BY LUCY RASH
A common decision faced by students who are edging toward the end of their study is whether or not to continue on to a teaching course. While many musicians share the common goal of a performance career, having the qualification to earn a stable income through classroom teaching is an appealing option. Gippsland Grammar teacher Dan McKimm had finished his studies in music and wanted to keep all doors open for his future, but when he took on a Masters of Teaching it instead led him into a fulfilling career through which he shares his passion and love of music.
Tell us a little about your background, and your journey into classroom teaching.
I started the violin when I was four, but didn’t like it at all so switched to trumpet at seven. I was fortunate in that I started my musical education very young. I had a fantastic teacher (Debbie Wilson) who taught me the fundamentals, but more importantly the importance of keeping to a routine, how to work well with others either as a leader or as a part of the section, and continually grew my confidence with positive performance experiences and short term goal achievements throughout primary school.
What inspired you to become a teacher?
I didn’t start my Masters of Teaching with a burning desire to shape the next generation of musicians or anything like that. I had finished my Honours year at Melbourne University, and wasn’t in the one percent who were up to the standard of getting sufficient performing work to make ends meet, so decided to continue my studies to keep my options open. I understood myself to be a very social person, and so considered teaching a way of combining my passions of music and working with people. I am absolutely thrilled with how things have worked out, as I know now that teaching is all about developing and managing good relationships, which is one of the most fulfilling and rewarding experiences anyone can have. And we get sweet holidays.
I hear you’ve recently taken up a teaching position at Gippsland Grammar, the high school at which you completed year 12. Congratulations! What’s it been like to return to the school?
It has been an absolute dream. After getting over calling all my old teachers by their first names (which took quite a while), and Wednesday sport now being changed to a Thursday, it’s been smooth sailing! There are some wonderful students of which I am more than happy to spend lunch times or spares tutoring in theory or arranging parts for school ensembles, as the students are always very appreciative of these extra efforts. I also love the welcoming nature of the students here at Gippsland Grammar which I am glad hasn’t changed, as everyone still smiles at each other in the hallways and treats one another with respect.
How do you approach the teaching of concepts that are particularly tricky or require special attention?
I use a lot of IT to help with challenging topics. Usually YouTube videos from my channel I make with my iPhone and a whiteboard and keyboard, which can be paused, re-watched, and have clarifying questions embedded using a program called EduCannon to continually engage students and test their understanding as they watch. This allows for later revision, students who are away to not fall behind, and frees me up to answer specific questions students will inevitably have, and I can then add more questions next time to cover these questions next time I teach the content, continually improving the delivery of the tricky subject.
What is your favourite thing about teaching music in the classroom?
The challenge. I taught brass for a while and the routine was not much fun, whereas no two classes are ever the same, even with exactly the same lesson plan, one group can be in a totally different mood, and so being always on your toes with having to alter activities or approaches to topics on the spot keeps the excitement alive. I also like that it is impossible to have taught a perfect lesson, as there is always something you could have done better. Nothing good very rarely ever happens in a classroom by accident. It is almost always due to the skill, organisation, and enthusiasm of the teacher running it, so when classes do go exceptionally well, this is a great feeling, similar almost to when you play a really good gig and everything just works. You finish and you’re filled with energy, exhilarated by the experience that you’ve just provided others with, and fulfilled that your efforts either knowingly or unknowingly will continue with those who were there for the rest of their lives.
Do you have any advice for people hoping to move into the teaching of classroom music?
The work is hard but the pays not great. Just kidding. But seriously, you need to ask yourself what you want out of life. If it’s the experience of getting to know young people in the most formative and important years of their lives, helping them make good decisions, achieve their goals and having many many good laughs along the way sounds good, then teaching is for you. There are certainly aspects of the job which are not that cool, but they are far outweighed by the fulfilling experience of positive human interactions you are engaged with constantly. You can spend money very quickly, but the memories you make teaching will last a life time.
This story is part of CutCommon’s Friday Forays series, showcasing emerging talents in the Australian music industry.
Image supplied.
