The Curse Of The Easy A
Below is a MRR and PLR article in category Reference Education -> subcategory Other.
The Curse of the Easy A
Summary
Many music educators grew up with an ensemble approach focused solely on preparing for the next concert. During my high school years, I never encountered worksheets or music theory lessons. Achieving an "A" seemed as simple as attending lessons, playing at concerts, and staying out of trouble. Practice outside of class was expected but not enforced. It wasn't until much later that I realized this teaching method set me up for mediocrity and frustration.
The Downside of Easy A's
Awarding students an A for minimal effort is akin to societal entitlement programs. Receiving something unearned weakens motivation and personal initiative. In music education, this leads to stagnant musicians with no drive to enhance their skills. For years, I wondered why my ensemble members weren't improving as expected. Ultimately, I realized the fault was mine for not challenging them enough. I had been following in my mentor's footsteps, handing out easy A's without truly evaluating their achievements.
Implementing Real Standards
The grading standards used in other subjects should also apply to music education. An A should signify excellent work, while a C represents average performance. Applying this principle, would your students receive the same grades as their last report card? Was the A earned through genuine learning, or merely by attending class?
Transforming the Ensemble
Once I recognized my mistake, I started demanding more from my students, and the results were remarkable. I introduced two hours of home practice per week, weekly theory worksheets, and mandatory private lessons or group sectionals. By the next concert, I noticed a significant improvement. By the end of the third quarter, new scale memorization requirements transformed my jazz and pep bands into the best groups I'd ever conducted. Students' attitudes changed as well; they realized their hard work was paying off, which fueled their interest in performing and practicing even more.
Growth for Both Students and Teachers
Requiring more from my students also pushed me to grow as a teacher. I started reading educational journals again, aiming to enhance my skills as a conductor and educator. I began writing about my experiences to help others learn from my mistakes. These simple changes rejuvenated a career on the brink of apathy. I love teaching once more, all because I broke free from the cycle of mediocrity. If you want your students to love and appreciate music as you do, don't hand out easy A's.
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