I know exactly when and where I decided I wanted to be a band director
I know exactly when and where I decided I wanted to be a band director Read More »
College Prep
Student loan defaulters
I just watched a podcast showing numerous student loan defaulters who consider themselves “under-employed” and carrying “unsustainable loans”, complaining about the prospect of having to pay them back after years of covid and other reasons for repayment pauses.
I responded. Hard-hearted? Or real? Tell me what you think (nicely, please).
“I went to a state university because I couldn’t afford a top-tier private school. I had some scholarships, but also worked at least one job every semester and accepted financial aid via work-study and loans. With my degree, I got the job I studied for, struggled a few early years to repay my loan, and continued with life.
Current trends are to borrow immoderate amounts for over-priced private, name-brand schools, bypassing the more moderately priced options, to get a useless degree or one that offers low potential for justifying the price or the loan incurred.
With an attitude and degree no business wants to pay for, they accept lower wage jobs and spend what they should be setting aside for their loan obligation to get tatted, buy the fancy new car, best phone, gaming, credit card debt and party life. And then they want ME to subsidize their lifestyle so they don’t have to pay their debt. All four of my family went to college. Three involved loans. All paid back. Pardon my insensitivity.”
Increasingly, hs graduates are opting to learn high-paying trades or going into the military, which offers opportunities to learn, study, and gain financially — with stability. Those are wise decisions in the current environment.
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Loud music in church
This is one of my favorite pieces I’ve heard at Duke Chapel, played as a postlude as and after the auditorium has emptied at the end of a service.
Click on a pic to enlarge
Organ Symphony No. 5 in F Minor, Op. 42 No. 1: V. Toccata
Best if you listen with your volume turned up. There is a section in the middle that gets so soft you can barely hear it, and then it comes roaring back again. There is a several second reverb after the release of the last chord. Enjoy.
Here is an Easter Service in the Chapel. It begins using the rear organ. You’ll see the keyboard for the front organ during the processional. Be sure to skip to the Postlude if you don’t want to listen to everything in between. Here are some recommended stops to make:
9:46 Introit (Rear Organ)
13:40 Processional Hymn (Both Organs, ending with front organ)
24:00 Antiphon (Choir, organ, ensemble)
1:06:46 Choir (Offertory)
1:22:07 Postlude
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Are public schools receiving less in Indiana due to SB1
With all the publicity of public schools receiving less due to Indiana SB1, I started doing a non-scientific comparison between 2000 (one of my sons graduated in 1999 and the other in 2001) and current. Some lists show current as 2023, 2024 or projected 2025. I did not cite each of these numbers as they come from multiple sources and, in some cases, sources differ on exact numbers. ALSO, I emailed questions to my state Representative and state Senator. I have heard back from one of them. Once I hear from both, I’ll share.
Originally for my own information, I compared some of the local and state data I was finding with the near west-coast school (K-12) my grandkids attend (I will refer to as Private School A) and an east-coast boarding school (9-12) where one of my sons is a teacher, coach and admin (Private School B).
No fancy graphs or editorials ….just FYI. Some numbers don’t seem to “add up”, so feel free to note or correct discrepancies.
HUNTINGTON COUNTY POPULATION
2000 – 38079
2023 – 36781
Decrease 1298 or 3.4%
HCCSC
2000 – 6548 students
2025 – 4916 students
Decrease of 1632 or 25%
HNHS POPULATION
2000 – @2000 students
2025 – @1400 students
Decrease of 600 or 30%
Size of administration increases (?) – below
SCHOOL-AGE CHILDREN HUNTINGTON COUNTY
2000 – 8885 (6548 in HCCSC = 73%)
2025 – 8000 (4916 in HCCSC = 61%)
Decrease in student population 885
Decrease in HCCSC participation 1632 or 12%
According to HCCSC published material, 15% of students within our boundaries (@1200) choose alternate options. This compares favorably with other systems in our area. Alternate options would be schools outside our boundaries, online education, home schooling, private schools inside or outside our boundaries, and others.
Class Size 15:1 – favorable, comparable to most data I found in a variety of school types
Govt money per student = $9876 x 4916 (student population) = $48,550,416
GRADUATION
2021 – 471 students
2024 – 307 students
Decrease of 164 graduates
HN Graduation 89%. State average – 88%
Private School A – no data.
Private School B – “nearly 100%”
SAT SCORES
HNHS – 1140 (better than national and state averages)
National – 1040
Indiana – 971
Private School A – 1270 (1081 state avg)
Private School B – 1446 (1112 state avg)
Duke University & UPenn (Son #2 attended) – 1550 & 1540
IU – 1310
Purdue – 1330
Notre Dame – 1500
Ball State – 1177
PFW – 1080
HUNTINGTON NORTH HIGH SCHOOL
1 – Principal
4 – Assistant Principals
1 – Dean
1 – Athletic Director
1 – CTE (Career & Technical Education) Director
5 – Guidance Counselors
? – Administrative Assistants (one source said 9)
1 – Resource Officer (Total of 3? in the corporation)
HCCSC ADMINISTRATION (aka Corporation Office)
OFFICE OF THE SUPERINTENDENT
Superintendent
Executive Secretary
CFO
COO
INSTRUCTIONAL SERVICES
Director of Elementary Education
Director of Secondary Education
Administrative Assistant for Secondary Education
BUSINESS DEPARTMENT
Assistant to Executive Secretary / Receptionist
Deputy Treasurer & Grants Specialist
Corporation Treasurer
Accounts Payable / Receivable
Payroll Specialist
HUMAN RESOURCES
Director of Human Resources, Payroll / Human Resources
PROFESSIONAL DEVELOPMENT
Principal High Ability Coordinator
Professional Development Coordinator
Assistant Principal Professional Development Coordinator
SPECIAL PROGRAMS
Director of Special Education
Assistant Director of Special Education
Administrative Assistant for Special Education
Interpreter
2 – Speech Language Pathologist
Occupational Therapist
Early Childhood Coordinator
Consulting Teacher for Deaf and Hard of Hearing
MARKETING & COMMUNICATIONS
Director of Marketing & Communications
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Be a Gold digger.
Solo/Ensemble season is here. Vocal is local and starts tomorrow. Instrumental for local musicians starts next Saturday. If you get District GOLD, you qualify for STATE.
Every participant is a winner. What other activity (maybe shooting free throws in a ball game) requires someone to stand in front of a person with the job of (usually) finding their every mistake?
Be GOLD diggers.
3 Scholarship Strategies That Worked for Me and Mine
By John Gardner
It used to be that “March Madness” meant more than just basketball. The school would emphasize the mostly local scholarships that would be awarded and presented on “Achievement Night” toward the end of the school year. There is still a push in mid-spring, but the last I knew, the local Guidance Department now organizes scholarships by application due date and there is clearly a newer emphasis on working at the scholarship process throughout the (mostly) senior year.
As a high school teacher, I encouraged students to go after all the scholarships available and too often hear responses like…
As a high school teacher, too often I hear variations of…..
so what’s the point?”“I’ll fill it out,
but I’m not going to spend
a lot of time on it.”
The PURPOSE of this post is to ENCOURAGE students (and parents) to implement 3 strategies as you go through “scholarship season”.
STRATEGY #1: Work harder and smarter. COMPETE to BEAT the competition.
My son was applying for a “Fellowship” at an Ivey League Grad School, where he completed his PhD. A fellowship is similar to a ‘scholarship’ with generally bigger dollars. A fellowship is usually more like funding for a job. It would pay for a semester of teaching two Penn classes and a semester of research for his dissertation.
“The fellowship’s description clearly favored someone with 1 yr less experience than me. Knowing that, all things being equal, the fellowship would go to someone else, I determined to make sure things were not equal.
I devoted an entire week toward preparing my application. I knew few would spend that much time or commit that level of energy. Apparently it worked as they went outside their target group to pick me.”
Halfway through his undergrad experience, he won a $32,000 scholarship for college expenses, including travel to potential grad schools.
Compete confidently.
STRATEGY #2: FILL OUT EVERY SCHOLARSHIP THAT DOES NOT SPECIFICALLY EXCLUDE YOU
In high school, he won a scholarship from the local ABWA (Women’s Association), whose literature said they give “preference” to a girl, but did not exclude guys. Also a $4000 from a Catholic organization even though he is not Catholic.
“I read the criteria for every scholarship.
If not specifically excluded, I applied.
There was a time during Spring Semester of high school senior year that our living room had numerous ‘stacks’ representing different scholarships. His attitude that scholarship season was that it was his ‘part-time job’ and he intended to make more money doing that than he would have made at a fast food restaurant job. He did.
Make scholarships worth your time and effort.
STRATEGY #3: SEARCH them out and TAKE THEM SERIOUSLY
There is money out there. Part of the battle is finding it. Your high school Guidance Department probably has a listing.
Scholarship providers are looking for LOTS of things, and grades are not always at the top of the list. They want achievers. Extracurricular involvement and community service indicate that you are a responsible person. Good reference letters from teachers are valuable. Hopefully you have cultivated and earned strong teacher advocates. Sometimes financial need is a factor. Memorial scholarships often focus on students pursuing particular majors.
Read about
How to get Good Reference Letters
Demographics can matter. There have been at least three people from our local high school accepted to a particular top-tier university in recent years. This school tends to attract students from wealthy east coast boarding schools — and from overseas…..but in trying to change that reputation/perception, some local students benefited. For example, they wanted to increase the percentage of white, public school mid-westerners in their “community”. Sometimes engineering schools want more girls while education departments may want more guys. As you write essays and complete applications, focus on and market your strengths. You are, after all, asking for someone to “buy you”. Why should they?
Going after scholarships can feel like the ice skater learning how to do the quad. They fall down and get hurt a lot before you see them nail it on TV. Go for the good scholarships. Go for all you can. Go hard. And don’t give up.
3 Scholarship Strategies That Worked for Me and Mine Read More »
Earning and receiving a great reference letter
By John Gardner (retired July 2020)
As a teacher, I was often asked to be a reference on a job application or to write a recommendation letter for students applying for scholarships, jobs, and/or colleges. I received a nice thank you from a former exchange student who had just re-used the letter I wrote for her as she was applying for graduate studies toward her doctorate at a university in Germany. Because I find myself answering the same questions or asking for the same information whenever students need this help, I’m going to organize them here and then refer students to this post when they want my letter-writing help.
How do you EARN a good letter and when do you START?
When sophomores and juniors interested in auditioning for Drum Major asked, “When are auditions?” My response was normally, “Your audition started freshman year.”
Similarly, a good reference doesn’t happen just because you ask or need one…. it happens because you have earned it during your years of association with, in this case, a teacher.
Few teachers or coaches get to know a student as well as a band director because it is often a 4+ year participation class — and especially marching band involves much more interaction than in a typical academic class. Students should realize and appreciate the value of such a letter — and work all four years to develop a stellar reputation the teacher will be happy to brag on.
What makes a good letter?
I usually structure my letter to focus on multiple areas:
- Band experience. Which ensembles, what years, any additional responsibilities – i.e. section leader, drum major, etc.
- Qualification. Especially for scholarship letters, I like to emphasize genuine need and why I think meeting that need is a good investment for the scholarship provider.
- School experience. Grades, other extracurricular activities, honor rolls, awards, achievements.
- Community experience, especially volunteerism. Camps, counseling experiences, etc. Jobs.
- College/Career goal. What will you major in or what do you plan to do after graduation?
- Reputation. I like to reference the quality of friend choices, the wisdom of decision-making, and generally, the types of comments peers and teachers might make.
What YOU should provide the letter-writer.
- Resume. Resumes typically contain much of the information needed for a good letter. If you don’t have a resume, use the above list and organize information. If not an official resume, at least a list of activities, honors, awards, jobs, volunteer work, and after-graduation plans.
- Stamped, Addressed Envelope with sufficient postage. Although I often do provide a copy to the student, the customary approach is to provide everything to the letter writer who then can put the letter in the envelope, seal it and drop it in the mail. OR… links to the online application and an email to which to send a copy to the student. Don’t use your school email, which may expire after you graduate.
- Additional Paperwork completed. Often there is an accompanying application or information sheet to go with the letter and it is both inconvenient and inconsiderate of you to expect ME to take that additional time. Fill in your addresses, names, and numbers. If I see that it will take extra time, I tend to procrastinate on the project.
- TIME! The worst was a student approaching me after school about writing a letter requiring a same day postmark! C’mon…. If you want a comprehensive letter, give me time to do it. I will typically write a letter within a couple of days — but give me a week, please.
I love writing letters to help achievers because when I was where they are — there were people who went to bat for me and this is my way of returning that favor by passing it on….. Teachers don’t expect a lot in return, but a smile and a thank you can go a long way.
SUGGESTIONS for getting ADDITIONAL letters and help! If a teacher has taken the time to organize and write a professional letter on YOUR behalf, consider a short, hand-written THANK YOU to the teacher. Guess who gets the better letters cranked out faster the next time?
Thanks for reading.
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10+ Gump-ism-style Advice Lines for Bands, Students and Parents
In the spirit of Forrest Gump who put out Gump-isms like, “Life is like a box of chocolates…..You never know what you’re gonna get”, I offer the following sayings that sometime happen in band rehearsals and private studio lessons.
“Good Grades Do Pay.”
We all hear about college paying for good athletes, but they will also pay for good intellectuals. Pick up a brochure from just about any college and you’ll find a place in there where they list things like 1) Average SAT/ACT score or 2) National Merit Scholars.
If your SAT/ACT score is higher than the college’s average, then they WANT YOU because you will raise their average. To many schools, both the average SAT/ACT scores and the number of National Merit Scholars they have represent “bragging rights”. But instead of accidentally stumbling into success, strategically plan for it, and then systematically execute your plan.
The first major test is one often ignored, the PSAT (Preliminary Scholastic Aptitude Test). Sophomores and Juniors can take the PSAT, which gives colleges some early information they can use to recruit. The PSAT is also the NMSQT (National Merit Scholar Qualifying test). Colleges will pay for National Merit Scholars. They brag about how may NM Scholars they have in their community. This is a test worth practicing and preparing for. Treat your preparation as a part-time job.
How much money can you make at minimum wage?
The other test(s) worth studying and preparing for are the SAT, the ACT and the SAT II’s (specific subject tests required by some schools).
“Colleges Pay for those who Play – WELL!”
Don’t ignore the ARTS corner of the Triangle-A (Athletics, Academics, Arts). I remember a conversation I had with son #1 as we sat in the driveway of his trumpet teacher’s house and I was writing that check for an hour-long lesson:
“I am paying for your college education one week at a time.
By the time you get to college,
you need to be good enough
that colleges will pay for you.”
I did not pay for MY college education. As one of five children raised in a single parent household by a polio survivor mother, I knew there was no way my family could send me to college. I knew that the only way I would get to college was for a college to pay for me to come. I wasn’t going to qualify academically and was completely non-Athletic. But by 8th grade, I realized I could play the clarinet pretty well – and set off on a track to make that my way in to college. Some of the things I did related to that:
* When my friends were out cruising, I was practicing.
(Not much choice as I didn’t have a car.)
* When my friends were going to the movies, I was practicing.
(Not much choice as I didn’t have spending money.)
* I took clarinet lessons all through high school.
* I participated in Summer Music Camps. I spent three 4-week sessions at the Stephen Foster Music Camp at Eastern Kentucky University and two summers at the 2-week Summer Camp at Morehead State University. Colleges offer camps and clinics to recruit: to get to know prospects and to give them an opportunity to fall in love with the college. In those cases, I got to study for short times with the clarinet professors at both universities. When it came time to select a college, both of those were recruiting me because they already knew me. And, of course, having intense rehearsals and master classes all day for the summer makes one a much better musician.
* I auditioned for specialty and clinic bands. Northern Kentucky had a “Select Band” which rehearsed for 1-2 days and gave a concert. I also participated all 4 years in the Kentucky All-State Band. There was the Morehead State University Band Clinic.
* I participated in several ensembles and played a solo every year at Solo/Ensemble Festival. I received 1-II, 14-I’s and 1-I+. Both my sons surpassed that, with Son #2 achieving over 42 Gold Medal ratings in District and State in instrumental and vocal.
Son #1 did not pay for his college education. Do you notice anything similar about our paths and strategies?
* Trumpet Lessons starting in 7th grade.
* Honor Band
* Solo/Ensemble Festival – three trips to State
* Music Camp – (KY) twice
* Music Camp – (IN)
* Jazz Camp – (TN)
* Youth Symphony
* All-State Band
* Summer Substitute with the Philharmonic Orchestra
* Everything Band in high school, including Marching (2yrs), Concert, Jazz, Varsity Brass (Show Choir Backup), Musicals.
In fact, there were some semesters when he would register for classes that the school would give HIM a check. That was because each year:
– $2500 each year from the Presidential Scholarship (National Merit Finalist)
– $2000 each year from the University to completely cover in-state-tuition
– $5000 from the Honors Program (ACT score, National Honor Society) to completely cover out of state tuition
– $3500 from the Music Department to completely cover housing
– $1000 from the Trumpet Studio
======
$14,000 … at a time when the total cost at TTU (Tennessee Tech) was about $10,500/yr.
He also received local scholarships. I recall that for one of those scholarships he called the person in charge because he missed the “postmark date” and wanted to see if he could drive it to her home (local). Her response was, “Please do, honey ….. your application will be the only one we have.” See scholarship -ism below.
Son #2 went to a Top Tier school for a state school price. That university’s current tuition is over $61,000/yr. He had the grades but not the money. An Admissions counselor made me a promise (which they kept),
“If we decide we want him,we will get him here.”
It is sad to see high school students who are pretty good in their local band go off to top-ranked music schools to face rejection because they settled for mediocrity in high school – because they could. Some of the students I teach at the university come in as music majors never having studied privately. It is really hard to make it at the college level without specialty instruction in high school. There is only so much that can be done in the large ensemble for which there is a “free” teacher. Assuming there is some talent/ability involved, you can almost look at the concept as a “Pay Now vs Pay Later”.
You can INVEST in your training and experiences throughout high school and go for the music scholarships in college, or PAY the sticker price.
“It doesn’t matter whether you win or lose — until you lose.”
I used to have a poster in front of my band room showing a rifle girl, her head down as she was dragging her rifle behind her…..featuring that quote.
“If the notes are on the paper, it is your job to play ALL of them.”
This was my response to a student who asked, “How much of it do we have to play?” I often tell students that it is my job as a director to help mold and blend the sound, and to correct errors…… not to teach notes. Learning the notes is the student’s job.
“If you’re going to play it, you might as well play it right.”
Why hurt the ensemble and waste valuable rehearsal time when it doesn’t take that much more effort to do it right the first time?
“The view from 1st chair is much better.”
“Private Lessons can be like paying for college — one week at a time.”
“Be prepared: Make sure your parents are getting their money’s worth.”
I have had students come to clarinet/sax lessons without their music, ….. and one, without his instrument. One college music major lesson started (and ended) like this:
Student: I don’t know how to tell you this, but I just didn’t have time to practice this week.
Me: This is your 3rd week in a row with excuses. This is your major instrument. This is your major. This is just as important as that English, Math or Psychology assignment. This affects your grade too. I heard you sight-read this music last week when it was supposed to be practiced to performance-grade. I don’t need to hear you sight-read it again. You take this time and practice. I’ll see you next week.
When I was paying for lessons, I wanted my money’s worth. And I tell my students to give their parents their money’s worth, i.e. don’t waste my time or their money.
“Santa isn’t the only one who knows whether you’ve been bad (no practice) or good.”
If you engage in systematic study, your teacher/coach will get to know you well enough to know when you’ve practiced for your lesson. Make sure your parents are getting their money’s worth.
“You can’t sight read in your lesson and get away with it. I’m better than that.”
“Like the ice skater who misses the quad, missing notes in public can hurt.”
Mistakes are going to happen. They just are. When you watch ice skating on TV, even at the world championship or Olympic level, there are mistakes. What I often explain in private lessons is that they probably hit that jump a high percentage of times in practice. Performance rarely goes better than practice. If you aren’t doing it in practice, what do you think will happen in performance?
“Anybody can be mediocre. Not you. Not with me. Don’t even think about it.”
Mediocre means average. Anybody can be average. When talking about the lukewarm (mediocre) church, Jesus said he would prefer that it had been hot or cold, but because it was lukewarm, he would spit it out of His mouth. The Star Wars Jedi Knight Yoda says, “Do, or do not, there is no TRY”.
“You can practice hard now and have fun at performance, or you can have fun now…”
High school life is so much about social life and relationships. The tendency is to bring that into the rehearsal. You can take it easy now, but then be disappointed with the results — or you can work hard, pay the price and enjoy the rewards and satisfaction of demonstrated excellence.
“Do you really want me to tell you it was good — if it wasn’t?”
Students usually know if it was good or bad. There is that balance between encouragement and improvement. When that balance is achieved, improvement happens. After a tough run of a marching band show, as we were ending the rehearsal, which we usually tried to do on a ‘high note’, after another staff member gave a critique, I asked the students; “Do you want the sugar-coated version, or do you want it straight?” They wanted it straight – which enabled us to end on a ‘good note’.
“Fix it — or I will find you!”
I’m decent with those “hearing eyes” and “seeing ears”, i.e. knowing whether what you’re hearing from the ensemble is what you are looking at in the score. There would be times I would hear something, stop the ensemble, look at the score — and then in the general direction the mistake came from. They know I could find them, and sometimes, by the time I would look up, there would already be a student with his/her hand up confessing, “It was me.”
10+ Gump-ism-style Advice Lines for Bands, Students and Parents Read More »
Respect, Preparation and Appreciation for your Pianist
by John Gardner
January is a month that often includes preparation for solo festival. Many will have an opportunity to practice with an accompanist, perhaps a new experience.
As instrumentalists, you should realize how long it takes to learn to play piano with the level of proficiency required to accompany your solo. Some pianists have invested thousands in private instruction and college educations. They are proficient at their craft just like an electrician, plumber, mechanic….or a teacher, professor, attorney or doctor. We are fortunate to have pianists willing to work with you. They deserve your respect, your preparation and your appreciation. This note should serve as a guide in working with your pianist.
Your accompanist will 1)spend time practicing your music, 2) spend time and expense coming to school to practice with you, 3) sacrifice part of an evening to help you in our practice recital, and 4) spend over half a day traveling to the contest site and performing with you at District. Group 1 Music is significantly more difficult AND… if you get GOLD at District, your accompanist is then committed to additional practice time and a whole day of time and expense travelling to Indianapolis.
Respect. Most pianists will coach you with their expert advice. Unless they suggest something that conflicts with your private instructor’s instructions, accept their advice as authoritative.
Prepare. Do NOT dis-respect your pianist’s time by not being prepared. You can’t be perfect, but you can be prepared.
Appreciate. Pianists don’t accompany for the big bucks, but some some rely on this as part of his/her income. Unless you have a different arrangement with your particular accompanist, consider an appropriate amount [locally we suggest @$25 min] to cover preparation, about two practices and performance (including recital) through District, and then a respectable amount to cover the additional time, and expense for state finals. Agree in advance with your pianist, including payment terms. And a thank you card is a nice touch…..
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