Table Of Contenti
A Creative Duet
ii
ii i
A Creative Duet
Mentoring Success for Emerging
Music Educators
JAMILA L. McWHIRTER
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1
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Library of Congress Cataloging- in- Publication Data
Names: McWhirter, Jamila L. author.
Title: A creative duet : mentoring success for emerging music educators / Jamila L. McWhirter.
Description: New York, NY : Oxford University Press, [2017] | Includes bibliographical
references and index.
Identifiers: LCCN 2016049665| ISBN 9780190645731 (hardcover : alk. paper) |
ISBN 9780190645748 (pbk. : alk. paper)
Subjects: LCSH: Music teachers—Training of. | Mentoring.
Classification: LCC MT1 .M37 2017 | DDC 780.71—dc23
LC record available at https://lccn.loc.gov/2016049665
9 8 7 6 5 4 3 2 1
Paperback printed by WebCom, Inc., Canada
Hardback printed by Bridgeport National Bindery, Inc., United States of America
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CONTENTS
Acknowledgments ix
Introduction xi
1. Foundations for a Creative Duet: Choosing an Inspiring
Mentor and Connecting with Those Assigned 1
Formal and Informal Mentors 1
Iron Sharpens Iron: Qualities of Inspired Music
Education Mentors 4
Open and Affirming Learning Climate 6
Support and Challenge 6
Roles of Informal and Formal Mentors Who Are Assigned 7
2. Preparing for a Creative Duet: Becoming an Innovative
Music Education Mentee 9
Questions and Goals 9
Problem Solving 11
Realistic Expectations and Being SMART 13
Alternative Approaches 16
Real Life 101: Emerging Music Educator No. 1 18
3. Knowing Your Part: Examining Your Thoughts
on the Mentoring Process 19
Know Thyself 19
As a Person 20
As a Musician 23
As a Teacher 25
Honesty: Areas of Strength and Improvement 26
Views of Mentorship 27
Real Life 101: Emerging Music Educator No. 2 29
4. The Duet Begins: Prepare, Prepare, Prepare 31
The Initial Meeting 31
Building Trust 31
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Voicing Your Hopes and Expectations 33
Overall Objectives 35
Real Life 101: Emerging Music Educator No. 3 36
5. Developing Technical Accuracy: Becoming Proactive
Not Reactive 37
Action Plan 37
Stumbling Blocks 38
Perception versus Reality 42
Motivation 45
Application 45
Real Life 101: Emerging Music Educator No. 4 46
6. Developing Musicianship Skills: Creativity in Time Management 47
Time Management Matrix 47
Time Management During Mentoring Sessions 48
Time Management Outside of Mentoring Sessions 49
Satisfaction and Needed Changes 51
Real Life 101: Emerging Music Educator No. 5 53
7. Creative Responses to Your Duet Partner: Creating
a Positive Environment 55
The Power of Words 55
Visualizing Proactive Responses 58
Focusing on the Solution 59
Real Life 101: Emerging Music Educator No. 6 61
8. Cultivating Active Listening: Creativity in Interactions 63
Courage and Consideration 63
The Art of Negotiation 64
Role Reversal and Empathetic Listening 64
Differing Viewpoints Leading to Alternative Solutions 65
Open Lines of Communication 66
Discovering Underlying Reasons 68
Creative Resolution 69
Real Life 101: Emerging Music Educator No. 7 70
9. Intensifying the Aesthetic Aspects: Expanding Perspective
Using the Right Side of the Brain 71
Visualize, Synthesize, and Transcend for a Holistic Picture 71
Emotions and Feelings in the Action Plan 72
Right- Brain Thinking as Guidance for the
Mentoring Relationship 73
Proportion and Balance 75
Real Life 101: Emerging Music Educator No. 8 76
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10. A Creative Musical Collaboration: Co- Creating Opportunities 79
Musical Co- Creating Opportunities 79
Creative Daydreaming 80
Developing an Outsider’s Perspective 82
Creativity as a Thought Process 84
Creativity as a Collaborative Process 84
Real Life 101: Emerging Music Educator No. 9 87
11. Challenges of Playing a Duet: Coping and Flourishing with
Constructive Criticism 89
Developing a “Tough Skin” 89
Criticism of Musicianship 92
Criticism of Teaching 93
Criticism of Persona 95
Benefiting from Constructive Criticism 96
Real Life 101: Emerging Music Educator No. 10 97
12. The Finale: The Duet Concludes 99
Stalling of a Mentoring Relationship 99
Evaluate Original Learning Outcomes 100
Acknowledge Achievements 101
Evaluate Personal Learning 101
Transfer to Other Relationships 102
Seeking Out a New Mentor 102
13. The Encore: Giving of Yourself 105
Progressing from Mentee to Mentor 105
Preparing to Be a Mentor 106
The Secret to Longevity in the Profession 108
Sharing with Others 111
Coda: Lifelong Mentoring Relationships 113
Appendix A: Personal Mission Statement and Mentoring
Mission Statement 117
Appendix B: SMART Worksheet 121
Appendix C: Music Educator Time Matrix 123
Appendix D: Action Plan Worksheet 127
Appendix E: Inspired Reading for Music Teaching 129
Appendix F: Inspired Reading for Motivation and Organizing
Your World 131
Appendix G: Inspired Reading for Creativity and Relationships 133
References 135
Index 141
Contents [ vii ]
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ix
ACKNOWLEDGMENTS
Heartfelt appreciation is expressed to all my mentors, both informal and
formal, who have shaped me as a music educator. They are too numerous
to name individually, but I am deeply grateful to those of you who have
believed in me, encouraged me, assisted me, and loved me along the way.
There are several of you with whom I share a special career life bond. Once
again, I am afraid if I name these individuals I will inadvertently forget to
list someone. I am certain you are aware of residing in this special circle of
influence on my professional life. Your guidance continues to be a driving
strength for me.
I would like to thank the students, it has been my privilege to teach
for almost three decades in both K– 12 and university settings. I wish to
especially acknowledge the undergraduate and graduate music education
students at Middle Tennessee State University (MTSU) for acting as a con-
tinuous reminder of the remarkable assignment we accept when we under-
take the responsibilities of being an educator. My joy is observing you as
you blossom into extraordinary music educators who are willing to face the
challenges of the teaching profession in order to make a difference in the
lives of your own students through music.
I would like to express special appreciation to those emerging music
educators who contributed their reflections on music education mentoring
with me. Thank you for taking the time from your busy schedules to share
your experiences, thoughts, and advice for the benefit of fellow emerging
music educators. I hold each of you in the deepest regard.
Special thanks to my graduate teaching assistant Jessica for reading and
sharing her thoughts on the initial chapter submission. Also, to the stu-
dents who allowed me to bounce title ideas past them and sharing their
feedback on what would draw their interest as readers and emerging music
educators.
