Culture Before Content: Fostering Student Growth Beyond Musical Skill - Episode Hero Image

Culture Before Content: Fostering Student Growth Beyond Musical Skill

Music for All Podcast Network · · Listen to Original Episode →
Original Title: Dr. Jerell Horton | Culture Before Content - Ep. 79

TL;DR

  • Prioritizing student engagement over passive entertainment shifts the classroom dynamic from a performance to a collaborative learning space, fostering curiosity and deeper understanding of content.
  • Authenticity and vulnerability are superpowers in teaching, enabling educators to connect with students as fellow humans and build rapport necessary for effective critique and learning.
  • Framing learning experiences as opportunities for growth, rather than solely focusing on outcomes, helps students develop resilience and a proactive approach to challenges.
  • Educators must provide clear "why" behind exercises and concepts, as "because I said so" is no longer a valid justification for learning in contemporary student-teacher relationships.
  • The value of music education extends beyond technical skills, encompassing life skills like problem-solving and collaboration, which must be explicitly communicated to students.
  • Encouraging students to be their own quality control agents, rather than just performers, cultivates intrinsic motivation and a deeper investment in their learning process.
  • Teachers should act as guides, offering students pathways and choices within a structured framework, allowing them to connect with their own desires and take ownership of their learning.

Deep Dive

The core argument of this discussion is that building a strong culture within music programs, particularly band, is more foundational to student growth and success than focusing solely on technical content. This "culture before content" approach emphasizes the development of students as well-rounded individuals, equipping them with life skills that transcend musical proficiency. The implication is that by prioritizing engagement, curiosity, and human connection, educators can foster deeper learning and intrinsic motivation, ultimately serving students far beyond their time in the classroom.

The emphasis on culture before content manifests in several key areas. Firstly, the distinction between entertainment and engagement is critical; educators should aim to foster curiosity and active participation rather than passively amuse students. This requires teachers to model their own curiosity and excitement about the subject matter, making it contagious. Secondly, the discussion highlights the importance of authenticity and vulnerability in connecting with students. By accepting one's own humanity and sharing experiences, educators can build trust and rapport, creating a more receptive learning environment. This human connection is presented as essential, especially in an era where students may not automatically grant authority to educators as they once did.

Furthermore, the conversation underscores the need for educators to provide a clear "why" behind their methods. Students are more likely to engage when they understand the purpose and value of an exercise or concept, moving beyond a mere "because I said so" dynamic. This extends to fostering an environment where students are encouraged to be their own quality control agents and critical thinkers, rather than just performers. The implication is that this approach cultivates essential life skills such as problem-solving, critical evaluation, and self-direction, which are transferable to any future endeavor, whether professional music or other careers.

Finally, the podcast stresses the power of community and collaboration. By sharing experiences, offering support, and creating opportunities for students and teachers to learn from one another, programs can foster a more robust and supportive environment. This collective growth, built on mutual respect and a willingness to be vulnerable, is presented as the bedrock upon which content mastery can be most effectively achieved. The ultimate takeaway is that a culture of care, curiosity, and collaboration not only enhances musical development but also cultivates resilient, engaged, and well-prepared individuals ready to navigate the complexities of life.

Action Items

  • Create a framework for student engagement: Differentiate between passive entertainment and active engagement, encouraging students to be curious and curious about their own learning.
  • Design a system for student self-assessment: Implement regular opportunities for students to evaluate their own progress and identify areas for improvement, fostering ownership of their learning.
  • Develop a "why" explanation protocol: For all exercises and concepts taught, prepare a clear, concise answer to "why" they are being taught, ensuring students understand the relevance and purpose.
  • Implement a "show, don't just tell" approach to feedback: When providing critiques, focus on demonstrating desired outcomes and offering actionable steps for improvement, rather than solely pointing out errors.
  • Establish a peer-to-peer learning initiative: Create structured opportunities for students to share their work, insights, and challenges with each other, fostering a collaborative learning environment.

Related Episodes

Key Quotes

"I think my text I think my text are just gonna say hey Dr. Horton because I just you got to practice with it because I mean I am so respectful of anyone who finishes the degree program because you know I think when we all start our lovely education journey a I I thought the bachelor's was the hardest part of my life but then you know you get to the master's you start getting into research and then you think oh my god this is so much work and hey there's Craig well he says welcome David and Dr. Horton oh that's very kind I think you're 100% correct book because there's something I realized going through the process and that is once I got to the research part I was very careful to pick a subject that was really intriguing to me and I think that kind of helped keep me motivated to see the finish line and uh somewhat like you which I I think you are brilliant by the way and I love how you interact with people I chose a methodology which was based on storytelling because I think that is a skill set you and I both share so like I picked a methodology that I could really relate to and then I picked a subject that I was really curious about and I think it helped me see it through to the end."

David Duarte highlights Dr. Jerell Horton's humility and his strategic approach to completing his doctorate. Dr. Horton explains that he chose a research subject and methodology that genuinely interested him, which was crucial for maintaining motivation throughout the rigorous doctoral process. This approach underscores the importance of intrinsic motivation and personal connection to one's academic pursuits.

"I think part of who you are is who you are as a band director and that's I guess I said now that we know each other I want I feel like that's part of I'm just looking at the website for our listeners out there the picture of his website just came up and it is crazy can you tell people how these pictures were taken okay so not everyone can say this but a friend of mine her name is Mosha Davis she is a photographer for Vogue magazine and we went to high school together she shoots weddings for Vogue and when the whole idea about the website came about I was like I want some really great kind of timeless pictures that I can use on the website so she came to the band room and by the way all the pictures that you see like this one that's on the first page here we just took in the band room we darkened the windows and we took them in the band room we made sure the faces were slightly covered so that we could use them for a length of time but not everybody can say that their website photos came from a Vogue photographer."

David Duarte emphasizes the unique and high-quality branding of Dr. Jerell Horton's band program, specifically noting the professional photography used for their website. Dr. Horton reveals that a friend, a Vogue photographer, provided these images, taken in the band room itself. This detail illustrates Dr. Horton's commitment to a polished and impactful presentation of his program, leveraging exceptional personal connections for professional results.

"Well because all of our schools want us to create these engaging environments for students and students want to walk into environments that are engaging but I had to throw it back on them to help them to understand that entertainment is passive engagement you pay money to go into a space or you walk into a space with the idea of being entertained you sit and someone puts on a show for you or something that you paid for but when you walk into a classroom every day you're not paying money to walk in there for for me to entertain you you're walking into that space to be engaged so I try to encourage them that whatever classroom they're walking into their goal is to figure out a way to help themselves be as engaging as possible and that is you have to be curious about the content you have to be curious about your own learning and that increases the engagement so if I as the teacher will display that I'm very curious about this subject that we are studying I think that is contagious so if I walk into the room and I'm very excited about the content I don't feel like I have to be entertaining because my natural curiosity and the excitement that I get engaging with the content should be contagious so I don't want my students to feel like I walk into the classroom to entertain them I walk into the classroom to engage them to make them curious about what we're doing and then hopefully even after the lesson is over they'll still have that hmm I like that concept or hmm this music was very interesting or hmm let me challenge myself to take my thinking a little bit deeper because sometimes I think teachers think that they have to be entertaining they have to be fake I tell them I don't want to have to you know lower myself from the ceiling you know singing a power ballad in order for you to play your quarter notes correctly like that's entertainment but if I'm challenging you to think deeply about how every single note you play should have some sort of quality control it's like that episode of I Love Lucy you know when Lucy and Ethel at the conveyor belt and the candy is coming out and they're like stuffing the candy in their mouth I'll tell my students you should be your own quality control agent and I think that that shifts their thinking from just being entertained in the classroom to being a little bit more focused on how engaged they are with the content."

Dr. Jerell Horton distinguishes between passive entertainment and active engagement in the classroom. He argues that students should not expect teachers to entertain them but rather to foster an environment where students are encouraged to be curious and engaged with the learning material. Dr. Horton uses the analogy of Lucy and Ethel at the candy factory to illustrate how students should become their own "quality control agents," shifting their focus from being entertained to being deeply engaged with the content.

"I think that the things that are happening to them are happening for them instead of let's just I don't know sometimes we can all have a little victim complex when it comes to the things that are happening in our lives instead of taking an opportunity to step back and learn from those experiences so that we can be better versions of ourselves to go forward if that makes any sense."

Dr. Jerell Horton encourages a mindset shift from viewing life's challenges as victimizing experiences to seeing them as opportunities for growth. He suggests that difficulties are "happening for" individuals, providing lessons that can lead to personal improvement and the development of better versions of themselves. This perspective reframes adversity as a catalyst for learning and forward progress.

"I think that the things that we want or the things that we you know we're trying to describe the perfect student I'm not sure we can you're in the South I'm in the Pacific Northwest you know at one point we were only like 60 miles apart and now here we are you know 2500 miles apart but we we still want the same things out of our students yeah I agree 100% you know I was I was thinking you know there's some seriously good comments that have come by oh yeah if we could bring up Brian Blocker's comment back up there yeah I said

Resources

External Resources

Books

  • "Perfect Practice" by Dave Leberman - Mentioned as a source of incredible information on practicing in general, applicable to music and beyond.
  • "Culture Code" - Mentioned as the first audiobook listened to, which helped discover self-identity and is a popular book when discussing culture.

Websites & Online Resources

  • vhrebelband.org - The website for Dr. Jerell Horton's band program, featuring photos, calendar updates, and advocacy videos.
  • Music for All - Mentioned as the organization that brings the "Culture Before Content" podcast to life.
  • YouTube - Platform where episodes of the "Culture Before Content" podcast can be watched live.
  • Facebook - Platform where episodes of the "Culture Before Content" podcast are typically updated on Saturdays.

Organizations & Institutions

  • Yamaha - National presenting sponsor for the "Culture Before Content" podcast and Music for All.
  • Vestavia Hills H.S. - The high school where Dr. Jerell Horton is the Director of Bands.
  • Music for All Podcast Network - The network hosting the "Culture Before Content" podcast.

People

  • Dr. Jerell Horton - Director of Bands at Vestavia Hills H.S., guest on the podcast discussing culture, leadership, and education.
  • David Duarte - Host of the "Culture Before Content" podcast.
  • Mosha Davis - Photographer for Vogue magazine and a friend of Dr. Horton, who took photos for the Vestavia Hills High School band website.
  • Patrick Manary - Mentioned as a friend of Dr. Horton and a previous podcast guest.
  • Nola Jones - Mentioned as someone responsible for the friendship between Dr. Horton and David Duarte.
  • Craig - Mentioned as a listener and colleague, participating in discussions.
  • Al For Watkins - Retired band director from Lester, mentioned for his advice on programming and answering "why."
  • Dr. Blair - Principal at Dr. Horton's school, praised for her brilliance and leadership.
  • Scott Lang - Author of a book with a chapter describing the podcast host's speaking style.
  • Jen Walls - Commenter on the podcast, referencing Scott Lang's book.
  • Mike Pope - Mentioned as someone who recommended the book "Perfect Practice."

Other Resources

  • "Culture Before Content" - The podcast series featuring discussions on building positive culture within educational programs.
  • Vogue Magazine - Publication for which Mosha Davis is a photographer.
  • Wix - Website platform used to create the Vestavia Hills High School band website.
  • AI - Artificial intelligence, mentioned as a tool band directors can use for organizing ideas.
  • ChatGPT - Mentioned in the context of AI tools.

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