How did you get interested in teaching?

Liz: I'm going to start with the "metamorphosis," since most OOTBers don't know the crazy turns my life has taken since Duke, and they're probably saying "Huh? I thought she was a psych major!" Well, they're right. I had no plans to be a teacher, or to study music for that matter (something I'm kicking myself for now, but at the time, what did I know?). I ended up at business school out in San Diego getting a Master in International Business, and went to work in marketing for almost four years. In the two jobs I'd held since grad school, I liked the work, the creativity of marketing and the interaction with customers and the media, but hated the corporate culture. I realized I'm not good at kissing the...feet...of people I don't respect but who rule your life.

So I started considering a career change. Having come so far in business educationally, a natural idea was to get a PhD in Business Administration and teach on the college and grad school level. I had done a lot of training in my jobs and found I both enjoyed and was good at "teaching," being up in front of a group imparting knowledge and helping them learn. I pursued this avenue as far as being accepted into several programs, but something kept me from accepting. At this point I was back in Cincinnati in a marketing job I hated, but I still wasn't quite sure about such a big step. The main reason was that it seemed every program, as well as most university positions, focused so much more on research and publishing than teaching. This was a big red flag for me and made me realize that it was really teaching that I wanted to do.

I deferred acceptance to BU and was tossing the idea of music ed around in the back of my mind (not too seriously, since I had never studied music formally), when a position came open at my old high school for a one-year interim music teacher position. I applied for the heck of it and amazingly got the job (I think it was OOTB that really impressed them!). It seemed the perfect opportunity to see if it was right for me and to get a year of invaluable experience.

Lori: Somehow I have always been interested in teaching. I don't have a specific turning point or moment of clarity that convicted me to be a teacher. I simply always had the feeling that I wanted to teach.

Please describe your current teaching position/where you are in your grad degree, etc.

Liz: I just finished up that year at Cincinnati Country Day School, teaching music in the upper school (grades 9-12). I taught two choral ensembles and a Music Theory and Composition class (boy, did I have to "brush up" on all that theory I never took!) (Kim Kredich can testify that my starting knowledge of theory back at Duke was a bit shaky! But I caught on quick!). Anyway, the year was fantastic! I was scared to death but our concerts went well, my composition kids turned out some neat stuff, and the musical (Godspell) was amazing! I was so proud of the kids and myself. It really sank home that this was what I was meant to do. It was the first time I'd loved my job (well, except at Club Med). Unfortunately, it was only a one-year position, so I won't be able to follow up with these kids, but I'm pursuing this career now. I'm just starting a Master's program in Music Education at Xavier University here in Cincinnati. It'll take a little while since I have to catch up on the music coursework, but I'm full-time for the moment, so I can try to power through. It took a bit of adjustment in my mind that I could indeed change my career/my life at age 29 after all the other schooling I'd done, but I'm a firm believer in doing what you need to do and pursuing a job you love, so there you go.

Lori: I currently teach at Haggard Middle School in Plano Texas (located just north of Dallas). I am the choir teacher for 6th, 7th, and 8th grade students. My program has 180 students. I transferred to Haggard MS from Bowman MS this summer, and am looking forward to the experience of teaching in a "new" school.

Did you always plan on becoming a teacher?

Liz: No. See answer #1.

Lori: As I said earlier, I have always known that I wanted to teach. My choir teacher tells the story that when I was in the 7th grade I told her that I wanted to be a choir teacher "just like her" when I grew up -- and here I am!

How has OOTB played a part in the kind of teacher you've become?

Liz: Yes indeedy. First and foremost, it gave me confidence in my musical abilities. I don't know if I would have kept music as such a central part of my life if I hadn't had the opportunities to explore it in OOTB. I became a good arranger and a better singer and musician through our singing. I developed a better ear for part singing, blend, and harmonies. All of these music skills are invaluable to a teacher/choral director. Without OOTB, I certainly wouldn't have started ProVoice (another a cappella group) out in San Diego, and I wouldn't have this overwhelming love for a cappella music. I used some of our simpler arrangements for both my ensembles and was thrilled to see their pride when they succeeded in this medium that they had never sung before. I think maybe the best thing OOTB imparts to all of us is the sheer joy and love of singing and how fulfilling group singing can be. I try to impart that to the kids. (It even works sometimes!)

Lori: OOTB has a HUGE part in forming the teacher I am today. While at Duke, I thought I wanted to teach English. As my senior year finished I applied to Master programs in English and English education. My applications did not go well. My mother finally said, "I don't know why you think you want to teach English when all you do and what you love is MUSIC!" As much as I hated to admit, MY MOTHER WAS RIGHT! Much of my time at Duke was spent making music -- Chorale, piano lessons and OOTB (just a wee bit of time spent here!). So I trashed the English applications and began applications to Music schools.

What specific OOTB experiences have influenced your teaching?

Liz: Oh, now, see? I'm babbling and answering questions out of order. Although you have to admit this is a little redundant. I can't think of anything more specific.

Lori: Directing OOTB and simply being a member of OOTB have influenced my teaching. PEOPLE are at the core of every choir. The best musical experiences are a combination of performing well, and feeling connected to the the music and people around you. As I teach, I certainly strive for excellent performances, but not at the expense of the members of the choir.

What advice would you give to current/past OOTB members who are considering going into this field? ie. joys / pitfalls of this profession.

Liz: I'm tempted to say "Go for it!" but, just like any profession, it really isn't for everyone. I was lucky to have the one-year opportunity to try it out, so to speak. As we all know, teaching in general requires a love of children (and you have to decide what age group you're comfortable with), a love of your subject, expert knowledge of your subject (yup, I fudged that!), staying current in your field, continuing your own education, yadda yadda. It's also a big time commitment, although in music you typically have less homework and exams per say. However, if you love to be with kids and helping them learn, and you love music as we all do, it's an amazing synthesis that you can actually get paid for. Although not a lot. The horror stories of teacher pay are true. Avoid private schools. Get a Masters if you can (you get paid more). Stick it out (I've heard that pay actually gets above the single digits after a few years). Understand that these are teenagers (or 10-year-olds, or whatever). But I tell you, seeing the joy on my kids faces at the curtain of Godspell or when a song clicks is a wonderful reward for all the extra time and effort. I worked harder this past year than ever but loved nearly every minute of it. There are more experienced OOTBAA teachers out there that would have much more to say on this subject, but that's how I see it.

Lori: Teaching is a wonderful profession. The joys include doing something meaningful and worthwhile with your days, teaching kids and their parents to care for something that you value, summers off!, being creative, being the force in a room -- you direct every aspect of a class and the fact that no day is every dull. The pitfalls include low pay, often low respect from society, sometimes tough kids and tough parents and tough administration, caring about your subject and failing to get students, administration, parents to value it, and the feeling of pouring yourself, your heart into a lesson or kid and not receiving any return on your investment!