A complex art if there ever was one, building relationships and creating relational trust is the foundational skill. Without trust, no amount of content knowledge, pedagogical know-how, or formative assessment is likely to move students to want to learn from you.
In a recent TED Radio Hour called “How Does Trust Happen in Music?” orchestra conductor Charles Hazlewood recalls that during his early days as a professional, his conducting sometimes resembled a “rabid windmill.” The more forceful his body language, the less his orchestra members complied. The more disappointed he became, the more his direction became a blur. Trust erodes when you don’t embody it yourself, he learned.
He later directed a racially diverse group of South African singers, some of whom had previously been bitter enemies. And he founded another ensemble made up of musicians with severe disabilities, many of whom had never had the opportunity to play instruments together. From these disparate groups, he learned that the creation of music relies on trust and builds more trust. Yes, the conductor needs to have a “cast-iron understanding of the outer architecture of the music,” but he or she also has to trust the players to reveal the music’s inner truth. He came to believe that conducting music is like holding a bird. Hold too tightly, you crush it; hold too loosely, it flies away.
This will be part of my own manaakitanga goal this year. How are your own annual goals developing in your appraisal document?