CMAS and the Apple Distinguished Educator program

I was recently asked to apply to become an Apple Distinguished Educator. Basically the program, which is facilitated by Apple, is a way to connect nationally, and internationally, with like minded educators each of whom are changing the old educational paradigms for the better.  I have no idea if I will be accepted or not, but I very much love the idea behind the ADE program.  My preference for Macs and related products aside, I think the notion of getting teachers like this together - even just helping to put them into contact with each other - is very cool.

On the other hand, funny as this may sound, while I am incredibly proud of what we've created with CMAS, on so many levels getting selected for the ADE program (should that happen) feels a bit like giving credit to the guy who sold you some paper to write your novel on.  Despite all that can be said, and again, I am very proud of all we've done with CMAS - to say nothing of what I feel we can do with it in the future, at the end of the day - and please forgive the ridiculous cliche that this sounds like - it really is the students making it happen.

I've been teaching a long time.  Far longer than I probably want to admit, but in that time I really have learned many things and one of them is that all I can really do is show them that there are opportunities for them to take advantage of.  I cannot make them take advantage, I can only show them what is possible.  They have to actually do the work.  I don't say any of that lightly.  It's just a reality of the gig.    

All that in mind, I put together the required 2 minute video that Apple asks for as part of the selection process.  The end result feels a bit, as I've said in other forums, self-indulgent for my taste, but I think I covered the main points that Apple wants.  Here's a link to the final two minute submission: http://www.youtube.com/watch?v=4nxAL_79aDc

In the end, the really cool thing (beyond some really wonderful comments by some incredible supporters of the program - there were so many more than I could include in this version) is that I found I have the foundation for what I think could be a great, and I think insightful, look into CMAS. I'm hoping to get this longer and, less "me centered" version complete shortly and be able to use it when I do presentations about CMAS and as a way for future/interested students to learn more about what it is we do.

I am also really hopeful to be selected as an ADE so that  I can further my own understanding of what sort of possibilities there are to continue to expand all that CMAS has to offer.  Wish me luck!

Music Education Irony: Or how I try to justify a very strange set of circumstances and call them totally logical and obvious

Truth: I was never any good at being the "Band guy."  Though I was always thrilled to be able to guide students toward a common musical goal (marching band shows, festivals, and such) I never felt like it was really me; and I am not certain I was very good at it either.   As I completed the transition to the full CMAS program, despite all the seemingly endless variables with creating a new type of music program, at least I could be assured that, at its core, CMAS was more a true reflection of myself than all my previous work in education.

I suppose I need to admit that in some ways I live with a continual urge to offer a kind of apology to all my former band and orchestra students.   I wonder if the experience I provided them was really as viable as it could have been.  This is not false modesty - my experience with CMAS has shown me that the right environment (musical, educational) makes so much possible.  Makes it simpler, more direct, and frankly far easier for the students to achieve.  But, as usual, I digress...

Here's the thing.  When I left the "Band guy" behind for CMAS  I assumed that I was also leaving behind all the trappings of that moniker.  In particular, the football game halftime shows.  Oops!

A while back, as we were discussing all the aspects of implementing the CMAS program at the school, I had a conversation with my Principal (Dr. Anne-Marie Woolsey - as an aside, if CMAS is at all successful, it is in no small way do to her support.  More on her and Dr. Mitch Simmons, our other key supporter, later) about how, in theory, CMAS could produce some pretty cool halftime shows, similar to the Superbowl, given the right circumstances.  Over time, whenever we would meet to talk CMAS, the topic would return, and eventually it moved from a theoretical future possibility to a reality that begins this fall.

Certainly this marks a serious change in the community dynamic at the school - the band program has been on the decline for a long time - nationally the trend is similar, if not as pronounced, for what it's worth - and CMAS's success is likely not helping the situation (a discussion on why CMAS is only a small part of the equation, not the root cause, at another time) and there is simply an historical connection, and expectation, that there will be a marching band at the game; but it also marks an opportunity to further extend the paradigm shift that CMAS has precipitated, generally, in music education.

We're still very much in the planning stages, but the premise is basically a full on, albeit short, rock concert in the middle of the football field, with complete lighting and sound.  Yikes!  Is there a stronger word for this than "crazy?"  I'll write more on the details as we work them out, but for now the point is that a) it really is happening, b) we are lucky to be able to tap in to some serious grant money to make it happen (ironically, CMAS is far less expensive, even with this new aspect, to operate than a traditional music program) and c) I am back to football games.  Hmmm....careful what you wish for...