Influential Teacher Interview
Synopsis
When proposed with the task of interviewing an influential teacher in my life, I knew instantly who I wanted to interview; Mrs. Julia Grant. Mrs. Grant was my high school music teacher from grades 10-12 and taught my vocal music class, conducted both the concert choir and jazz ensemble, and was the producer of our musicals. Mrs.Grant played and continues to play a very important role in my life. Throughout my three years at Westmount Secondary School, she was not only an exceptional teacher, helping me with theory and to prepare for university auditions, but was also a mentor, a role model, and a friend. She taught in a fun and engaging way and was always offering one on one help on her free time. She always challenged her students, but did so in a way that my peers and I never felt pressure or nervous to perform in front of her. Mrs.Grant never wanted anything more than for everyone one of us to succeed and this was very prevalent in her teaching. She wouldn’t quit until she felt as if we all understood the concepts. She always allowed creativity in her classroom and allowed us to propose alternate assignments if the one she had created did not interest us. Musically, she helped us become well-rounded musicians as she incorporated all genres into the curriculum and had us sing solos in different genres so that we became versatile and flexible vocalists. As a classical singer, I am extremely grateful for her expertise in jazz music! In her choirs and ensembles, she made sure we sang a variety of music, even allowing a student to conduct her composition during a performance. More importantly than all of that though, she was my friend. Not only did she establish a good teacher/student relationship, but was always there for me to talk to about anything. Her door was always open and she was always there to offer life advice, help with music, or even just to tell a funny joke to and laugh with. Mrs.Grant went above and beyond her duties as a teacher and made sure each and everyone of us felt comfortable in her classroom and had a positive relationship with her. Even though I moved away to attend Western University, she still contacts me to see how I’m doing or to tell me a funny story. She always believed in me even when I doubted myself and for this I am extremely grateful. I could not imagine a better candidate to interview as in my eyes, she embodies everything a music educator should be.
Here is a synopsis of my interview with Mrs. Grant:
Question 1: Where did you receive you education?
I attended McMaster University for four years, and decided to do a double major in Music Education and Drama Performance (Shakespeare specialist). I then attended teachers college for a year at the University of Toronto. I was lucky and got a full time teaching job right out of teachers college.
Question 2: During your life prior to teaching music, what music related activities have you been involved in?
I have been involved in music related activities since elementary school! I was always in the choir and band, but high school is where I really got involved. I took every music course that was offered! I remember my grade 12 year one semester was period one, keyboard music, period two, instrumental music, period three, lunch ( which I of course spent in the music room), period four, vocal music, and period five, spare (again, you could find me in the music room). I was in jazz choirs, chamber choirs, musicals, wind orchestras and jazz bands. When I decided I wanted to go into music at McMaster University in Hamilton, I took private vocal lessons, ear training, and clarinet lessons a year before to prepare for auditions.
Question 3: Why did you become a teacher? Was it always your goal to go into music education?
I always wanted to work with kids, and throughout high school I had numerous jobs at camps which helped me discover my passion for working with children. In University, I was a teachers assistant in my fourth year and through this experience, I discovered that I really enjoyed working with students, particularly older ones. Through this, I came to the conclusion that high school was where I wanted to teach. Plus, in grade 11 I started hanging out with the “wrong crowd” and started skipping school and making bad choices. It was in fact my music teacher that helped me see the joy music brought to my life and I realized that I needed to focus on what really made me happy. I became a teacher because not only did I want to work with youth but my experience with my music teacher made me want to be able to do what my music teacher had done for me. I wanted to help students find their passions and I wanted to motivate them pursue these passions, whatever they may be.
Question 4: Has your perspective of teaching changed since you first started teaching? If so, in what ways?
I’ve been a teacher for almost sixteen years and things have definitely changed. I have noticed that there is more pressure on students to do well and are given a lot shorter amount of time in order to complete more difficult tasks. As well, due to the increase in the cost of university and post secondary, as well as the requirement of getting forty volunteer hours, I find students are more stressed and tired and more are developing anxiety and have mental illnesses. Personally, my teaching has shifted from being a strict, focused on the end product based teacher to a calm and understanding, more live in the moment, daily goals kind of teacher. I feel as if now I have to focus more on a daily goal instead and focus on day to day goals as kids are getting more and more stressed out so I have to take things day by day and assignment by assignment. Teens nowadays are having so many more responsibilities and I’ve had to adapt to that as a teacher and recognize that and be less strict and more encouraging. I’ve realized that it is more about the process and what the kids are learning rather than focusing only on the end result and product.
Question 5: Do you think music education can be improved in high school? What are some problems that you see with the current music curriculum or do you see none at all?
There are lots of problems in music education. There is a lack of funding, low enrolment due to the fact that students are choosing to take more science and math courses in senior levels rather then music, the list goes on and on. It seems as if at the senior level, students just are not interested in enrolling in music classes. Obviously there is a problem with the way the curriculum is structured because it does not reflect what students want to learn and explore musically. I think that if the curriculum was more flexible and had room for students to direct their learning more and chose what it is that they would want to study then more students would be compelled to take music classes. A problem arises however in this kind of structure with students wanting to pursue music post secondary. Many music programs, specifically university music programs, are very “classical” and traditional in the sense that a structured music program focusing on classical music would prepare these students for these programs. I think we just need to find a good balance between letting students have creative control but also keeping a structure that has more traditional teaching elements in order to make sure students are still prepared to pursue music in university if they choose. I feel as if Westmount is getting closer and closer to achieving this balance.
Question 6: What do you like least about teaching or rather, what do you find to be the most challenging?
Sometimes I just wanna teach the kids and not have to go to meetings or do report cards, and deal with Admin and unions. These things really take away from just being able to teach and these sorts of admin things sometimes make me stressed which sometimes reflects in my teaching and carries over into my classroom. I’m the type of person that needs to create in order to function. If I’m not creating something (choir, musical, band, play) I feel like I’m not complete. I know that sounds cheesy but it is really truly how I feel.
Question 7: How does the music program Westmount Secondary differ from those at other high schools?
Westmount has an amazing music program for many reasons! We’re the only school that has an actual Jazz Band class that is taught by a professional jazz performer (Mr. Bohn, who gigs practically every weekend! Our facilities and resources, although they are older and not as modern are exceptional. Not many schools even have an auditorium and we are lucky even to have one with a large stage as well as choir risers, sound equipment, and a professional jazz band set with recording equipment. We put on professional musicals. I can’t tell you the number of times audience members have come up to me after a show and said, “wow, that is not what we expected from a high school production.” We hire a choreographer, music director, costume designer, light designer, and sound technician for every show we put on. Not only that, but we’re also one of the only high schools that teaches in depth theory concepts! I know students may not like theory but it is so important and the knowledge and understanding of it makes you a better musician. Westmount rocks!
Question 8: I know that Westmount is a self-directed, self-paced school. Can you tell me more about that and explain what that is?
Right! I should have mentioned that!! Westmount is one of the only high schools in Canada that is self paced and self directed.This means that students have more freedom and are able to self direct their learning more than students can at “normal” high schools. There are no set due dates which is one thing that students love about westmount, they love procrastinating! This means that students can plan what day they want to sign up for a test and plan when they want to hand in assignments. Courses are split into 20 units and tracking sheets are handed out at the beginning of each course, outlining target dates for every assignment and test. We strongly recommend that one unit is done for each course course a week and monthly report cards are sent home to update students and parents on their progress in the course. As they say, with great power comes great responsibility! While this program is great, it does not work for every student. It takes extreme organization and planning in order to finish a course on time and not fall behind and procrastinate. However, it is also very rewarding and in my opinion, prepares students for the real world. They have to learn how to manage their time.
Question 9: In the music classroom specifically, what does this self-paced program look like?
In vocals class specifically, students have to perform three solos throughout the year. A classical solo and jazz solo is required but the third solo is entirely up to the student. They can choose any genre and any song and chose to perform whenever they’d like. In my senior classes I even allow them to substitute say a jazz solo for an aria if they are going into a classical music program and study classical music outside of school. I also substitute solos for performances in musicals or solo performances in assemblies, special events, etc. It is a very flexible program and I am always open to listening to what it is that my students want to perform and do. The vocals course varies for each individual student because together, my students and I design the units together as we go. The music rouses are not strict in the sense of this is the curriculum and this is what were doing, no exceptions. I love it when students propose new ideas and show interest in things!! Theory and history however are both things I will absolutely not be lenient on!
Thank you very much Mrs.Grant for all you have done for me over the past couple of years and all you continue to do for me! Not only have you made me a better musician, but you have made me a better person. I appreciate you sitting down with me and sharing all of this. Keep being you because you are amazing!!
Synopsis
When proposed with the task of interviewing an influential teacher in my life, I knew instantly who I wanted to interview; Mrs. Julia Grant. Mrs. Grant was my high school music teacher from grades 10-12 and taught my vocal music class, conducted both the concert choir and jazz ensemble, and was the producer of our musicals. Mrs.Grant played and continues to play a very important role in my life. Throughout my three years at Westmount Secondary School, she was not only an exceptional teacher, helping me with theory and to prepare for university auditions, but was also a mentor, a role model, and a friend. She taught in a fun and engaging way and was always offering one on one help on her free time. She always challenged her students, but did so in a way that my peers and I never felt pressure or nervous to perform in front of her. Mrs.Grant never wanted anything more than for everyone one of us to succeed and this was very prevalent in her teaching. She wouldn’t quit until she felt as if we all understood the concepts. She always allowed creativity in her classroom and allowed us to propose alternate assignments if the one she had created did not interest us. Musically, she helped us become well-rounded musicians as she incorporated all genres into the curriculum and had us sing solos in different genres so that we became versatile and flexible vocalists. As a classical singer, I am extremely grateful for her expertise in jazz music! In her choirs and ensembles, she made sure we sang a variety of music, even allowing a student to conduct her composition during a performance. More importantly than all of that though, she was my friend. Not only did she establish a good teacher/student relationship, but was always there for me to talk to about anything. Her door was always open and she was always there to offer life advice, help with music, or even just to tell a funny joke to and laugh with. Mrs.Grant went above and beyond her duties as a teacher and made sure each and everyone of us felt comfortable in her classroom and had a positive relationship with her. Even though I moved away to attend Western University, she still contacts me to see how I’m doing or to tell me a funny story. She always believed in me even when I doubted myself and for this I am extremely grateful. I could not imagine a better candidate to interview as in my eyes, she embodies everything a music educator should be.
Here is a synopsis of my interview with Mrs. Grant:
Question 1: Where did you receive you education?
I attended McMaster University for four years, and decided to do a double major in Music Education and Drama Performance (Shakespeare specialist). I then attended teachers college for a year at the University of Toronto. I was lucky and got a full time teaching job right out of teachers college.
Question 2: During your life prior to teaching music, what music related activities have you been involved in?
I have been involved in music related activities since elementary school! I was always in the choir and band, but high school is where I really got involved. I took every music course that was offered! I remember my grade 12 year one semester was period one, keyboard music, period two, instrumental music, period three, lunch ( which I of course spent in the music room), period four, vocal music, and period five, spare (again, you could find me in the music room). I was in jazz choirs, chamber choirs, musicals, wind orchestras and jazz bands. When I decided I wanted to go into music at McMaster University in Hamilton, I took private vocal lessons, ear training, and clarinet lessons a year before to prepare for auditions.
Question 3: Why did you become a teacher? Was it always your goal to go into music education?
I always wanted to work with kids, and throughout high school I had numerous jobs at camps which helped me discover my passion for working with children. In University, I was a teachers assistant in my fourth year and through this experience, I discovered that I really enjoyed working with students, particularly older ones. Through this, I came to the conclusion that high school was where I wanted to teach. Plus, in grade 11 I started hanging out with the “wrong crowd” and started skipping school and making bad choices. It was in fact my music teacher that helped me see the joy music brought to my life and I realized that I needed to focus on what really made me happy. I became a teacher because not only did I want to work with youth but my experience with my music teacher made me want to be able to do what my music teacher had done for me. I wanted to help students find their passions and I wanted to motivate them pursue these passions, whatever they may be.
Question 4: Has your perspective of teaching changed since you first started teaching? If so, in what ways?
I’ve been a teacher for almost sixteen years and things have definitely changed. I have noticed that there is more pressure on students to do well and are given a lot shorter amount of time in order to complete more difficult tasks. As well, due to the increase in the cost of university and post secondary, as well as the requirement of getting forty volunteer hours, I find students are more stressed and tired and more are developing anxiety and have mental illnesses. Personally, my teaching has shifted from being a strict, focused on the end product based teacher to a calm and understanding, more live in the moment, daily goals kind of teacher. I feel as if now I have to focus more on a daily goal instead and focus on day to day goals as kids are getting more and more stressed out so I have to take things day by day and assignment by assignment. Teens nowadays are having so many more responsibilities and I’ve had to adapt to that as a teacher and recognize that and be less strict and more encouraging. I’ve realized that it is more about the process and what the kids are learning rather than focusing only on the end result and product.
Question 5: Do you think music education can be improved in high school? What are some problems that you see with the current music curriculum or do you see none at all?
There are lots of problems in music education. There is a lack of funding, low enrolment due to the fact that students are choosing to take more science and math courses in senior levels rather then music, the list goes on and on. It seems as if at the senior level, students just are not interested in enrolling in music classes. Obviously there is a problem with the way the curriculum is structured because it does not reflect what students want to learn and explore musically. I think that if the curriculum was more flexible and had room for students to direct their learning more and chose what it is that they would want to study then more students would be compelled to take music classes. A problem arises however in this kind of structure with students wanting to pursue music post secondary. Many music programs, specifically university music programs, are very “classical” and traditional in the sense that a structured music program focusing on classical music would prepare these students for these programs. I think we just need to find a good balance between letting students have creative control but also keeping a structure that has more traditional teaching elements in order to make sure students are still prepared to pursue music in university if they choose. I feel as if Westmount is getting closer and closer to achieving this balance.
Question 6: What do you like least about teaching or rather, what do you find to be the most challenging?
Sometimes I just wanna teach the kids and not have to go to meetings or do report cards, and deal with Admin and unions. These things really take away from just being able to teach and these sorts of admin things sometimes make me stressed which sometimes reflects in my teaching and carries over into my classroom. I’m the type of person that needs to create in order to function. If I’m not creating something (choir, musical, band, play) I feel like I’m not complete. I know that sounds cheesy but it is really truly how I feel.
Question 7: How does the music program Westmount Secondary differ from those at other high schools?
Westmount has an amazing music program for many reasons! We’re the only school that has an actual Jazz Band class that is taught by a professional jazz performer (Mr. Bohn, who gigs practically every weekend! Our facilities and resources, although they are older and not as modern are exceptional. Not many schools even have an auditorium and we are lucky even to have one with a large stage as well as choir risers, sound equipment, and a professional jazz band set with recording equipment. We put on professional musicals. I can’t tell you the number of times audience members have come up to me after a show and said, “wow, that is not what we expected from a high school production.” We hire a choreographer, music director, costume designer, light designer, and sound technician for every show we put on. Not only that, but we’re also one of the only high schools that teaches in depth theory concepts! I know students may not like theory but it is so important and the knowledge and understanding of it makes you a better musician. Westmount rocks!
Question 8: I know that Westmount is a self-directed, self-paced school. Can you tell me more about that and explain what that is?
Right! I should have mentioned that!! Westmount is one of the only high schools in Canada that is self paced and self directed.This means that students have more freedom and are able to self direct their learning more than students can at “normal” high schools. There are no set due dates which is one thing that students love about westmount, they love procrastinating! This means that students can plan what day they want to sign up for a test and plan when they want to hand in assignments. Courses are split into 20 units and tracking sheets are handed out at the beginning of each course, outlining target dates for every assignment and test. We strongly recommend that one unit is done for each course course a week and monthly report cards are sent home to update students and parents on their progress in the course. As they say, with great power comes great responsibility! While this program is great, it does not work for every student. It takes extreme organization and planning in order to finish a course on time and not fall behind and procrastinate. However, it is also very rewarding and in my opinion, prepares students for the real world. They have to learn how to manage their time.
Question 9: In the music classroom specifically, what does this self-paced program look like?
In vocals class specifically, students have to perform three solos throughout the year. A classical solo and jazz solo is required but the third solo is entirely up to the student. They can choose any genre and any song and chose to perform whenever they’d like. In my senior classes I even allow them to substitute say a jazz solo for an aria if they are going into a classical music program and study classical music outside of school. I also substitute solos for performances in musicals or solo performances in assemblies, special events, etc. It is a very flexible program and I am always open to listening to what it is that my students want to perform and do. The vocals course varies for each individual student because together, my students and I design the units together as we go. The music rouses are not strict in the sense of this is the curriculum and this is what were doing, no exceptions. I love it when students propose new ideas and show interest in things!! Theory and history however are both things I will absolutely not be lenient on!
Thank you very much Mrs.Grant for all you have done for me over the past couple of years and all you continue to do for me! Not only have you made me a better musician, but you have made me a better person. I appreciate you sitting down with me and sharing all of this. Keep being you because you are amazing!!
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