Leadership Lessons

Summertime Reading Suggestions for Music Directors

3 leadership books

What do authors C.S. Forester, Simon Sinek, Jocko Willink, and Leif Babin have in common?

They offer a fresh perspective on leadership principles, reflections perfectly applicable for the skill-set development of music teachers who desire to better “lead” their music programs, students, and parent boosters.

It was no accident that I chose these books to help explore the truths of inspiring confidence and leading groups of people like we do daily in our classrooms, rehearsal halls, and on the stages or marching band fields. Their use of military (as well as company or government management) anecdotes defines and re-enacts the very essence of leaders, leadership concepts, goals, and public service.

“These [military group] organizations have strong cultures and shared values, understand the importance of teamwork, create trust among their members, maintain focus, and, most important, understand the importance of people and relationships to their mission success.”

— From the Foreword of Leaders Eat First

Why do we admire music teacher “heroes” and most sought-after conference keynoters in our profession such as “Dr. Tim” Lautzenheiser, Peter Boonshaft, Scott Edgar*, and Bob Morrison* (*the latter two to be featured in the PMEA Summer Virtual Conference on July 20-24, 2020). They inspire us. They recharge us and pick up our spirits. They serve as models of visionaries and coaches. They challenge the status quo and help us to grow!

I believe these books will do the same, assist in your career development to morph into an even better leader and teacher. Since many of us are “stuck at home” during the pandemic for awhile, here is a new “reading list” for personal self-improvement.

EPISODE 1-MUTINY
ITV/Rex Archive: Ioan Gruffudd in “Hornblower” 2001 TV series

Who is Horatio Hornblower?

To start with, how about a series of historical fiction from the Napoleonic-Wars era?

Hornblower is a courteous, intelligent, and skilled seaman, and perhaps one of my favorite examples of an adaptable “leader.” Although burdened by his (almost shy) reserve, introspection, and self-doubt (he is described as “unhappy and lonely”), the Forester collection illustrates numerous stories of his personal feats of extraordinary cunning, on-the-spot problem solving, and bravery. The first book spotlights an unpromising seasick midshipman who grows into a highly acclaimed, productive, and ethical officer of Her Majesty’s Royal Navy, gaining promotion steadily as a result of his skill and daring, despite his initial poverty and lack of influential friends. And yet, the common thread throughout is that he belittles his achievements by numerous rationalizations, remembering only his fears.

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74-gun Royal Navy Ship-of-the-line ~1794

“Hornblower’s leadership is thoroughly self-conscious: what makes him a great leader, morally, is that he assumes as a matter course that he must lead rather than he can lead; Hornblower’s pervasive sense of responsibility would be diminished if it all came to him naturally and that he acts therefore as each situation demands. He can be self-effacing or fierce, or obsequious, all depending on what is necessary to get the job done. As it happens, Hornblower‘s many other gifts, including a formidable diligence, always beyond the call of duty, and a supple intelligence, make him a man others trust and lean on; but for the reader, especially young reader, it’s his moral qualities that are most engaging, it is instructive.”

by Igor Webb, Hudson Review

This set is a wonderful “chestnut” to acquire, sit back in your leather recliner, and devour over the coming months. Even though it may take you some significant time to finish Forester’s eleven novels (one unfinished) and five short stories, I promise you, it will all be worth it!

[If you like the Hornblower assortment, also checkout the works by Alexander Kent and Dudley Pope, all drawing parallels to the exploits of real naval officers of the time: Sir George Cockburn, Lord Cochran, Sir Edward Pellew, Jeremiah Coghlan, Sir James Gordon, and Sir William Hoste.]

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Now, how can you personally glean new leadership habits from this treasure chest? Coincidental to doing some research for this blog, I bumped into the article on LinkedIn “Leadership Lessons Learned from Horatio Hornblower.” My sincere thanks and “attaboy” go to Amro Masaad, Education and STEM Leader at Middlesex County Academies, who gave me permission to share his documentation and insightful interpretation of the following leadership tips learned from Hornblower that we can all employ as “best practices” in the education profession:

  1. Don’t be afraid to stand up to a bully.
  2. Don’t insist that all of your successes be praised.
  3. Don’t let employees sabotage your mission.
  4. If you want excellence, you can’t look the other way.
  5. Prove yourself when the situation demands it.
  6. Take one for the team.
  7. Show sacrifice and honor, even with your enemies.

I have always been inspired by the adventures of Hornblower, mostly because of his displays of humanity at a time in history when things were inhumane and primitive. Hornblower consistently modeled his intentions for the care and success of his subordinates while other officers “stepped on them” to get advancement, his unimpeachable moral code that guided his every action, and “taking it on the chin” when necessary for his shipmates and the good of “god and country.”

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Leaders Eat Last

I was struck by this quote by Simon Sinek, the author of Start with Why – How Great Leaders Inspire Action, who posted a popular TedTalk lecture of the same name:

“There are leaders and there are those who lead. Leaders hold the position of power or authority, but those who lead, inspire us. Whether they are individuals or organizations, we follow those who lead, not because we have to, but because we want to. We follow those who lead, not for them, but for ourselves. And, it’s those who start with ‘the why’ that have the ability to inspire those around them or find others to inspire them.”

TEDxPugetSound

silent-drill-platoon-1398509_1920_skeezeHis latest book, Leaders Eat Last, brings up the rationale of mutual collaboration and prioritizing the mission and the needs of your team members. Sinek observed that some teams were able to trust each other 100%, so much so that they would be willing to put their lives on the line for each other, while other groups, no matter what enticements or special incentives were offered, were “doomed to infighting, fragmentation and failure.” Why was this true?

“The answer became clear during our conversation with the Marine Corps general. ‘Officers eat last,’ he said. Sinek watched as the most junior Marines ate first while the most senior Marines took their place at the back of the line. What’s symbolic in the chow hall is deadly serious on the battlefield: great leaders sacrifice their own comfort – even their own survival – for the good of those in their care.”

Leaders Eat Last by Simon Sinek

Throughout his book of vivid narratives from armed conflicts to business “revolutions” of take-overs or new CEO transformations, Sinek dives into the precepts of what constitutes “great” leadership:

  • The value of empathy should not be underestimated.
  • Trust and loyalty exist on a two-way street – to earn them, leaders must first extent them to their team members.
  • The role of leadership is to look out for (and take care of) those inside their “circle of safety.”
  • For the success of the team, goals must be tangible, visible, collaborative, and written down.
  • Leaders know: There is power in “paying it forward.” It feels good to help people, or when someone does something nice to us, or even when we witness someone else doing something good.
  • It’s also a big deal when leaders express that final personal touch and shake hands.
  • Leadership is all about service… to the “real, living, normal human beings with whom we work every day.”

I have never found a better source for defining the four “chemical incentives” in our bodies (also known as hormones) and numerous actual examples of their daily use (and misuse): endorphins, dopamine, serotonin and oxytocin.

UnSelfieAlso intriguing is an expanded Chapter 24 and Appendix section in the book called “A Practical Guide to Leading Millennials.” Similar to another suggestion for summer perusal, UnSelfie: Why Empathetic Kids Succeed in Our All-About-Me World by Michele Borba, Ed.D (Simon & Schuster, 2017) which focuses more on our current young “charges,” Sinek’s differentiation is provided to inspire and educate the ultimate multitaskers of the “distracted generation.”

“This is what it means to be a leader. It means they choose to go first into danger, headfirst toward the unknown. And when we feel sure they will keep us safe, we will march behind them and work tirelessly to see their visions come to life and proudly call ourselves their followers.”

“The biology is clear: When it matters most, leaders who are willing to eat last are rewarded with deeply loyal colleagues who will stop at nothing to advance their leaders vision and their organization’s interests. It’s amazing how well it works.”

Leaders Eat Last by Simon Sinek

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Extreme Ownership

This next leadership philosophy, the core premise of the book Extreme Ownership – How U.S. Navy Seals Lead and Win by Jocko Willink and Leif Babin, will not surprise anyone who has ever taken on the inherently risky task of programming a student concert, marching field show, dance recital, or musical/play: the music director assumes full responsibility for the failures and faux pas that may occur during the performance, but instrumentalists, singers, actors, and/or dancers should get all the credit for a successful production.

“Combat, the most intense and dynamic environment imaginable, teaches the toughest leadership lessons with absolutely everything at stake. Jocko Willink and Leif Babin learned this reality firsthand on the most violent and dangerous battlefields in Iraqi. As leaders of SEAL Team Three’s Task Unit Bruiser, their mission was one many thought impossible: help US forces secure Ramada, a violent, insurgent-held city deemed “all but lost.“ In gripping, firsthand accounts of heroism, tragic loss, and hard-won victories, they learned that leadership – at every level – is the most important factor in whether a team succeeds or fails.”

Front panel of the hardback Extreme Ownership

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This is a comprehensive textbook on Leadership 101. Admittedly, the rehash of their battle scenes are scary. This is a world so far apart from anything I have ever experienced. We do owe all our veterans a massive depth of gratitude to face such dangers to defend our freedoms and way of life. (As an inexperienced teacher, the worst fear I ever had to face was a homeroom of 99 excitable and talkative Freshman girls in my first year as the high school choral director.)

When possible, I try to share the Contents (chapter titles) of my book recommendations, giving you a broad glimpse of the outline of their publication:

  1. Extreme Ownership
  2. US Navy SEAL Team Three [ST3][Patch][1.5]No Bad Teams, Only Bad Leaders
  3. Believe
  4. Check the Ego
  5. Cover and Move
  6. Simple
  7. Prioritize and Execute
  8. Decentralized Command
  9. Plan
  10. Leading Up and Down the Chain of Command
  11. Decisiveness Amid Uncertainty
  12. Discipline Equals Freedom – the Dichotomy of Leadership

From these sections, we can explore these fundamental building-blocks and mindsets necessary to lead and win.

Part I: Winning the War Within (Chapters 1-4)

  • Leaders must own everything in the world. There is no one else to blame.
  • A leader must be a true believer in the mission.
  • Even more important then “the how” and “the what” is “the why” of any plan. Not knowing the rationale of a decision or goal is a recipe for failure. It is a leader’s job to understand the mission and communicate it to his/her team members.*
  • During situations lacking clarity, leaders ask questions.
  • Leaders temper overconfidence by instilling culture within the team to never be satisfied and to push themselves harder to continuously improve performance.
  • Leaders know that over-inflated egos cloud judgment and disrupt everything: the planning process, the ability to take good advice, and the ability to except constructive criticism.

* Who said “great minds think alike?” (Answer: Carl Theodor von Unlanski.) The concept of “the why” is also described in great detail in the aforementioned TedTalk by Simon Sinek.

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Part II: Laws of Combat (Chapters 5-8)

  • Elements within the “greater team” are crucial and must work together to accomplish the mission, mutually supporting one another for that singular purpose.
  • In life, there are inherent complexities. It is critical to keep plans and communication simple. Complex goals and plans add to confusion which can compound into disaster.
  • Competent leaders can utilize their own version of the SEAL’s prioritize and execute. It is simple as, “relax, look around, and make a call.” Prioritize your problems and take care of them one at a time, the highest priority first. Don’t try to do everything at once or you won’t be successful.
  • Leaders delegate responsibility, trust and empower junior leaders to make decisions on their own as they become proactive to achieve the overall goal or task.

Part III: Sustaining Victory (Chapters 9-12)

  • Effective planning begins with an analysis of the mission’s purpose, definition of the goals, and communication of clear directives for the team.
  • Effective leaders keep the planning focused, simple, and understandable to all of the team members and stakeholders.
  • Leadership doesn’t just go down the chain of command, but up as well. Communication to your supervisors is also key.
  • Leaders must be decisive, comfortable under pressure, and act on logic, not emotion.
  • In challenging situations, there is no 100% right solution, and the picture is never complete.
  • Leaders have self-control and “intrinsic self-discipline,” a matter of personal will. They “make time” by getting up early.
  • Self-discipline makes you more flexible, adaptable, and efficient, and allows leaders and team members alike to be creative.
  • A leader must lead, but also be ready to follow.

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A Leadership Recap for Music Teachers

I am probably not doing justice to these incredible resources. They offer an exhaustive body of knowledge and examples on leadership ideology as well as a dazzling array of practical advice on what habits/skills are essential to become an effective leader. You need to sit back and devour these books one-by-one, apply their relevance to your situation, and come to your own conclusions about prioritizing the needs for your own personal leadership development.

To sum up a few of the theories from all this literature, we could revisit page 277 in Extreme Ownership and quote “The Dichotomy of Leadership” by Jocko Willnick.

“A good leader must be:

  • confident but not cocky;
  • courageous but not foolhardy;
  • competitive but a gracious loser;
  • attentive to details but not obsessed by them;
  • strong but have endurance;
  • a leader and follower;
  • humble not passive;
  • aggressive not overbearing;
  • quiet not silent;
  • calm but not robotic;
  • logical but not devoid of emotions;
  • close with the troops but not so close that one becomes more important than another or more important than the good of the team; not so close that they forget who is in charge;
  • able to execute Extreme Ownership while exercising Decentralized Command.”

“A good leader has nothing to prove but everything to prove!”

—  Extreme Ownership

Many years ago, my wife and I were fortunate to participate in almost all of those early PMEA Summer Conferences that were basically leadership training workshops. Initiated and inspired by our first guest clinician Michael Kumer (who was then “modeling leadership” first-hand as Dean of Music for Duquesne University), we were exposed to a rich curriculum of “the greats” on leadership, team building, time management, and professional development. If you have not consumed them yourself, a few of these resources from the first couple years should be added to your reading list:

  • 7 HabitsOne Minute Manager by Ken Blanchard and Spencer Johnson
  • First Things First and other sections from The 7 Habits of Highly Effective People series by Stephen Covey
  • A Kick in the Seat of the Pants: Using Your Explorer, Artist, Judge, and Warrior to Be More Creative and A Whack on the Side of the Head: How You Can Be More Creative by Roger Von Oech

As a part of fulfilling “total ensemble experience” and to make the learning meaningful, I have always “taught” leadership to my students. The settings may have varied, whether it was as a part of the longstanding tradition of training marching band leaders, student conductors or principals’ who ran sectionals, our spring musical “leadership team” of directors, producers, and crew heads, elected high school choir officers, participants (grades 6-12) in a six-day string camp seminar, or even booster parents in a “chaperone orientation.” Many of my own often-repeated leadership quotes were passed down:

  • “Leaders aren’t born, they are made. And they are made just like anything else, through hard work. And that’s the price we’ll have to pay to achieve that goal, or any goal.” – Vince Lombardi
  • “You don’t lead by pointing and telling people some place to go. You lead by going to that place and making a case.” – Ken Kesey
  • “Things may come to those who wait, but only the things left by those who hustle.” – Abraham Lincoln
  • “The very essence of leadership is you have to have a vision. It’s got to be a vision you articulate forcefully on every occasion. You can’t blow an uncertain trumpet.” – Rev. Theodore Hesburgh
  • “Management is efficiency in climbing the ladder of success; leadership determines whether the ladder is leaning against the right wall.” – Stephen R. Covey

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Finally, to close this seemingly-endless essay, I would share one of my regular but more unique lessons: “leaders flush.” We advise our plebe leaders-in-training that when anyone on the team sees an opportunity to take care of something that’s not right, or someone who needs help, or a problem that can be resolved on their own, they should take it upon themselves to do what is necessary for the greater good. We cite the example that, if you visit a restroom and discover someone before you did not flush the toilet, you do what’s right. Leaders flush.

PKF

 

© 2020 Paul K. Fox

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Photo credits (in order) from Pixabay.com

Cultivating a Precious Gem: Engagement

What do SHJO, Gerardo Parra and the “Baby Shark” theme, and the concepts of collaboration and teamwork have in common?

 

FoxsFiresides

[Artistic Director’s message spoken at the fall concert of the South Hills Junior Orchestra on November 10, 2019… appropriate to all performers, teachers, and parents.]

 

Have you had a reason to ask yourself recently, “What am I thankful for?”

Hopefully you can reflect on many things… Your family, friends, health, success, and happiness may instantly come to mind.

How about the privilege of membership in a “musical team” – valuable enrichment provided by both your school program (in which all of our pre-college students should participate) and community groups, like the South Hills Junior Orchestra (SHJO).

One does not have to look far to confirm the benefits of music education and fulfillment of personal creative self-expression. Numerous articles and statistics point to the rewards of “making music” and regular collaboration in a performing ensemble:

I even tried “wrapping my arms” around a definition of this “calling” (one that I have spent my entire life sharing) in a blog-post which features a community TV interview of me by SHJO musician Sam D’Addieco: https://paulfox.blog/2019/06/16/the-importance-of-music-education/.

I do feel thankful! I am grateful to have been granted this opportunity of conducting SHJO and interacting, teaching, and learning alongside our gifted and enthusiastic instrumentalists! These experiences and memories are “priceless” and “fragile,” just like a rare jewel or crystal. I complain for more members (we’re small and turnout has not always been good), but I am also reminded of a comment from my own inspirational school orchestra and string teacher, Mr. Eugene Reichenfeld, who was often heard to say: “Our orchestra may be small, but it is precious – just like a diamond!”

I say, we must cultivate the future of this special musical experience!

Don’t take it for granted! This unique “mosaic of members and music, where all musicians learn, grow, and lead” will only continue if YOU commit consistent time, focus, attendance, and practice. Success relies on your full engagement to SHJO. We need the players, booster officers, parents, and other adult volunteers to join forces!

CBS Good MorningThe other day, I watched on CBS This Morning an interview of World Series Champion Washington National’s star outfielder Gerardo Parra (https://www.cbsnews.com/video/gerardo-parra-on-how-baby-shark-became-the-nationals-anthem/) who is credited for helping to turn things around for the team. Although he may be remembered more for giving the Nationals a new anthem, “Baby Shark,” (chosen by his baby daughter), Parra discussed why he was concerned that the other players on the team did not seem “engaged” and stay afterwards in the clubhouse (some paraphrased below):

  • Parra: “Wow, what a team we have,” and referring to the regular season, “But, even after we won, no one was there to celebrate in the clubhouse.”
  • Anthony Mason: “A lot of people credited you for turning around the team culture.”
  • Parra: “It’s more important for my team that we start in the clubhouse… we dance in the clubhouse.”
  • Gayle King: “But you started that hurrah. You said everybody used to leave and then you said no, everybody, let’s stay! One person came, then one person came, and another person came…”
  • Parra: “Everybody like family. We’re one team, not 25 men.”

When he joined the team in May, Washington was a team with a losing record of 33-38 and 8½ games out of first place in the National League East. Parra himself was mired in a 0-for-22 slump. That’s when he chose “Baby Shark” and got his team motivated! In their last 100 games, the Nationals won 75. Sure, they have amazingly gifted and hardworking players, but what was the cornerstone of their victory? Their teamwork, “power of collaboration,” empathy for each other, and unified sense of purpose! This is just what the doctor ordered for the 37th season of SHJO, and all similar youth or community groups. We need to develop more teamwork, collaboration, and engagement, too!

Thanks, kudos, and bravos go to all musical caregivers and participants for caring, giving, and sharing, and especially uniting together as a team. What really matters to me the most? As I told Sam in the interview, I truly cherish those “ah-ha” moments of realization we see in our musicians’ eyes when they “get it” and reach a new pinnacle of success or mastery of their artistry! I also love observing many peers-helping-peers, multi-generational teamwork, partnerships of musical leaders and followers in the ensemble, and numerous “random acts of kindness” every Saturday morning.

“My” SHJO remains the single most motivating and meaningful event of my week!

Let’s all celebrate a Happy Thanksgiving!

PKF

 

hi-res logo 2018The mission of South Hills Junior Orchestra, which rehearses and performs at the Upper St. Clair High School in Pittsburgh, PA, is to support and nurture local school band and orchestra programs, to develop knowledge, understanding, performance skills, and an appreciation of music, to increase an individual member’s self-esteem and self-motivation, and to continue to advance a life-long study of music. Members of the Orchestra learn, grow, and achieve positions of leadership to serve their fellow players.

(For more information about SHJO, please visit www.shjo.org.)

This and all Fox’s Fireside blog-posts are free and available to share with other music students, parents, directors, and supporters of the arts.

Click here for a printable copy of Cultivating a Precious Gem – Engagement.

Other “Fox Firesides” are available at https://paulfox.blog/foxs-firesides/.

 

© 2019 Paul K. Fox

Photo credit from Pixabay.com: “Pumpkin” by Lolame

Reference Letters: What To Do?

Reprinted from “A View from the Podium” (Upper St. Clair High School, 2015) for current South Hills Junior Orchestra members and other students seeking recommendation letters from their music teachers.

foxsfiresides

If you are requesting a letter of recommendation from any teaching staff member, administrator, minister, coach, or activity sponsor for college entrance, scholarships, awards, or job placement, please follow the instructions of your school counselor AND review/complete the steps below.

Do you have an updated “me-file” on your computer’s desktop? Maintain a bulleted list of accomplishments with dates. Scan archives of awards, programs, commendations, special honors, and significant assessments. This will become the basis for the creation of résumés or portfolios, and background for your college or employment essays.

In person, ask the teacher from whom you want the letter if he/she is willing to do this. This should be an adult in whom you have a great deal of trust and with whom you have had frequent contact. If you have any doubt or misgivings like “Does this professional like me?” or “Will he/she give me a fair rating?” – then you should ask someone else. If you are a current member of SHJO, anyone asking Mr. Fox should have no fear. He will tell you immediately if there is any problem in writing a positive letter.

In my opinion, if you choose the right person to do your letter, you can sign-off your rights to see it before submission to the institution. A student checking “yes” to waiving his/her access to/examination of the reference may look better to the evaluator. Although not required, some may send you a copy of it for your files. That is my standard practice.

Know your deadlines. BY WHEN do you need the reference letters or common app teacher recommendations?

seriestoshare-logo-01As a courtesy to the writer (and modeling good preparation on your part), give at least two to three weeks’ notice (more is better). Remember: “Lack of planning on your part does not constitute an emergency on the teacher’s part.” It would also be polite to “gently remind” the staff member about the final deadline of the recommendation (at least one weekend’s notice). For SHJO, one Saturday ahead of the final deadline would be ideal.

Unless it is an online application or digital reference, the individual requesting the recommendation should provide in advance a pre-stamped self-addressed envelope to be signed, sealed, and mailed directly to any school or organization.

To facilitate “anecdotal references” and confirm accurate data/details, email a mini-résumé of your achievements, particularly those things that can be mentioned in the letter. Try to complete as many of these as possible:

  1. When did you first begin your musical (or other academic specialty) study? When did you join SHJO or other music group?
  2. What classes, ensembles, and/or productions have you participated at school?
  3. What music or academic leadership positions have you served (give specific dates)?
  4. What are your outside activities?
  5. What have you done as community service?
  6. How are you unique? Describe yourself in three to five words.
  7. What qualities or strengths have you exhibited that the staff member, from working with you, could corroborate in the letter?
  8. Can you remember any funny or significant class or rehearsal anecdote that demonstrated growth in your musical technique, expressiveness, student leadership, “team” or ensemble building, or the 21st Century learning skills of creativity, communications, critical thinking, collaboration, and global understanding?
  9. What is your planned major or minor in college, and how did your association with the staff member (his/her classes or activities) help you gain the experience, insight, or confidence to go into this field?

Good luck! PKF  Revised 3/18/19

hi-res logo 2018

The mission of South Hills Junior Orchestra, which rehearses and performs at the Upper St. Clair High School in Pittsburgh, PA, is to support and nurture local school band and orchestra programs, to develop knowledge, understanding, performance skills, and an appreciation of music, to increase an individual member’s self-esteem and self-motivation, and to continue to advance a life-long study of music. Members of the Orchestra learn, grow, and achieve positions of leadership to serve their fellow members.

(For more information about SHJO, please visit www.shjo.org.)

This and all Fox’s Fireside blog-posts are free and available to share with other music students, parents, directors, and supporters of the arts.

Click here for a printable copy of Reference Letters: What to Do?

Other “Fox Firesides” are available at https://paulfox.blog/foxs-firesides/.

 

© 2019 Paul K. Fox

 

Photo credit from Pixabay.com: “Fireside” by pixeldust

 

TEAM = “Together Everyone Achieves More”

A Twist on an Old Fable… Who Really Won the Race?

Photo credit: FreeImages.com, photographer Eric Thibodeau

 

Before you do anything else, I want you to “take four,” fire up your computer, and view this YouTube video: https://www.youtube.com/watch?v=xevQ2yTyK9Y.

foxsfiresidesWhat is the moral to the final story of these two racers… the turtle and the rabbit?

To all student instrumentalists: SHJO and your school music ensemble represent a “TEAM” – not only inspiring your own creative self-expression and skill development, but learning to communicate, connect “symphonically,” and come together with all the musicians to achieve common goals.

For similar advice, we can go all the way back to the famous Greek philosopher Aristotle:

“The whole is greater than the sum of its parts.”

According to Wikipedia, synergy is the creation of “a whole that is greater than the simple sum of its parts.” The term synergy comes from the word synergos (συνεργός) meaning “working together.”

Another way to reflect on this concept is with this parable “Whose Job Is It” (author unknown) demonstrating apathy:

This is a story about four people named Everybody, Somebody, Anybody, and Nobody.  There was an important job to be done and Everybody was asked to do it. Everybody was sure Somebody would do it.  Anybody could have done it, but Nobody did it. Somebody got angry about that, because it was Everybody’s job. Everybody thought Anybody could do it but Nobody realized that Everybody wouldn’t do it. It ended up that Everybody blamed Somebody when Nobody did what Anybody could have done.

If you want to create the life and musical success you want, don’t be like Everybody, Somebody, Anybody and Nobody. Be true to yourself. Take responsibility for your life! Don’t let Everybody, Somebody, Anybody or Nobody stop you from doing what you need to achieve what you want and deserve for yourself and the TEAM!

The “take-a-ways” from this fable? What is your charge “for the good of the TEAM?”

  • Take personal responsibility for defining what life and musical success means to you.
  • Take personal responsibility for building your self-confidence. (Practice!)
  • Take personal responsibility to participate in rehearsals regularly. (Attend every week!)
  • Take personal responsibility for developing the competencies (skills) and preparations (focus on the hard passages) you need to succeed in the music.
  • Take personal responsibility for putting sufficient time seriestoshare-logo-01into the “TEAM.”
  • Take personal responsibility for building and nurturing relationships in the orchestra that will help you promote success.
  • Take personal responsibility in supporting the TEAM in “fun” raising (socials) and fund-raising projects… as we used to say back in the 60s, “be there or be square!”

At a SHJO rehearsal last Saturday, I expressed concerns that the reality of inconsistent attendance and inadequate at-home practice is making it difficult to rehearse and achieve progress. However, rest assured, I know our concerts will be great!

In every fifth-year anniversary milestone of SHJO, we have given back to those who have given us a very special gift… a permanent home. Our fund-raising efforts are lagging behind and we need all Friends of SHJO to “step up to the plate.”

In the future, you will have the opportunity to engage with other booster members and their leadership team to proceed toward our fund-raising goal of $12,000 for a gift to our gracious hosts, the Upper St. Clair School District. Ads and patron donations received as we go forward will be acknowledged in future concert programs, and we look forward to your generous assistance.

You are encouraged to peruse the South Hills Junior Orchestra website. Under “Resources,” check out the free “Series to Share…” additional “Fox’s Fireside” issues by Paul K. Fox, and “Music Enrichment Workshop” presentations by Donna Stark Fox.

PKF

© 2017 Paul K. Fox

 

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This “Series to Share” is brought to you by… the Founding Directors of the South Hills Junior Orchestra (SHJO), “a community orchestra for all ages” based in Western Pennsylvania. Feel free to download a printable copy and distribute to music students, parents, teachers, and fellow amateur musicians.