Chapter 1: Embracing the Journey of Self-Discovery

Dear Esteemed Music Educators,

I hope this note reaches you in good spirits and flourishing in your endeavors. Today, I wish to take you along a reflective journey — one that navigates through the intricate maze of self-doubt and feelings of inadequacy that many of us encounter. This narrative unfolds over a decade, as I wrestled with the pervasive question: “Am I truly qualified?”

A pivotal moment emerged unexpectedly during a time of self-reflection, leading me to ask: “What kind of educator do I aspire to be?” Do I wish to simply relay textbook information, or do I desire to ignite inspiration within my students?

The groundwork for this self-exploration was laid in 2017 when I encountered my very first classical guitar pupil. My expertise had primarily been in acoustic fingerstyle, making me feel out of my depth. However, when I candidly acknowledged my lack of classical guitar experience to the parent, their reply was enlightening. They valued my patience and the connection I built with their child far more than my skill set.

At that moment, I recognized a vital truth: teaching goes beyond mere techniques, genres, or songs. It revolves around the relationships you establish, the confidence you foster, and the inspiration you instill in your students.

Often, we find ourselves waiting for approval from others before embarking on new ventures.

Judged solely on conventional qualifications, I might not be seen as the most fitting guitar instructor or music school proprietor. I left music school after just 13 months, have never attended business school, and hold no formal music certification.

Nonetheless, over the past 12 years, I have engaged with more than 1000 students from diverse backgrounds, assisting them in uncovering their musical passions and guiding them towards their aspirations. Some have sought my mentorship for HSC preparation or AMEB exams, while others have asked for help with their school band pieces or songwriting for their albums. I even had a student who, despite having no prior guitar experience, wished to learn “Blackbird” by The Beatles for his wedding, needing to master it in just three weeks.

Each interaction and each student have been valuable opportunities for my own growth and learning, pushing me beyond my comfort zones.

The truth is, many of my students surpass me in technical skill and theoretical understanding. However, if we measure our worth solely by our skills and the levels we can teach, we risk reaching a plateau. Instead, I have focused on fostering better listeners, cultivating patience, and, most importantly, empowering self-belief in my students.

In today’s competitive landscape, children often find themselves entangled in a relentless pursuit of accolades, determining their worth through scores and awards. The true essence of education is evolving, and as music educators, we possess a unique chance to provide stability. We can cultivate an environment where students are allies, not adversaries, and where teachers serve as igniters of passion and curiosity, rather than mere transmitters of knowledge.

In closing, I encourage you to liberate yourselves from the limitations of narrow opportunities. Approach every interaction with compassion, empathy, and inspiration. Remember, teaching music transcends notes and techniques; it is about nurturing connections and fostering a love for music. This philosophy will not only unlock countless opportunities but will also leave a lasting impact on your students' lives.

I look forward to hearing your thoughts and experiences regarding this topic. Please feel free to reach out to me on X or LinkedIn. I would love to connect for a virtual coffee or, if you’re in Sydney, an in-person chat.

Warm regards,

Brian

Chapter 2: Redefining Success in Music Education