Excellence as Lifestyle: Music's Emotional Resonance Transcends Competition

The "Goosebumps" of Music: How True Excellence Transcends Competition and Cultivates Lifelong Connection

In a profession often focused on measurable outcomes and competitive rankings, this conversation with Richard L. Saucedo offers a profound counterpoint: the pursuit of "excellence as a lifestyle" is not about winning, but about cultivating deeply human, emotionally resonant experiences. The non-obvious implication is that the most valuable moments in music education--those "goosebump" moments--arise not from striving for external validation, but from a genuine commitment to craft, connection, and shared vulnerability. This discussion is essential for educators, administrators, and anyone who believes in the transformative power of the arts, offering a roadmap to foster genuine growth and resilience in a world that desperately needs more connection. It reveals how prioritizing internal standards and fostering supportive relationships can create a lasting competitive advantage, not through outmaneuvering others, but by building a more profound and sustainable practice.

The Unseen Architecture of "Goosebumps"

The conversation with Richard Saucedo consistently circles back to a core idea: the profound, almost magical, emotional impact music can have. This isn't just about playing the right notes; it's about creating an experience that transcends the ordinary. Saucedo frames this as achieving "goosebump moments"--instances where students feel something deeply, something they can't get elsewhere. This isn't a casual observation; it's the deliberate goal of his teaching philosophy. The hidden consequence of focusing solely on technical proficiency or competitive success is the potential to miss these deeper emotional connections.

The mechanism behind these moments, Saucedo suggests, is often rooted in the subtle power of harmony. He elaborates that even without theoretical understanding, a well-placed chord can evoke powerful feelings. This highlights a system where the aesthetic choices in music create a feedback loop with the listener's emotional state.

"For me, as a musician, I want to get students to those moments where they feel like they've had an experience that they can't get anywhere else in the building."

This pursuit of the unique emotional experience is what differentiates music education. While other activities offer valuable growth, Saucedo posits that music taps into something deeper, "into the soul, into the heart." The immediate payoff for students is a powerful, memorable experience. The downstream effect, however, is the cultivation of a lifelong appreciation for the arts and a deeper understanding of human emotion. This is where the delayed payoff lies; a student might not become a professional musician, but the memory of a goosebump moment can shape their perspective and emotional landscape for years.

The Paradox of Competition: "Excellence is a Lifestyle"

A recurring theme is the tension between competition and genuine artistic growth. Saucedo's approach at Carmel High School, symbolized by the banner "Excellence is a lifestyle," deliberately sidesteps the focus on winning. When students asked about their chances of success, his response, "How excellent do you think we're going to be?" reframes the objective from external validation to internal standards. This is a critical systems-level insight: by shifting the focus from outcomes (placement) to process (excellence), the entire incentive structure changes.

The conventional wisdom in competitive environments is to strategize for victory. Saucedo's method suggests this focus can be a trap, leading to an unhealthy obsession with rivals and a neglect of the core artistic mission. He notes the surprising reality that the directors of highly competitive bands, like Avon, were often his closest friends. This illustrates a system where collaboration and mutual respect can coexist with, and even enhance, high-level performance. The immediate discomfort for students might be not getting a direct answer about winning, but the long-term advantage is the development of intrinsic motivation and a robust sense of self-worth independent of rankings.

"Don't worry about placements. Placements will take care of themselves if excellence is handled first."

This approach creates a durable advantage. By prioritizing excellence, the ensemble is inherently better prepared, regardless of the competition. The "lifestyle" of excellence means that improvement is a continuous process, not a reaction to a specific event. This builds resilience and a sustained capacity for high performance, a payoff that extends far beyond a single competition weekend.

Bridging the Gap: Mentorship and the Unseen Efforts of Educators

Saucedo passionately advocates for extending the reach of experienced clinicians and educators to underserved schools. He highlights the "kings and queens of our activity" as those working tirelessly with limited resources, often in less visible settings. The conventional approach might be to focus on established programs that can afford high-profile clinicians. Saucedo’s perspective reveals a system where the greatest impact can be made by supporting those who are already working incredibly hard with fewer advantages.

The barrier for these schools is often financial, but the deeper issue is the lack of recognition and support, which can exacerbate imposter syndrome among dedicated educators. Saucedo’s call for clinicians to volunteer their time, even just once or twice a year, is a direct intervention in this system. The immediate discomfort is the personal cost of time and travel, but the downstream effect is immense: inspiring students, empowering teachers, and strengthening the entire musical ecosystem. This creates a positive feedback loop, where support for struggling programs can lead to future leaders and clinicians, perpetuating the cycle of mentorship.

"I wish we could get more clinicians out to those folks and help them. The problem is a lot of those folks don't ask for clinicians because they can't afford it."

This insight points to a systemic failure: the assumption that value is only exchanged when payment is involved. Saucedo argues for a model where service and mentorship are integral, recognizing that the long-term health of the profession depends on lifting up all its participants, not just the most visible or well-resourced. The advantage gained here is not financial, but in building a more equitable and robust future for music education.

Normalizing Vulnerability: The Antidote to Imposter Syndrome

A powerful through-line in the conversation is the normalization of imposter syndrome, even among highly accomplished individuals. Saucedo candidly admits to still feeling fear before certain performances, such as working with the Blue Devil Drum and Bugle Corps. This vulnerability is not a weakness; it's a crucial element in building a supportive professional community. When students and emerging educators hear that even legendary figures experience self-doubt, it reframes their own struggles not as personal failings, but as inherent parts of the growth process.

The conventional approach to mentorship might focus on imparting techniques and strategies. Saucedo's approach emphasizes emotional preparedness. He advocates for mentors and educators to help young teachers anticipate and navigate the inevitable challenges of their first jobs, creating a "support team" rather than expecting them to go it alone. The immediate pain of confronting these difficulties is softened by the knowledge that they are shared experiences. The lasting advantage is the retention of talented educators who might otherwise be driven away by the initial shock of reality.

"I still have it as I'm sitting here talking to you right now. It's, we all go through that, but yeah, I'd love to do anything we can to help these folks fight through those moments, because I think we lose a lot of good teachers because they don't make it through those moments."

This perspective recognizes that the "system" of music education is comprised of individuals navigating complex emotional and professional landscapes. By fostering an environment where vulnerability is accepted and support is readily available, the profession becomes more sustainable and attractive. The competitive advantage here is subtle but profound: a more resilient, interconnected, and enduring profession.

Key Action Items

• Cultivate "Goosebump" Moments: Deliberately design musical experiences, focusing on harmonic richness and ensemble blend, to create profound emotional connections for students. (Immediate)
• Prioritize "Excellence as a Lifestyle": Shift focus from competition outcomes to the quality of the process and performance, fostering intrinsic motivation and resilience. (Ongoing)
• Volunteer Clinician Time: Commit to one or two pro-bono clinic engagements per year at underserved or small schools to support educators and inspire students in less-resourced environments. (Annual Investment)
• Embrace and Normalize Vulnerability: Share personal experiences of self-doubt and fear with students and emerging educators to combat imposter syndrome and build a supportive community. (Ongoing)
• Build a Mentorship Support Network: Actively seek or offer mentorship to new educators, helping them anticipate and navigate the challenges of their first teaching positions. (Immediate & Long-Term Investment)
• Foster Collaborative Relationships: Develop genuine connections with educators from other programs, even those considered "competitors," recognizing shared dedication and the value of mutual support. (Ongoing)
• Focus on Constructive Feedback: Frame critiques as questions and collaborative problem-solving rather than direct pronouncements of error, building confidence and encouraging growth. (Immediate)