In the basement of Lilly Hall, a bustling office is alive with the sound of music — and future music educators. Around one corner, a saxophonist works on scales. Around another, a young vocalist warms up with diction exercises. Throughout the halls, student teachers brew tea, schedule rehearsals and prepare the day’s lessons. These are the sounds of the Butler Community Arts School (BCAS).
The BCAS is a combination of a music lesson and practical, in-person training for future music educators. Bulldogs preparing to teach the arts are able to work side by side with students of all ages, from young children to retirees, to determine their teaching styles and practice for professional careers.
BCAS is hard at work preparing for a student-teacher recital at the Indiana State Museum from 9 a.m. to 4 p.m. on Dec. 12. The recital is optional for all students, but serves as a demonstrative way to show off advancements in their skills.
Sophomore music education major Lilly Bradley discussed preparing students for the recital.
“I have two out of my five that are performing, and I’m really excited because one of them is sharing a piece he wrote himself,” Bradley said. “I’m so excited that he is proud enough of his work to share that.”
While highly-experienced music teachers with master’s degrees can often run expensive, the BCAS program gives locals the ability to learn music from an experienced guide, while mutually helping their Teaching Artists (TA) figure out how to teach effectively.
Junior music education major Clara Swift is a TA working with young children and adults. She discussed her strategies for presenting fundamental material to different age groups.
“I’ve noticed a lot of my repertoire doesn’t change,” Swift said. “I was a little worried about that because I have a lot of kid repertoire: ‘Twinkle, Twinkle [Little Star],’ ‘Mary Had a Little Lamb.’ It works just fine for the adults, I [just] had to change how I present it.”
Swift also explained that she instructs multiple students at a time, testing out a variety of material and teaching styles. She’s currently working with 12 students – a far cry from just three at a time last summer. Of that 12, six will be participating in the December recital.
While it can seem daunting to begin learning a musical instrument, especially when so much of the fundamental material is written for accessibility for children, being paired with a college student creates a low-stress environment.
The recital serves as a look at things to come for the future of music education. The audience will be able to witness talent that a new generation of music teachers helped to foster, whether they have been instructing young children or adults looking for convenient ways to learn an instrument.
Deanna Dehner, an adult cello player and BCAS student, discussed her low-pressure experience practicing with Swift.
“When I was looking for a teacher, I did a sample lesson with someone else and I just didn’t feel like it was a good fit,” Dehner said. “He was a symphony orchestra professional musician, and I’m 47 years old learning an instrument for the first time in my life. I didn’t feel like that was really going to be a good fit in terms of my expectations and his expectations … [Swift has] been very patient with me.”
Dehner will be performing a cello rendition of “The Star-Spangled Banner.” She serves as the principal of a local school and plans on playing the national anthem at graduation in May.
“I decided [that] if I’m going to do that, I should see how it goes and do a dry run in a smaller venue … so I can test out how I feel playing in front of an audience,” Dehner said.
The upcoming December recital is entirely opt-in. Students who feel confident enough to show off what they have learned from their TAs will have the opportunity to do so in a professional venue.
Having the opportunity to learn in a mutually beneficial environment is a unique opportunity for BCAS’s TAs. Advancing the skills of performers is, in turn, advancing their skills as teachers.
“If I’m ever worn out from my classes, or if I’m frustrated that I’m not making progress in my own personal lessons, when I go and teach I always feel better after I leave,” Bradley said. “Getting to see my own students making progress, excited about what they’ve learned, reminds me why I’m here, and I really need that in my life.”