Community Music Teaching

By Scott Donald

Everyday I wake up and head off to teach I feel this incredible energy that makes me
think how lucky I am to do what I have always wanted to do. Many teachers face the
day with that same enthusiasm. My return to Austin was brought about by a wonderful
opportunity to join the faculty at the Orpheus Academy of Music. I consider myself very
fortunate to be teaching at such a highly respected school with a first-rate faculty.

Almost twenty years ago I decided to return to school with the express purpose of
beginning my career in music education. My dream in high school was to go to college,
major in music, get a Master’s degree to be followed by a Doctorate then a career
in college teaching. The mark of success had a very clear status symbol of college
professor. I was well on my way until I hit a “bump” when finishing my Master’s degree
at UT. After being in school for 6 years, I determined that I was sick of music and hated
the piano. I decided to complete the degree and as I informed by piano professor, “never
do this again.” You can imagine how lost I was. After a four-year break I started playing
the piano again. I also considered returning to school. With the guidance of a wonderful
mentor that I had met during my “piano break”, I returned to school in a doctoral
program in music education/piano pedagogy at UT. My main focus was on finishing
and getting a college job. To me, there was no other mark of status as a college teaching
position. During that time I did everything I could to ensure a college position at the end
of my education. When that day came I began my career as a college faculty member.
Sure there were few jobs available and you pretty much had to go wherever the job was
(that meant Kansas for me) but that was all part of the excitement.

My life changed dramatically in the fall of 1999 when I became Administrative Director
and faculty member at a community music school program in Princeton, NJ. The depth
and variety of my teaching was an enormous challenge. This experience transformed my
teaching and life in terms of why I teach and what contributions I feel I can make to the
piano pedagogy community. When I accepted this position, I still felt like it was just a
transitional period until I got the opportunity for another college job. Because of this new
direction in my life, I feel it is now my mission to spread the word regarding the rewards
that are present in community music school education.

As a teacher in a community music school setting, I have had the opportunity to teach
jazz piano, teach ensemble literature at a variety of levels, and even start a chamber
music program while always providing a solid foundation to the most basic beginning
student or graduating senior that is going off to college to become a music major. I
have seen adult students experience the joy of music making for the first time at 50
and beyond. As a faculty member, we have the opportunity to collaborate with other
wonderful musicians on recitals and also be presented on solo programs. We also have
the opportunity to participate in other professional development programs and pedagogy
forums on a regular basis. Our work is very collaborative and stimulating on many
different levels; musically, professionally, and personally. The opportunity exists every
day for me to make a difference in my students’ lives. I realize the importance of my
teaching as well as the responsibility that goes along with it. I have the opportunity
to grow and learn everyday from my students, as well as, my colleagues. Community
school teaching has made a significant difference in my life.