Students and paying gigs

Sometimes I get phone calls from people hoping to hire my students for gigs. I’m delighted when I can pass a professional opportunity on to a hardworking, high-achieving student, but often these calls are troubling.

Obviously, the callers want students because they assume students will work cheaply. Lots of college students work for not much money, as restaurant waitstaff, custodians, babysitters, and so forth. Those jobs don’t pay much because they are (ostensibly) “unskilled” labor. But “musician” is very much a skilled job.

The Symphonic Wind Ensemble is the premier wind/percussion ensemble in the School of Music.  This highly select, 40-member ensemble represents the finest wind and percussion instrumentalists on campus. The ensemble will perform at this year's Penn State President's Concert at the Strathmore Music Center near Washington, D.C. The President's Concert, a joint production of the Penn State President's Office, the School of Music, and the Alumni Association, has been held at major concert venues including Heinz Hall in Pittsburgh, Kennedy Center in Washington, D.C., and the Kimmel Center in Philadelphia. Last year's concert was held in Carnegie Hall.
photo, Penn State

Not long ago I was hired to play lead alto saxophone for a gig backing up a singer, and the contractor asked if I had a couple of students who could play in the section. Then he asked what I thought would be fair to pay them. I told him immediately that he was hiring them to do a professional service, and should pay them as professionals. Happily, he saw my point and agreed to those terms.

I suppose some hiring parties assume that students will be cheaper than non-students because they are not as skilled, and therefore can’t negotiate higher fees. (This may or may not be the case—I’ve certainly played gigs with “professionals” who would be far outclassed by undergraduate music students.) Sometimes they want to compensate for hiring less-skilled musicians by planning extensive rehearsals. In most cases, I think they would better spend that same money hiring skilled players to sight-read.

Musicians, enrolled students or not, are specialized, skilled professionals, and should be treated (and compensated) as such.

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  • Which college should I choose for music?

    “I want to be a flute major. Which college should I go to?” This is the kind of question that I often see asked on internet message boards, Facebook groups, and email threads. If you’re asking that question and people are giving you lists of schools, you probably shouldn’t take them too seriously. And if you’re answering someone else’s question by tossing out a recommendation, you might reconsider whether this is really helpful.

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    • If you don’t already have some schools in mind, start nearby. If you live in the US, there is probably a state university that is sort of an unofficial flagship for music, and you won’t have to pay out-of-state tuition. These universities aren’t always the most nationally-known, name-brand music schools, but they generally have outstanding faculty and students, beautiful facilities, and everything else a large state school can offer. You probably won’t go wrong.
    • If your financial means and/or scholarship potential give you some more flexibility on location, great! You can add to your list your picks of the 50 flagship state-school music departments, or private universities or conservatories.
    • If you have some more specific goals about where you want to go, then definitely apply for those schools. But also have one or more solid backups. I auditioned at one school against 60 other players of my instrument. They only had room to accept 4 that year, so lots of very talented people didn’t get in. If you can fall back on a good state school, you will still get an excellent education, probably cheaper.
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  • Listing your woodwind doubles

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  • My studio “fresh air” policy

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    Fresh air policy

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    Happily, I haven’t had occasion to enforce the policy since then, though I have previously had the occasional student who would have been in violation. It should go without saying that you shouldn’t ever show up to any college course or professional situation under the influence of any mind-altering substance, including alcohol, and my university also happens to be a “tobacco-free” campus, which is rare and awesome.

    I wrestled a little bit with the “whether or not you were the one” clause, but it’s my workspace and I don’t like the smell of cigarettes, especially since my work involves a lot of deep breathing. Also, it means I don’t ever have to try to guess whether students are lying (not that any of mine would).

    My students’ choices are their own, and I try to be extremely conscientious about not foisting my personal beliefs on them. However, I am also responsible to teach them to protect their health, at least as it relates to their woodwind playing, and to behave professionally. So fresh air—free of tobacco, alcohol, and drugs—is my policy.

  • Grading student practicing

    Each week I have my university woodwind students submit a report on the number of hours they have practiced, and I award them points based on that number. (They are additionally graded on how well their lesson goes.)

    I don’t think points-for-practicing is an ideal situation, and perhaps not necessary at some more competitive, more performance-oriented schools. The students at my small, regional university have a range of backgrounds and ability levels, but certainly for some the idea of an intensive practicing routine is new and challenging. This approach helps keep them incentivized (bribed? threatened?) to practice several hours per day, until hopefully it becomes a self-motivating habit. Or, in some cases, it helps them realize that their commitment level isn’t compatible with the degree program.

    I use a simple formula for grading practice hours. Each student has a weekly practice hours target, which varies depending on the degree program (or, more precisely, the number of credit hours of lessons: more for performance majors, fewer for music education majors, etc.). If they put in that exact number of hours, they get 100% of the points. If they put in half the hours they get 50% the points, if they put in one and a half times the target they get 150% of the points, and so forth.

    (hours practiced)/(required practice hours) × (possible points) = (grade as a percentage)

    That gives them essentially unlimited extra credit if they want to go above and beyond, or lets them practice a little extra during slower weeks so they can free up some time for weeks that are busier with midterms or band trips.

    Practice reports are due every single Monday of the semester, even holidays. This works better than having them report hours between lessons, since sometimes things get moved around in my schedule and it ends up being more or fewer than seven days between lessons. I have streamlined the reporting process quite a bit by using the university’s LMS to automatically administer a weekly “quiz,” which looks like this:

    For Thanksgiving break in November and spring break in March (each a full week with no classes) I have been collecting practice reports, and treating them as pure extra credit. That way I’m not punishing students who spend those vacation days with family or who need a break from the instrument. But the students who are serious about playing usually put in a pretty solid effort during those weeks and earn a nice grade bonus for it.

    When I explain this system to other educators I often get asked about honesty. I haven’t found it to be a major issue. That might be partly because of my students’ background and upbringing (it’s the Bible Belt), and maybe partly because lying turns out to be pretty unsustainable: if their reported practice hours don’t seem to match their level of achievement, I start asking tough questions.

    When I was a first-year undergraduate music major and not yet fully convinced of the importance of practicing several hours per day, a nudge/threat from the music department scared me into changing my ways. But the sudden “motivation” to apply myself a little better soon started paying off. As I had more and more success I felt more and more inclined to practice because I got more and more out of it. Ultimately, I learned to enjoy and even crave the hours in the practice rooms. It’s exciting to see my students making that same transition.

  • Hi, come on in, you’re right on time for your lesson.

    I have lots on things on my list for you today: we should double-check your rhythms on that etude, review those melodic minor scales that were giving you trouble last week, and discuss some finer points of vibrato.

    But something about your sunken eyes when I met you at the door, the way you slouched into the room, the slept-in fashion statement, says that today you are Struggling. Not because you are lazy or undedicated. But because college life is fraught with deadlines for research papers and rent payments, and scheduled to the brim with marching band rehearsals and late shifts waiting tables, and fueled by store-brand Pop Tarts and never enough sleep.

    And because of the heavy secrets that you carry. A friend spiraling into addiction. A boyfriend or girlfriend who tells you you’re not enough. A medical worry that you can’t afford to acknowledge. Sexual assault. Depression.

    We can try to fight through your repertoire piece, but today Saint-Saëns isn’t breaking the top twenty things on your mind.

    And while sometimes the biggest obstacle between you and your senior recital is sluggish articulation, sometimes it’s crippling anxiety about something else. And my calling is to get you from here to that recital, whatever is standing in the way. 

    So for now let’s put off talking about how many practice hours you have logged. Instead I want to know whether you have eaten anything in the last 24 hours. How much you slept last night, and the night before. Whether you have gotten any sunshine this week. Sometimes, I think, the best thing I can do to improve your playing isn’t to harangue you about intonation, but to offer you a protein bar from my desk drawer, send you home for a nap before you have to clock in at the restaurant, or make you walk a few laps around the quad and take some breaths of fresh air.

    Or sometimes to ask how you’re doing, ignore the reflexive “fine,” and wait for the real answer to come tumbling out.

    I’m no therapist. And I’m not your parent or your doctor or a social worker. I might not always be the right person for you to talk to—luckily you have friends, family, clergy who are also ready to listen. And there’s the campus counseling center, for when you need to talk to someone who isn’t invested in your life, or someone who can offer a professional opinion when medications or other therapies are needed. But if I seem like the right person to open up to, then I want you to feel safe and unjudged doing it.

    One thing, though: mentioning suicidal thoughts, even in passing, is a showstopper. Before we move on, I need you to tell me, emphatically, that you’re not in danger of harming yourself. If you can’t convince me, then I’m going to use this circa-1982 office phone to call one of the counseling staff for some help.

    Your musical pursuits are important, but not more important than your life and health and happiness. So let’s make sure the real problems are at a manageable level first, and then I’ll resume hassling you about tension in your embouchure.

    See you next week. Hang in there!

    Thanks for reading! You’re awesome. If you found this post helpful, let me know with a donation or an email.

3 Comments

  1. The worst are the ones who contact me at the university asking for students to do their wedding “for the experience.” I often wonder if the event is catered gratis by someone who needs ‘experience.’

    1. It’s ridiculous to offer experience instead of money, as if the other option was money but no experience. Experience comes from paying gigs, too, plus you get to pay your rent.

  2. Whenever I get asked to “play for exposure” my go-to response is “people die from exposure.”

    Seriously, though. For an event like a wedding, even a charity event, you’d be VERY hard pressed to find a venue, catering services, equipment rentals, and even cleaning staff that would volunteer. So asking/shaming skilled musicians to work for free out of the “love” for their craft is insulting at best.

    Great post!

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