically assume that the student should get more out of an AP course, or, learn more, than they could possibly learn in a band, choir or orchestra class. Except that every single music educator in the world would be jumping up and down shouting, "NO!" The amazing thing about arts education is that in addition to learning how to do art, students learn so many other valuable things and skills. Teamwork and cooperation are two huge elements of participating in a performing group. Ultimately, being in a band, choir or orchestra makes you a better, kinder more well rounded human who is able to feel and understand emotions more deeply. 

Will any of that emotional learning earn me more money someday when I'm an adult? The staunch capitalists of the world would probably say, no. But the artists of the world wouldn't care. And, many who have taken years of music/arts education in school are now considered great resources in the business world because they often possess creativity at a level that exceeds others who opted out of arts at a younger age.

More importantly, that emotional learning and shaping we get from participating in the arts on a daily basis, helps us become better citizens of the planet!  It helps us become better parents, and members of the community. It even helps us become leaders with better communication skills. Arts education is worth advocating for. 

My Retirement Letter

I'll lead with the headline and perhaps go into more detail sharing stories farther down. 

I have decided to retire from my position as the only* Choir Director in the history of Creekside Middle School ! ! !

*My position was created when Zeeland Middle School split into two middle schools. The current choir director at the time chose to go to Cityside.

Retiring from teaching school puts me in a position to donate 100% of my energies to Zeeland Academy of Music (downtown at 16 S. Elm St.) and my family is in a position financially to make this change a reality for us. I am so tremendously grateful for all the love and support I've received over the years from all my wonderful colleagues, friends and family members. 

Sherry and I decided at the beginning of last school year that I would announce my retirement this past April and finish the year with a big MEGA 80s concert - Purple Rain as the combined closing number, tears streaming down my face while playing the guitar solo in the end as the choir, AND the audience, sang the really high "ooh" parts.  For most of the Spring and Summer, I have been planning to return for one, maybe even two more years in hopes of eventually having that big, last hoorah concert.  I'm sad that will not happen, but the timing for me still feels right.

When Covid knocked us out for the remainder of the year, my thoughts shifted and I began planning my return to teaching in the fall hoping to get that chance of doing one more big rock show. Physically speaking, this past school year was not nearly as demanding as the previous few years had been. I had a GREAT student teacher and I had GREAT students who made life in the choir room fun and productive. But, as the fall looms closer, I realize the timing to step away now was the right decision for me.  I do feel badly about not getting the opportunity to say good bye to all the students and staff in person, but I believe that time will eventually come. 

I came into the position of Creekside Choir Director as a local kid who had just left the world of touring professionally in rock bands for the previous four years. For those of you that are still reading, if you hadn't heard this, Paris Blue played about 300 shows per year in fourteen different states (living in hotels, eating Taco Bell at least four times per week - it was HEAVEN!) from 1991 till the end of 1994. We generally played six nights per week. It was truly a full time job.  Before that I played in several other bands that played clubs all over the state of Michigan. Paris Blue career highlights include, setting an attendance record at Club Eastbrook (later became the Orbit Room) in 1993 when we had nearly 1000 paid through the door. We also had the opportunity of opening for several national acts there (and other venues) including, Extreme, Joan Jett, .38 Special, Blue Oyster Cult, Blackfoot and many others. It was a great run that was ended by Grunge music taking over the airwaves. We were mostly an 80s Hair Band with great three part harmony vocals. That music (sadly) went out of style and soon after, most of the live rock venues went belly up. It was really the loss of an entire industry in the Midwest. 

That's when I returned to college, this time GVSU, to obtain the teaching certificate I did not get with my BAA music degree from CMU in 1991. I graduated with a BME from GVSU in the Spring of 1996 and the Creekside Choir position (.6 FTE) was posted shortly after. I'll never forget the call from Jae Shobbrook (Principal at the time) letting me know that I was the sole remaining candidate for the position. I said, "excuse me a second" covered the phone (a land line at my house, of course) with my hand and screamed!  

I was SO GREEN when I started! It didn't take me long to realize that college doesn't necessarily teach you a ton about how to teach. You actually learn ON THE JOB!  As of about my third year, I was starting to get a grasp of reality but by then, the choir program (along with the CRK student body) had grown to the point where I typically had about 50 6th graders, 60 7th graders and 70 8th graders. In that order. the last three hours of the day. Without air conditioning.  Ever been in a classroom with 70 8th graders the last hour of the day when it's 90 degrees and humid??  If not, you should try it sometime. This job was DIFFICULT!!!  And the majority of the difficulty had NOTHING to do with the curriculum being presented. That was such a foreign concept to me. I realized that I NEEDED to get better at classroom management! I actually wrote my Master's Thesis on that very topic and a summary was published in the Michigan Music Educator's Journal in 2007. 

From 1996 - 2008 I made my best attempt at "wearing the suit." I was a member of Michigan School Vocal Music Association and dutifully took my choirs to Choral Festival every year.  At Choral Festival, choirs must perform selections from a required list comprised of, for the most part, Classical choral repertoire, including many selections that originated from liturgical texts coming out of Europe hundreds of years ago and not necessarily in English. I was a pop/rock guy (as most of you know) at heart so this was the challenging part of the year for me. Oh, and guess where this part of the year falls in the school calendar?  Yup!  January - mid March.  This made the most difficult stretch of the school year, even more difficult in the choir room.  My groups didn't always get the top scores in performance, but we always did great in Sight Reading, which pleased my Administrators. My Master's Theses actually scientifically proved a correlation between high Festival scores and classroom management skills. 

In 2008 I met my vocal and career mentor, Jeanie LoVetri when I attended a seminar she was leading promoting her voice teaching method called Somatic Voicework™, a body based, science informed method of teaching singing. Hearing her tell the attendees that ALL music styles/genres deserve EQUAL respect and that there should not be one or two genres that are considered superior was like (pardon the pun) music to my ears! I felt as though I was finally "home." I immediately felt validated to begin taking the Creekside Choir program in a direction that would better suit my skill set and also be much more progressive compared to other area programs.  I have learned so much from Jeanie over the years.  Much more than just how to teach singing.  Jeanie's "Pianoside Manner" is one of grace and kindness always.  Always expect the student is giving you their best. If the student cannot perform what you are asking, make what you're asking more simple. It's not the student's fault. I've also learned that I no longer needed to be the expert in the room on everything, including music!  That was so freeing for my teaching.  It improved my rapport with students overall.  We became more of a team who all worked together, rather than a dictatorship. At the same time I also began demanding more respect from my students and upped my game in the classroom management area. To my surprise, this also improved my rapport with students.  I had been mistakenly assuming that they liked me because I was nice, cool, fun, etc. Nope, I was being liked for the wrong reasons. I was liked because they were getting away with more than they should.  I have Greg Eding to thank for this aspect of my teaching.  I was grateful to have had the opportunity to personally thank him for this recently.  He was the one who inspired me to up my game to the next level.  There was also a very long conversation with a disgruntled parent letting me know that I basically run a "loose ship," but I'll not get into that. 😏

The very next year I stopped taking groups to Choral Festival and began programming much more contemporary music into my concerts. The parents began responding favorably with comments like, "we like that we recognize some of the songs at choir concerts now!" As an entertainer with twenty years of performing experience, those words resonated with me. 

Fast forward eight more years of progression in this direction and I actually attempted something that was terrifying to me. I decided to hire my own rock band to provide the accompaniment for our Spring Choir Concert - WITH ME ON DRUMS!  This would mean, obviously, that there would be no one in front of the kids conducting. They would need to have everything memorized including all concert logistics (a HUGE factor in how smoothly, or not, a school concert flows). 

Rock of Ages Concert:  https://youtu.be/GacXvkE7Nbs

Not only did we pull it off, but the following weekend a local TV news channel contacted me to come do an interview:  https://www.fox17online.com/2016/06/13/zeeland-middle-schoolers-rocks-audience-with-rock-of-ages-show

I was in vacation in Traverse City and school was actually already out when FOX 17 contacted me. I reached out to a handful of parents and students and about twenty kids came to school the following Monday to be interviewed.  We celebrated with a pizza lunch!

The next three years would have us continuing the tradition of a full rock band accompaniment.  This time I reached out to the Breakaway Band from Community Reformed Church, just down the street.  Many of our families attend church there so it was nice for them to see some familiar faces on stage with us.  Curt Dykema served as band leader and played keyboards.  Curt's son Mitch played guitar and keyboards.  Curt's cousin Chad Dykema played drums, which was fun for me because Chad and I are the same age and we've known each other since high school.  Chad was also a music educator (until he retired) AND played drums in a touring rock band in the early 90s!  We have eerily similar life stories.  Rounding out our band was Randy Perkins, owner of RIT Music Holland, on lead guitar and Bob Nyhuis on bass.

Beatles Tribute show:  ://youtu.be/rOBuFTIoIcs

Local TV news coverage of Beatles show:  https://www.fox17online.com/2017/05/30/a-beatles-tribute-local-choir-rocking-out-with-live-band-for-finale-concert

For the Beatles Tribute event, I also enlisted the help of professional sound engineer, Travis Ball. Travis is a ZHS graduate who works professionally both live and in recording studios in the Nashville area. He has gone on tour as Front of House sound engineer for Hosier, Mae and many others.  I was thrilled when he agreed to make the eight hour drive home to work with us on making the show sound great!  And I continued to be thrilled that he's been able to make it work every year since!

We followed the Beatles concert with one titled I Love the 70s: https://youtu.be/w0PEtbVEIeQ

I was honored and flattered when then High School Band Director, Keith Walker asked if I'd like him to put together a horn section for our 70s show. The concert fell during a portion of the school year where the seniors were already finished for the year, and the underclassmen, in performance based classes, tend to have more free time on their hands and are often looking for things to do. As you'll see in the video, the horn section was a great addition.

And, last year's show without a theme (because we had such a diversified set list we wanted to perform:   https://youtu.be/5NQC_pd3t-I

Yes, WE!  As in, my students and me. I enjoyed letting my students have input on the repertoire we performed at concerts. It's both challenging and rewarding. It gives the students ownership in the process of rehearsing and preparing, yet it can also be very frustrating because getting 70 12 year olds to agree on ANYTHING is next to impossible. This is part of the reason why most music teachers don't even open that conversation with students. It must be handled delicately and many ground rules must be established before allowing the first student to raise their hand and make a song selection. Rule number one is, NO negativity!  I was again honored this year by the fact that our two new High School Band Directors, Pujan Bhattarai and Lucas Keur hopped onboard to lead another horn section, including doing a great deal of the scoring for the horn parts!  Thank you!!

The last few years of my career I began to reach out to other school choir directors in an attempt to encourage them to do more of what I was doing (even if only on a small scale) and less of the older model that today's kids and audiences can tend to not care for. That's right. I actually mentioned the audience. For decades, Marching Bands have been putting on halftime shows to ENTERTAIN those in attendance of a football game. Why are other areas of our public school music programs not doing the same? Why is the word ENTERTAINMENT not found anywhere in the state or national standards/benchmarks for Music Education?  I genuinely feel it should be!  I feel that running a concert with high entertainment value not only benefits the performers, as it teaches them how to be good performers, but also greatly pleases the audience. Let's move Music Ed into the 21st Century!

The next chapter in my life will be to focus more of my energies on growing Zeeland Academy of Music, LLC which I started in Downtown Zeeland (16 S. Elm St. - right across from the Splash Pad) in January. We've been steadily adding students ever since and look forward to adding Audition Masterclasses, Choir Camps, and Rock Camps once the Pandemic is behind us. We currently offer lessons in Voice, Guitar, Drums, Piano, Strings, Songwriting, Ukulele and Sound System/DAW operation via three different teachers. We hope to add Brass and Woodwind lessons too along with, eventually, Dance!  Visit us and sign up at zeelandacademyofmusic.com

Additionally, I continue to enjoy serving on the faculty of the LoVetri Institute for Somatic Voicework™ every summer at Baldwin Wallace University in the Cleveland area. This summer's conference was all online but it had record attendance and was very well received! I presented my annual lecture on Audio Equipment for Music Teachers, this year focusing predominantly on equipment used to teach lessons remotely.  I was also asked to present on how to work with teens using Somatic Voicework™.  Both presentations were favorably reviewed as knowledge generally not found anywhere else other than by trial and error.  I also lead breakout groups where teachers experiment in teaching singing in a way that's new to some but that Jeanie has developed over her forty-nine year teaching career.  When the Institute is in person, I am also the Sound Engineer for all nine days of lectures, presentations and performances.  In the future, I plan to also begin to market myself as a presenter on How to Stage a Pop/Rock Choir Concert. I presented on this topic in 2018 at the Association for Popular Music Education Conference in the Nashville area and I have also recently contributed this as a chapter to a book titled Action-Based Pedagogies in Popular Music Education to be published hopefully sometime in 2021. My mentor, Jeanie LoVetri, continues to encourage me to put myself out there as a presenter in this area.

In closing (TLDR - longest closing in history), let me give one more round of thanks to everyone who has helped me along the way.  Going way back to my first piano teacher Tim Oonk (RIP) who later became my mentor as I entered the world of choir directing.  When I was in fifth grade, we learned that ZPS was starting a thing where in order to be able to play percussion in band (what I desperately wanted), one needed piano lessons.  Thankfully, The Oonks were family friends and Tim took me on as a student.  Dan Ritsema!  The incomparable, Ritz!  He meant the world to me from when I first had him as a Band Director in 8th Grade, to High School Marching Band, to him encouraging me to audition (FIRST, no less) for the vocal solo in the Jazz Band arrangement of Flashdance, What a Feeling which became my singing debut!  Insert cool memory here:  The first ever ZHS Jazz Band performance of that song was in the cafeteria of Zeeland Middle School, my Junior year of high school!  It was tradition that Jazz Band  performed once per year, during the lunches at the middle school.  I'll never forget the screams after I sang!  I became instantly addicted to singing and performing!  A few months, and a few songs with vocal in Jazz Band later, in a rehearsal Ritz says, "hang on a minute."  He leaves and returns with James De Boer, then Choir Director at ZHS and says, "Cos, sing that one again with the high notes in the end."  It was the Sergio Mendez hit, Never Gonna Let You Go where in the end it goes way up in falsetto.  Everyone seemed to enjoy it, including Mr. De Boer who called me over to chat as the rehearsal was ending.  He walked me into the choir room, sat down at the piano, had me sing a few scales, then asked me to sing My Country tis of Thee.  When I finished he said, "audition results for Madrigals go up on my door tomorrow morning.  You might like to come take a look."  I left the room dumbfounded.  I think I just auditioned for Madrigals!  p.s.  I got in!

My mentors at CMU were amazing.  I entered life as a Music major a little behind in knowledge of music theory, but thanks to being blessed with good ears, I quickly caught up.  Dr. Jeffrey Foote was great to have as my private voice teacher.  He was a quirky, funny guy with a HUGE voice.  Nina Nash-Robinson (RIP) was fantastic to have as Choir Director.  She was such a sweetheart and everyone loved her.  So many other great professors to like Dr. David Gillingham and Moonyeen Albrecht.

My mentors at GVSU were also pivotal.  Ellen Pool was like everyone's mom (or grandma). Such a caring woman.  Dr. Charles Norris was one who really helped take my research and thesis project to the next level and because of him, I was the first ever GVSU student to receive a Master's Degree in Education with a Music Emphasis.

My mentor in rock and roll was Doug Timmer (aka Douglas Dee Zaster).  He taught me how to play guitar, how to run sound, how to record, and he was the first guitarist I ever jammed in a garage with.  We eventually formed ToVah with his cousin Bob on bass and enjoyed a couple years playing together throughout Central and Western Michigan.  I remember Doug explaining sound equipment to me while thinking, I'm never going to remember how to do this.  Well, most of it eventually stuck, and running sound is one of my favorite things to do today.

It would be impossible for me to thank every band member I've ever played with, but I feel it appropriate to give shout outs to the touring lineup of Paris Blue during the time when we had our biggest success.  Dave Caldwell, Pete Hoffmeyer and Bandleader, Dale Randall .  I may have been the one orchestrating who sang which harmony parts, but I always said that wasn't because I was the best musician in the band, it was merely because I had the education and knowledge of how to do it.  Dale let me handle that job but it was he who was always the best musician in Paris Blue.  Dale, it's been an absolute pleasure sharing the stage (off and on) with you since 1991!  You are a great friend and an even greater musician.  Thank you also to the crew of Paris Blue:  Scott Minkley-Sound.  I learned SO MUCH about running sound from you! Scott went on to become the monitor engineer for Metallica and has been Travis Tritt's Road Manager and Sound Engineer for over twenty years.  Also, Jeff "Bubba" Jaques-Lights and Billy Golden-Follow Spot and comedian.

Thank you to all my students, past and present!  In more ways than you could possibly understand, you have all helped me learn and grow as an educator in some way, shape or form.  It is a pure joy watching you mature into young adults.  Many of them now have families of their own (the 8th graders from my first year turn 38 this year).  Hey, send them to zeelandacademyofmusic.com for lessons, OK 😘?

I'd like to thank my wonderfully supportive wife, Sherry whose vision and knowledge of accounting and HR is at the heart of why I am able to retire from teaching public school right now.  Thank you, honey, for planning ahead way back in the late 90s.  I remember her saying, "you'll be able to retire when you're 52" and thinking to myself, yeah right.  I turned 53 this past May and could have technically retired at the semester this past January.  Thank you also for understanding that my passion for music and performing meant that I would be away from home multiple weekend nights per year until the wee hours of the morning.  Thank you for raising our amazing children without me during those nights when I was away (although, they were mostly asleep 😁).  Thank you for always being there.  I love you.

And, thank you to my children, Shauna, KaCee and Zachary.  You are all wise enough to understand that having a teacher/musician for a father meant that you wouldn't have me around as much as the other fathers in the neighborhood.  I thank you for that and I'm immensely proud that you have turned out the way you have.
I love you!

Michael Costello...
My musical partner in crime for the last 26 years in Cos & Cos!  My little brother!  Thank you so much for always being there for me.  For mentoring many of my former students through high school.  For taking up the vocal slack when I began having trouble with my own singing voice.  For always pulling the equipment trailer.  For being willing to take on the job of lighting engineer for both Paris Blue and Cos & Cos.  For being a very important and highly respected member of our extended family.  I love you and respect you way more than you will ever know.

Lastly, just like I have been doing in my concert programs for years, I'd like to thank my wonderful parents.  Looking back I realize it was YOUR love of music that originally inspired me to love music. I believe I was six when I received my first transistor radio (it's like receiving an iPod, kids!). WLS became my jam!  Top 40 Mainstream music has always been my thing. That lead to a string of K-Tel albums for birthday and Christmas presents. Then, eventually one of the most diverse orders, stylistically, from Columbia Record and Tape club.  Thanx Mom and Dad, for inspiring me to love music and for always being there for me!  I love you guys!

Thank you all,
Jeff

Entertainment: Why is it not part of the school music curriculum?

Hello,
I teach middle school choir in a Midwestern suburban school district in a very conservative area of the country.

If there is one thing my choirs do better than most, it's that they ENTERTAIN!  Why?  Because we ROCK!  And, we MOVE!

Parents, have you ever been to a school choir concert where you were not entertained?  Have you ever thought, "shouldn't this be fun and uplifting?  Shouldn't this be entertaining?"  If you've ever wondered why a school concert wasn't entertaining, I'll tell you why.

It's because there is absolutely no mention of the word Entertainment in any of the state music benchmarks or curricula.  If there are parts of the country that have entertainment as an included element, I am not aware of them.  I've been to choir concerts where the audience was forced to watch the director rearrange chairs on stage during the concert.  In the Entertainment Industry, this is called "Dead Air," and is one of the most embarrassing things for any entertainer.  In the TV or Radio industries, if you are the cause of Dead Air, it can cost you your job!

At the time of this writing (August of 2019) the Detroit Youth Chorus is in the semifinals of the TV show, America's Got Talent.  The DYC is a choir that is inspirational to the kids in my choir program becasue they perform similar music while utilizing similar choreography.  The music is mostly Pop, Rock and R&B (Contemporary Commercial Music).

I can pretty confidently state that the majority of school choir directors are, sadly, not fans of this awesomely energetic performing group.  Why, you ask?  Because they are not singing in the great Western European canon of choral music tradition.  They're signing modern music in the way it is supposed to be sung; with bright vowels.  Something that is generally discouraged in Classical Music and all traditional Choral Music. This choir, who is one vote away from the FINALS on a hugely successful American TV show, would likely not receive a First Division rating at an adjudicated Choral Festival event in Michigan (the state in which I also teach)!

Statistics show that within the next few years, the population of white students in the K-12 education system in the US will fall below 50% for the first time in the history of this country.  To think that it's still acceptable to only utilize the Western European choral tradition as the standard by which choral music is taught and evaluated is patently wrong and horribly outdated.  It's doing a cultural disservice to the (soon to be) majority of our students!

Additionally, studies now show that greater than 80% of all paying gigs (jobs) for singers are those singing CCM (pop/rock/R&B) styles. Yet, 90% (or more) of the Universities in the US only offer Classical/Opera or Jazz as options for voice majors.

It's time the US moved into the 21st Century in the area of Choral and Vocal Music Education!  The number of voice majors at the university level has dropped significantly in the last ten years.  We need to modernize our practices or our field risks going the way of the Dodo bird!

EDITING TO ADD...
In an added attempt to not be misleading, I feel I need to state the following:  I am NOT a proponent of only having school music groups perform Pop/Rock or modern, contemporary sounding music.  If the above comments have anyone thinking that is my stance, it is not. 

What Exactly Do You Do in the Summer?

Whew!

Big sigh of relief because school year number Twenty-Three is in the books for me!

As my Spring Choir Concerts have become larger and larger events with bigger and better production values, the last month (or two) of the school year has become an immensely busy time for me!  I'm generally working until 11:00 pm pretty much every night.

I do take breaks though.  How else would I be able to post my ramblings on Facebook?!?!?  😜

This June I've been asked this question more times than in past years, it seems.  Which is odd because I assume people who know me would  already know these answers, but I guess not everyone does and I suppose it's silly for me to think they would.

What do you do in the summer???

Answer #1:  I SLEEP!

In May I average about 5-6 hours of sleep per night, which for me is not enough.  In June, I average at least nine hours per night!  It's needed for recovery.  The past two years our Holiday Break has been shorter than two weeks and I'll tell you... it makes a difference in the way I feel in January.  I'm looking forward to a full two week break this year as it's important to recharge.  Your children deserve to have teachers at their best!

Answer #2:  I CLEAN!

This time around it has mostly been (so far) focused on the garage due to Zachary's HS graduation open house.  Lots of cleaning and painting.  I found it relaxing actually and even said to my brother, "I think when I retire from teaching, I'm going to become a tinkerer and a cleaner."  Now, to tackle that master bathroom sometime soon!  Oh, and I also need to attempt to get on top of the mole situation we have going on.  ugh...

Answer #3:  APPOINTMENTS!

We try to schedule all my Doctor, Dentist and Eye Doctor appointments in the summer.  And when the kids were younger, theirs too.  That way nobody has to take time off work.  Trust me, it's much easier to NOT get a substitute teacher than it is to get a substitute teacher (even though lately I've been utilizing the same one and she's great - and she knows I appreciate her).

Answer #4:  I TEACH!

In addition to my teaching job at school, I also teach private lessons.  I typically have about 6-8 students that come in either after school or on the weekends during the school year for 30 minute lessons.  In the summer, I teach on Tuesdays and Thursdays and my client load usually goes up to around 12-16.  Currently I have mostly voice students but also two guitar students and two young ladies working on songwriting in addition to voice.  I enjoy every minute of that type of teaching because I never have to monitor, manage or correct bad behavior which cannot be said about what it takes to teach a choir class of 65 thirteen year olds.  I also teach and present at the LoVetri Institute for Somatic Voicework™ at Baldwin Wallace University in the Cleveland area every July.  It's a nine day conference/workshop for Voice Teachers, Choir Directors, Singers and Speech Language Pathologists.  This July marks my eleventh year attending and my sixth year as being part of the faculty.  I'm also the sound engineer for the entire conference, which is a joy and an honor for me.

Answer #5:  I WRITE!

Although not nearly enough.  I need to write more blog entries (I have sticky notes with about three more solid ideas, currently).  I also need to write more music/songs!  As our children are now older, my summer duties no longer include things like changing diapers and preparing breakfast and lunch every day.  I need to replace that time with more writing time! 

Peace,

Cos