The Myths of Retirement

Dispelling Five Common Misconceptions Involving One of Life’s Greatest Transitions – Perspectives from Gerontologists, Psychologists, Authors, and Other “Retiree Gurus”

 

Throughout my travels presenting at music educator conferences and local workshops, I discover soon-to-retire music teachers and other professionals have many preconceived notions about retirement. I hear the general acceptance of many “myths,” including these five Five Mythsthat seem to be the most prevalent:

  1. You retire FROM something.
  2. It’s an easy transition.
  3. It takes little time to prepare.
  4. It’s completely different from anything you’re doing now.
  5. Retirement is the time to downsize and move.

Let’s “troll the Internet” a little and check-in with a few leading authorities on retirement planning.

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1

You should retire to, not from, something.

“Most people today view retirement as an opportunity to begin a new chapter in their lives, ‘not a time to wind down and move off the playing field,’ says gerontologist Ken Dychtwald, 64, the CEO of Age Wave, a research think-tank on aging issues.”

“They are trying to figure out new ways to be productive. ‘Many are wondering: What can I do with this stage of my life that is perhaps my highest purpose?’ says Dychtwald, who is also a psychologist. He has written 16 books on aging, health, and retirement issues.”

— “How to Reinvent Yourself in Retirement” by Nanci Hellmich, USA TODAY: https://www.usatoday.com/story/money/personalfinance/2014/10/12/five-stages-of-retirement/16975707/

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“You really should retire to something, not just retire from something… Having a notion of what you are retiring to is also a necessary early retirement planning activity. One that everyone should complete.”

“I would say that I just want the freedom to do whatever I want to do. To spend time in the garden, exercise, travel, pursue opportunities that interested me, learn new things, meet new people, etc. I had done the necessary steps of making sure that I had budgeted for my hobbies and our travel wishes. I thought that was enough. However that wasn’t going to occupy all of my retirement days.”

“Now I do want and enjoy free time where there are no obligations just as much as the next guy, but I needed to look at what I was really retiring to so I wouldn’t end up one of those unfortunate retirees who say they are bored and wished they had never retired. That is why you should plan to retire to something, not just retire from something.”

— “Retire To Something,” Leisure Freak Tommy: https://www.leisurefreak.com/non-financial-aspects-of-early-retirement/retire-to-something/

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“Throughout your working years, you have probably viewed your retirement as a destination. It is a goal you are saving for and will hopefully reach one day. But once you reach this destination, then what? ”

“The perception of retirement as a destination may be why some people approach retirement with dread rather than anticipation. They view retirement as a finish line or as the end of the road.”

“But retirement is simply a milestone you pass on your journey. It’s like crossing the border from one state to the next. The road will continue to unfold before you.”

“Your life has changed in countless ways from the time you graduated from school and entered the full-time work force until the present. You have probably changed jobs and perhaps changed careers. You may have lived in numerous places, gotten married and raised a family. Friends have come and gone, your hobbies and interests have evolved and your body has changed.”

“Your retirement could easily last two or three decades. It won’t be a one-dimensional, stagnant state of being. Your life will continue to evolve in many ways after you retire. You may move, the people in your life will continue to shift and you will probably travel to new places and engage in new activities.”

— “Your Retirement is a Journey, Not a Destination” by Dave Hughes, RetireFabulously: http://retirefabulously.com/2017/05/15/your-retirement-is-a-journey-not-a-destination/

 

2

For many, retirement may not be an easy transition.

“50% of retirees will suffer some form of acute emotional distress. This is potentially a very large problem given the fact that 10,000 people are becoming eligible for Social Security every day for the next 20 years in the US alone.”

— Dr. Robert P. Delamontagne in Retiring Mind, Fairview Imprints, 2010: http://www.theretiringmind.com/

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“For some people, retirement planning conjures up images of languid days free from the demands of the daily grind, but for others the prospect of leaving the workforce may be a daunting or even frightening transition.”

“For most, this major milestone will elicit a mixture of emotions that fall somewhere between anticipation and apprehension. Retirement is, in fact, a complex experience for almost everyone, characterized by gains and losses and tremendous shifts in identity and routines.”

“Unless those challenges are addressed and dealt with, the so-called ‘golden years’ can be tarnished,” says Irene Deitch, PhD, psychologist and professor emeritus at the College of Staten Island, City University of New York. “Even those who may have thought they were prepared can find that the transition is tougher once they’re actually in the throes of it.”

—”Eight Ways to Ease into Retirement” by Katherine Lee, Everyday Health: https://www.everydayhealth.com/longevity/future-planning/happy-retirement.aspx

3

Preparation to retirement is essential for you and your family members.

“Most gerontologists agree that a period of adjustment will occur during the first years of “interning” as a retiree. Even more crucial is the “pre-retirement” or “imagination” stage of retirement, involving your preparation six to ten years prior to “taking the big leap” to FREEDOM!”

“Have you considered a few ‘terms of transformation’ below that are all-to-common to soon-to-be-retirees undergoing that life-changing transition to ‘living their dream?’ How should you unravel these “conundrums” or mysteries of transitioning to retirement?

  • Self-Identity and Change
  • Free Time
  • Energy and Fortitude
  • Losing Control and Perpetual Care”

“The only solution to ‘softening the blow’ of the possible turmoil and incongruity brought on at this time is to follow the Boy Scout rule… BE PREPARED.”

“According to TIPS Retirement for Music Educators by Verne A. Wilson (MENC 1989), at least three years before you leave your full-time employment:

  1. Sit down with your spouse if you are married (and other family members) and plan ahead carefully.
  2. Decide when you want to retire. Estimate as accurately as possible what your economic situation will be after you retire.
  3. Decide where you want to live after you retire. This means not just the neighborhood, city, or state, but also the kind and style of residence… retirement community, one-floor ranch, apartment, etc.
  4. Set some goals regarding how you want to spend your retirement time. Focus on your talents and abilities instead of looking at the handicaps that may come with the aging process.
  5. Be prepared for “change” and learn how to accept it, and be willing to embrace new opportunities for personal growth, flexibility, and adaptability.
  6. Be sure your intentions are clearly stated in writing (wills, power of attorneys, living wills, etc.)”

— “New Dreams and Horizons” by Paul K. Fox and other sources: https://paulkfoxusc.wordpress.com/2017/08/03/new-dreams-and-horizons/

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“Prior to retiring, you should make a concerted effort to prepare for ‘life after work,’ including:

  • Cultivate interests outside work
  • Lead a healthier lifestyle
  • Revitalize family relationships
  • Spend more time with spouse
  • Embrace spirituality or meditation
  • Nurture friendships and make new friends”

— “Retire Happy: What You Can Do Now to Guarantee a Great Retirement” by Richard Stim and Ralph Warner, USA TODAY/Nolo Series: https://www.amazon.com/dp/141330835X/ref=rdr_ext_tmb

 

4

Retirement may or may not be completely different to what you are doing right now.

“Many people want to continue to work. In fact, 72% of pre-retirees, age 50 and older, say they want to keep working after they retire, according to a recent survey sponsored by Merrill Lynch in partnership with Age Wave. Almost half (47%) of current retirees either are working, have worked, or plan to work in retirement, the survey found.”

— “Work in Retirement: Myths and Motivations,” by Merrill Lynch in partnership with Agewave: https://agewave.com/wp-content/uploads/2016/07/2014-ML-AW-Work-in-Retirement_Myths-and-Motivations.pdf

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“Planning for retirement may require a focus on self-management throughout a person’s career, according to a model of career development by psychologist Harvey Sterns, PhD, the director of the Institute for Life-Span Development and Gerontology at the University of Akron.

“No two retirees are the same and multiple pathways exist to get from work to retirement.”

“There is no right way to retire,” Sterns says. “Many people think retirement is wonderful, and for people who want to retire, that’s the right thing to do. If they don’t want to, that’s the right thing, too.”

“After 26 years as a counseling psychology professor at the University of Maryland, Nancy K. Schlossberg, EdD, was ready to retire. But she was hardly ready to slow down. She looked forward to having more flexibility and freedom in her schedule to explore other interests. Still, there was the question of what her new identity would be…”

“Retirement can take many forms, Schlossberg notes. In fact, she identified the following six based on her interviews with about 100 retirees:

  • Continuers stay connected with past skills and activities, but modify them to fit retirement, such as through volunteering or part-time work in their former field.
  • Adventurers start new activities or learn new skills not related to their past work, such as learning to play the piano or taking on an entirely new job.
  • Searchers learn by trial and error as they look for a niche; they have yet to find their identity in retirement.
  • Easy gliders enjoy unscheduled time and like their daily schedule “to go with the flow.”
  • Involved spectators maintain an interest in their previous field of work but assume different roles, such as a lobbyist who becomes a news junkie.
  • Retreaters become depressed, retreat from life and give up on finding a new path–the only negative path in Schlossberg’s classification.”

“The path retirees choose after retirement isn’t necessarily the path they stay on either, Schlossberg says.”

“It’s an evolving part of your career development,” Schlossberg explains. “And the longer you live, the more your path will shift and change.”

— “A New Face to Retirement” by Melissa Dittman, American Psychological Association: http://www.apa.org/monitor/nov04/retirement.aspx

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“After the last school bell rings, retired teachers have a leg up. Opportunities cut a broad swath from tutoring to substitute teaching to jobs a little further afield, such as fitness training.”

“Teachers have a combination of tools in their kit that many retirees don’t — solid degree credentials, expertise in a specific field and a passion for helping people learn something new.”

— “Great Jobs for Retired Teachers” by Kerry Hannon, AARP: https://www.aarp.org/work/working-after-retirement/info-04-2011/jobs-for-retired-teachers.1.html

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“Most teachers spend their first year of “retirement” decompressing from the full-time teaching gig. It’s that special time you’ve looked forward to for years. You do some traveling, catch up on all those books you never had time to read, and just relax. Your days are free of ringing bells and reports. Plus, you get to spend a much larger part of your day in your pajamas. Yay! You earned it. You know you’ve arrived when Labor Day stops feeling like D-Day.”

“After a year or so, however, you may start to realize you actually miss working. Not that you miss the standardized tests, parent conferences and grade reports. But something in that work stimulated you in a way nothing else comes close to doing. Perhaps you miss the pleasure you felt creating learning units, or the joy of introducing students to a new author, or the collaborative bonds with fellow teachers. These were true enjoyments and now they are gone.”

“Once you’ve decompressed sufficiently, you might want to consider doing a career redesign. Unlike many other careerists, retired teachers have the freedom and the financial ability to put together a ‘second-act’ career, tailored to the life they want. Keep in mind, U.S. pension policies have restrictions on post-retirement income, so keep a close check on those caps.”

“If you’re feeling ready to begin again, here are ten opportunities you should definitely consider.

  1. Tutoring
  2. Specialized Test Prep
  3. College Application Support
  4. College Adjunct Teaching
  5. Career and Life Coach
  6. Tour Guide
  7. Writing and Editing
  8. Educational Consulting
  9. Translator
  10. International Schools”

— “Ten Great Encore Careers for Retired Teachers” by Peter Spellman, Nextcalling: https://nextcalling.org/wp-content/uploads/2018/01/10-Great-%E2%80%98Encore-Careers%E2%80%99-for-Retired-Teachers.pdf

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“We were fortunate to have Dr. John V. D’Ascenzo join the PMEA Retired Member Coordinator at the PMEA Summer Conference, assisting on the session “Retirement 101 – Retiree Stories and Strategies,” which was held on July 17-18, 2018 at the Red Lion Hotel in Harrisburg, PA.”

“John provided a lot of interesting perceptions and coping tips for the “soon-to-retire!” He shared new segments for consideration with references.”

“The evaluating of personal and professional paths prior to and at the time of retirement leads to behavioral changes that promote positive outcomes (Krawulski, de Oliviera Cruz, Medina, Boehs & de Toledo, 2017). Activities would include:

  • Giving and/or receiving education/training.
  • Volunteering roles: leadership, followership
  • Pursue different career paths for remuneration or gratis.”

Retired Member Network eNEWS, August 2, 2018: https://www.pmea.net/wp-content/uploads/2018/07/Retired-Member-Network-eNEWS-080218.pdf

 

5

Retirement may or may not be the time to pull-up stakes and move from your current residence.

“The US Census Bureau reports that 49 out of 50 people over the age of 65 stay right where they are when they retire.”

“If your current hometown is affordable, close to friends and family, and near activities and entertainment you most enjoy, why move for the sake of moving? Instead, consider whether the need for change can be satisfied through more frequent brief vacations, or by purchasing an inexpensive weekend getaway home.”

— “Fine Out Where You Should Retire” by Melissa Phipps, The Balance: https://www.thebalance.com/where-should-i-retire-2894254

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My next blog for this “Retirement Resources” forum will investigate this subject more closely and pose the questions, “Where Should I Retire?” and “What are the three most important factors to consider before choosing your retirement destination?”

Retirees: Do you have YOUR favorite “myth in retirement?” Please share. (Click on “comment” near the top of this article.) We would love to hear from you!

Otherwise, stay tuned for additional thoughts and tips on preparing a happy transition to retirement. You are also invited to revisit past blog-posts at this site: https://paulkfoxusc.wordpress.com/for-retirees/.

PKF

© 2018 Paul K. Fox

Photo credits (in order) from Pixabay.com: “emotional” by werner22brigitte, “knit” by foundry, “grandma” by fujidreams,”senior” by RitaE, “fisherman” by paulbr75, “old couple” by MonicaVolpin, “trumpet-player” by Hans, “fashion” by skeeze, “violin” by niekverlaan, “artist” by imaginart, “guitarist” by SplitShire, and “cottage” by MonikaDesigns.

 

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Summertime Prep for Music Ed Majors

Collegiates: You snooze, you lose!

After a well-deserved break from your academics and other college or work deadlines, music-2674872_1920_kevinbismnow would be the perfect time to explore supplemental resources and get a “head-start” on additional pre-service training for next fall. These tips are especially valuable to anyone entering his/her senior or final year as a music education major, finely honing in and marketing your skills as a professional in order to be prepared for finding and succeeding at your first job.

Actually I hate to admit it, I enjoy assigning college students a little “homework!” But, most of this you can do from the comfort of your patio, beach blanket, swimming pool lounge chair, or couch in the game room. With the exception of “getting your feet wet” and diving into enriching music teaching field experiences and a summer workshop or two, all you need is a pencil to take notes and a device with access to the Internet.

There’s a lot to-do right now, and you only have the rest of July and August. Please try to “keep your eyes on the target” and squeeze in a few of these self-improvement plans around your vacation trips (seven lessons – see sections below) :

  1. Summer practicum
  2. Conferences
  3. Online research
  4. Skill gap-filling
  5. Ethics training
  6. Digital archiving
  7. Interview prep

 

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1. Are you really ever “on vacation” from music education?

Most veteran music educators would respond with “NEVER!” We maintain our professionalism by participating in workshops, reading teacher journals and online articles, perusing lesson materials and new music, practicing and advancing our personal musicianship, undergoing technology “tune-ups,” and focusing on other career development. This is a 12-month, even 7-day process, and academic breaks when they appear on our calendar allow us to “double-down” in areas we need the most help.

“Hands-on” training not only “fills-up your resume” with primary employment/volunteer sources, but more importantly, exposes you to realistic opportunities to expand your skills and knowledge of the “best practices” in music education and leadership training, while building techniques for handling student motivation and discipline best learned from “the school of hard knocks.”music-3090204_1920_brendageisse

These placements don’t always come “knocking at your door.” Go out and seek a little adventure! For leads, talk to your high school band, string, or choir director. Your purpose is to find something that allows you some contact with children… free (usually) or paid, in or outside the field of music and the arts. Here are a few ideas:

  • Coach summer band sectionals, field rehearsals, marching or dance practices, etc.
  • “Put up your shingle” and teach private or small class music lessons.
  • Offer to arrange music or or provide choreography for local school drum-lines, marching bands and/or auxiliary units, or theater groups.
  • Sing in a community or church choir, and offer to help accompany, vocal coach, or conduct.
  • Sign-up to assist in local youth ballet, modern dance, or drama programs.
  • Sing, play, or teach solo or chamber music for summer religion or music camps, childcare facilities, hospitals, or senior citizen centers.
  • Volunteer (in almost any capacity) at a preschool or daycare center.

 

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2. The tools of the trade – CONFERENCES!

Summer is a GREAT time to grow your network of valuable opportunities for future collaboration, do a little goal setting, and “push the envelope” with professional development of the “latest and greatest” and “state of the art” music and methods.  The primary source for professional development is the education conference. There still may be time for you to find one close to you, perhaps in conjunction with a little sightseeing or visits with friends and relatives in the same city, like the following:

Thanks to www.takeflyte.com/reasons-to-attend-conferences, we know that attending workshop sessions are “good for you!” Participating in a conference helps you to…

  • Sharpen the saw (sharpen your skills – Stephen Covey’s seventh habit of highly effective people)
  • Meet experts and influencers face-to-face
  • pmeaMix and mingle to improve your networking opportunities
  • Find new tools and innovations
  • Learn in a New Space
  • Break out of your comfort zone
  • Be exposed to new tips and tactics
  • Relearn classic techniques with greater focus
  • Share experiences with like-minded individuals
  • Discover the value of the serendipity in a random workshop
  • Invest in yourself
  • Have fun!

If you really need any additional rationale for spending the money, click on the blog-post “Getting the Most Out of Music Conferences” at https://majoringinmusic.com/music-conferences/.

Finally, believe-it-or-not, you can bring the conferences to YOU! For the annual $20 subscription fee, you can view NAfME Academy professional development videos on almost any topic you can imagine. Check out the NAfME library of webinars: https://nafme.org/community/elearning/.

 

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3a. A winning website

The aforementioned Majoring in Music website is an excellent place to visit. It is amazingly extensive. You should read these articles for your “final year of prep.”

 

3b. These “awesome” resources are brought to you by NAfME

Besides the broad-based music subject matter and specific teaching skills, here’s some valuable advice, including how to “run a music program” (first link). I hope I am not stating the obvious: You should become a member of this national association for the advancement of music education.

 

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I also want to point you to the community discussion social media platform called Amplify, a benefit of NAfME membership. We are stockpiling a lot articles for college music education students, as well as sharing dialogue on everything from pedagogical issues to music equipment purchasing recommendations in both the collegiate member group and “music education central.” Go to https://nafme.org/introducing-amplify-largest-community-music-educators-country/.

 

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4. “Filling in the gaps”

Your music education methods courses and other college classes were never expected to provide 100% of the necessary tools to become a competent teacher in every setting. This spotlights the need for professionalism. Once you land a job, you will have to “catch-up” and seek additional training to improve those areas in which you feel inadequate or unfamiliar. You can begin NOW to explore a few of these areas while enjoying your less stressful off-campus schedule:

  • child-621915_1920_skeezeUnderstanding specific educational jargon and the latest approaches, applications, and technologies in the profession (e.g. Backwards Design, The Common Core, Whole Child Initiatives, Multiple Intelligences, Depth of Knowledge and Higher Order of Thinking Skills, Formative, Summative, Diagnostic, and Authentic Assessment, etc. – Do you know the meaning of these terms?)
  • Teaching outside your “major” area or specialty (e.g. instrumental music for voice students, etc.)
  • Comprehending behavior management techniques and suggestive preventive disciplinary procedures
  • Mastering the use of valid assessments (e.g. can you give specific examples of diagnostic, authentic, formative, and summative assessments?) as well as a variety of music rubrics and evaluative criteria
  • Knowing the provisions of the Family Educational Rights and Privacy Act and other confidentiality statutes, Individual Education Plans and service agreements, and accommodating students with disabilities

flute-2245032_1920_congerdesignYou need to ask yourself the question, “What are my greatest weaknesses in music education?” Or, to put it another way, “What school assignments would I feel the least confident to teach? After earning your state’s all-essential credential, your certificate will likely be general and only say “music Pre-K to Grade 12.” Administrators will expect you can “do it all” – introducing jazz improvisation at the middle school, accompany on the piano or guitar all of the songs in the grades 1-6 music textbook series, directing the marching band at the high school or the musical at the middle school, starting an elementary string program, etc.

Figure out and face your greatest fears or worse skill areas. Work on them now! Take a few lessons, join a new ensemble of the “uncomfortable specialty,” ask help from your peers, etc.

More about this was printed in a previous post: https://paulkfoxusc.wordpress.com/2018/03/11/transitioning-from-collegiate-to-professional-part-ii/.

 

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5. The ABC’s of professional ethics

So far, have you been given any ethics training in college? Most pre-service educators only receive a cursory introduction to such things as codes of conduct, moral professionalism, guidelines to avoid conflicts in relationships with students, use of social media, confidentiality regulations, copyright infringement, pedagogical and economic decision-making, etc.

Now in my 46th year working in the field of music education (although retired from the public schools in 2013), I unblushingly admit I never had a full-blown course in ethics. Music colleagues have confirmed to me that it was barely (or not at all) touched-on in music methods classes, introduction to student teaching, school district orientation or induction sessions, or back-to-school in-service programs. choir-458173_1920-intmurrSince music teachers are all “fiduciaries” (do you know the meaning of the word?) and legally responsible for our “charges,” wouldn’t it be a good idea to review our state’s regulations and code of conduct, and hear about the challenges and pitfalls of ethical decision-making before we jump in and get “over our heads,” so-to-speak?

I can offer you two ways to immerse yourself into music education ethics. If you are a PCMEA or PMEA member and an “auditory learner,” you might prefer the FREE PMEA online webinar video (two-part) plus handouts at https://www.pmea.net/webinars/. Otherwise, visual learners and others may like this five-part blog series:

 

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6. “A picture says a thousand words” in marketing yourself

Have you been archiving your last several year’s of field assignments? Have you recorded numerous moments of teaching, music directing, performing, and working with students? Are you prepared for the coming year’s student teaching, getting ready to take still photos, audio samples, and video excerpts?

“We cannot emphasize the power of pictures enough when it comes to portfolios. During interviews, committee members are trying to get to know you and trying to envision you teaching. Don’t trust their imaginations to do so, give them pictures… photos or newspaper articles of you teaching students in the classroom, with students on field trips, learning excursions or outside class activities, with children while you are serving in adviser roles, with your students at musical or athletic events, coaching or working with children in a coaching capacity, as a leader and role model.” – http://www.theeduedge.com/top-five-must-haves-top-five-could-haves-your-teacher-interview-portfolio/

As I mentioned in a previous blog, be careful to obtain permission in advance to video record students for your e-portfolio. During your field experiences or student teaching, little-girl-3043324_1920_Atlantiosask your cooperating teacher (or his/her supervisor’s) permission. Some school districts have “do not photo” rosters. (However, in my district, only a few elementary students were “on the list” and most defaulted to a “permissible” status unless the parent opted out. The principal’s secretary had a record of all exceptions.) It is also suggested that you focus your camera mostly on YOU and not the students, from the back of the classroom or rehearsal facility (possibly from afar), so that the student faces are not clearly discernible. To respect their privacy, in the recorded excerpts, do not use any segment announcing the names of your students.

What would be ideal to place on/in your website/e-portfolio? Show a wide spectrum of experience and training: elementary and/or middle school general music, band, choral and string ensembles (all grades), marching band, musicals, dance, music technology, piano and guitar accompanying, Dalcroze eurhythmics, Orff instruments, etc. Competency, versatility, and being well-rounded are the keys here.

 

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7. Teacher interviews – “practice makes perfect”

I have written a lot on the subjects of assembling a collection of your teaching anecdotes and stories, marketing your “personal brand,” and preparing for the employment screening process. (Have you wandered through the comprehensive listing at https://paulkfoxusc.wordpress.com/becoming-a-music-educator/?)

However, I recently came upon several new-to-me online articles that summarize the basics. Please take a look at these:

After reading all of these (and compile your own list of interview questions), you should get together informally with your fellow juniors and seniors and hold mock interviews, record them, and jointly assess the “try out” of your interviewing skills to land a job.

Finally, have you recently updated your resume, and created (or revised) your professional business card, website, and e-portfolio?

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Okay, I admit it. I got a little carried away. You would need TEN SUMMERS to cover everything above. What’s that saying? “There’s never enough hours in a day…”

Hopefully these resources  and recommendations are helpful “food for thought!” You cannot accomplish anything by procrastination… or just “sleeping in!”

 

Many have said that aspiring to be a music educator is a lot like a “calling.” Using your summer “free time” is all about “professional engagement.” One of my superintendents said he expected prospective new music teacher recruits to show high energy, enthusiasm, sense of purpose, and dedication during the interview… even a supposed willingness to “lay down in front of a school bus” or “do whatever it takes” to make the students (and the educational program) successful. Regardless of the hyperbole, that’s engagement!

So, what are you waiting for? Pass the sunscreen and the ice tea. Then, after a quick swim, jog, round of golf, or game of tennis, get started on your summer assignments!

PKF

 

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© 2018 Paul K. Fox

 

Photo credits (in order) from Pixabay.com: “music” by ArtsyBee, “music” by KevinBism, “orchestra” by HeungSoon, “music” by brendageisse, “kids” by klimkin, “marching band” by sam99929, “guitar” by sunawang, “child” by skeeze, “flute” by congerdesign, “microphone” by klimkin, “choir” by intmurr, “band” by Pexels, “little girl” by Atlantios, “boy” by Silberfuchs, “children” by mochilazocultural, and “piano” by nightowl.

Summer or Anytime Music Enrichment

Focus on YOUR MUSIC during summer vacations, holidays, or academic breaks

foxsfiresides

The following idea-bank is a checklist offered to Band and Orchestra instrumentalists, their music teachers, and family members as “food for thought!”

Here are a few suggestions to consider as a TO-DO LIST after all the standardized tests, final concerts, and end-of-the-semester projects in all academic areas. Summertime is a wonderful way to “get to know” your instrument and build on your knowledge-base, technique, musicianship, and repertoire.

  1. Help organize your time by setting up a regular daily practice schedule. Practice a little every day. Consistency creates confidence!
  2. Create a “scale journal.” Write down on manuscript paper all your major and minor scales and the I, IV and V7 arpeggio series. Practice scales in all keys.
  3. Shriya NarasimhanCreate four new scale variations every day and add them to your “journal.” Creative new variations should make playing scales more enjoyable. Some examples are unusual rhythms (pizza toppings, desserts, interesting proper names), more difficult slurs, scales in thirds, etc.
  4. Explore the performance of one, two or three octaves of major, minor, chromatic, pentatonic and whole tone scales.
  5. To improve reading skills, play new music “at sight,” even music written for other instruments. Don’t be afraid to play a challenging piece above your ability level or even read a song from a piano score.
  6. Play through some of your “oldies” and favorites from past lessons or Band/Orchestra classes.
  7. shjo_Jonathan Pickell and Wendy HartVisit the local music store and browse. Explore new publications of Classical, pop, folk, fiddle/jazz, show tunes or other styles.
  8. Sign-up for a music camp or college classes of music appreciation, theory, eurhythmics, etc.
  9. Take a few private lessons. For enrichment, take piano, voice and/or learn a new instrument.
  10. Spend an entire day in the sheet music, recordings, and music book section at the local library.
  11. Purchase and learn the music audition requirements for your MEA band/orchestra ensemble or solo adjudication festivals.
  12. Form a chamber group with other players in your neighborhood and rehearse at least once a week.
  13. _shjo_violinistsPurchase a duet book for mix or matched instruments (such as Beautiful Music for 2 Stringed Instruments by Applebaum—Book I (easy), Book II (medium), Book III advanced). Team up with another musician (band or string) and share non-transposing parts (flute or oboe with violin, trombone with cello, etc.).
  14. Encourage yourself to “pick out a song by ear” and try to write it down on music paper.
  15. Sit in or join a local community or youth ensemble like the South Hills Junior Orchestra which rehearses on Saturdays in the Upper St. Clair High School (Western PA) Band Room. Rehearsals resume on September 8, 2018.
  16. shjo_David Levin_and_Devon AllenPlan a vacation or academic break around an out-of-state music workshop or concert series.
  17. Update your iTunes, Google Music, Amazon Music or other online music streaming services by purchasing and listening new solo or chamber works by artists who perform on the same instrument as you.
  18. Subscribe to SmartMusic, install/learn new music software, or peruse free online programs. Samples: Have you tried https://www.musictheory.net/ or https://www.good-ear.com/?
  19. Tune in to WQED FM, WDUQ or PBS and share a few minutes of classical music at least once a week. Attend concerts by professional musicians (like the Pittsburgh Symphony Orchestra, Civic Light Opera, or River City Brass).
  20. Prepare and perform a fifteen-minute recital for the residents of a local nursing home, hospital or Senior Citizen center.
  21. _shjo_in_rehearsal_031018 - 00Read books or magazine articles about famous musicians, performers, conductors or composers.
  22. Take a “field trip” to a luthier (person who makes or repairs string instruments) or the instrument dealer. Have your instrument examined, cleaned, adjusted and appraised. Purchase accessories and do any necessary repairs. If necessary, update your insurance!

How many of these can you accomplish over the months of June, July and August… or throughout the year? “Practice makes self-confidence,” and the more time you put into it, the more you take away from the experience. Please enjoy your summer or winter breaks, but learn to have fun with your instrument and EXPLORE MORE MUSIC!

Click here for a digital “take-away” of this list. Also, please feel free to share the other SHJO enrichment resources and “Fox Firesides” at http://www.shjo.org/foxs-fireside/ or https://paulkfoxusc.wordpress.com/foxs-firesides/.

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Paul K. Fox, Director, South Hills Junior Orchestra        www.shjo.org

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© 2018 Paul K. Fox

Photo credit from Pixabay.com: “fire” by skeeze.