Music Teacher Feature: Steven Schmitz

Who or what inspired you to become a music teacher?
I have always loved music and loved people, so it seemed a natural fit for me. I have had amazing music teachers from elementary school through college, but Scott Jones, my high school band director inspired me the most. Dr. Jones is now teaching at the Ohio State University, but he spent many years at Apple Valley High School inspiring so many of us. Under the caring and dedicated leadership of Scott Jones, we developed into excellent musicians and an amazing ensemble. Scott is one of the most kind and positive people that I have ever met. He taught us to love music not just by playing it well, but also by understanding its place in history and the world.

In what ways do you try to encourage your students to appreciate and participate in music?
Outside of programming interesting repertoire from a variety of time periods, genres, and cultures, I strive to teach comprehensive musicianship. This basically means that I teach skills that transfer and not isolated concepts such as which button to press at a certain time in a certain instance. It often involves delving in the history, composer, and analysis of the music. It involves me intentionally choosing a knowledge, skill, and affective outcome for each piece I teach. The affective or emotional outcome is the hardest to come up with and to teach, but I believe it is the most meaningful. If a piece is about loss, students might reflect on how loss has shaped and even strengthened them in their lives.

I encourage every student to play a solo or ensemble in the area's local solo/ensemble contest. This chamber music experience boosts their musical independence, pride and skill level. Many students join jazz ensemble, pit orchestra, attend extra concerts and play in extra ensembles in order to letter in band. St. Louis Park regularly sends students to local honor bands and one student made it to All-State band this past year.

As students enter their senior year, I talk to my students as individuals, as a group, as well as to their parents about how music does not end at graduation. I talk to them about the many options to play in college groups, community bands, garage bands, play at places of worship, apply their music skills to a new instrument, compose music and consume it intelligently. I was particularly proud of the 31 seniors from the class of 2014, because a majority of them are still playing their instruments at colleges throughout the midwest.

Where do you see music education fitting into the broader educational spectrum? How does it help or enhance other curricular areas?
I strongly feel that music is as important as every other subject taught at school. I do not feel it is more important than any other, but that music deserves an equal spot at the educational "table." I believe that music can help create well-rounded individuals that can think critically, work as a team, appreciate diversity, and be disciplined. Music can help a student appreciate beauty in this world and express emotions where words fail. Students who have strong minds and strong hearts are perhaps what today's conflicted world needs more than anything. Hundreds of scientific studies prove that music students regularly outperform non-music students on college entrances exams, language skills, mathematics, and more. Music students are more likely to graduate and less likely to participate in high-risk behaviors. However, music is an art form and communication tool that has existed since the dawn of civilization and it has merit on its own, despite all these other benefits.

Do you have a story of an experience where music education made a difference in a student's life?
I am lucky enough to have many stories of how music education made a difference in a student's life. Sometimes students will tell me how much of a difference it made when they graduate. I have seen so many students blossom and find their confidence, their voice, their friendship group and their path in life through music.

I had a Native American student in my World Drumming course a few years ago. He had a difficult life and he came to school once or twice a week, but his attendance was better in my class. A few days before the class was going to perform an outdoor concert for the community, I got the news that this student had dropped out of school entirely. On the day of the concert, my disappointment turned to joy when he showed up to our concert and played his heart out. It seemed to me that he was putting closure on his time in high school with this final concert. I told him that I cared about him and wanted him to succeed. We talked about alternate paths to graduating. I don't know where this student is today, but I know in my heart that music education made a huge difference in his life.

If you were to help program a day of music at Classical MPR, what would be a piece of music you'd play in the morning? What piece of music would you play in the evening?
For the morning, I would choose Pavel Chesnokov's Salvation is Created.

For the evening, I'd pick Lincolnshire Posy by Percy Grainger.


What is it about these pieces that make them a couple of your favorites?
I love Salvation is Created because of the somber, hollow, perfect fifths which coexist next to the expansive and joyous major sections. And with Lincolnshire Posy, I admire how Grainger takes seemingly simple folk melodies from the United Kingdom and adds intense expression and emotion through extreme dynamic contrast, hemiola, and interesting textures and harmonies.