A Survey of Expected Qualifications for Texas 5A and 6A High School Percussion Directors
by
Gregory Patrick Donnelly Tsalikis, BM, MM
A Document
In
Percussion Performance
Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of
DOCTOR OF MUSICAL ARTS
Approved
Dr. Lisa Rogers Chair of Committee
Mr. Alan Shinn
Dr. Kevin Wass
Mark Sheridan Dean of the Graduate School
August 2020
Copyright 2020, Gregory Patrick Donnelly Tsalikis Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
ACKNOWLEDGEMENTS
I’d like to thank my teachers, mentors, and committee members at Texas Tech
University, Dr. Lisa Rogers, Mr. Alan Shinn, and Dr. Kevin Wass. Without their knowledge, experience, and guidance, I would not have the opportunity to express my passions to the extent I have been allowed. Thank you so much for seeing my drive, pushing me in the right direction, and above all taking a chance on an old fellow that wanted to be a student again.
Thank you, also, to Stephen Bond, David Singletary, Joseph Cherwink, Nick Vizza, and the rest of the Obra D. Tompkins crew. The five years we spent teaching together were liminal moments in my career, and not only led to this study, but influenced me as a player, teacher, and writer. Please reconsider my Alma Mater revisions.
And finally, thank you, Cleo. You saved my life and kept me strong through all the tough times. Thanks for sitting next to me while I wrote this document. Your insight and contributions were invaluable.
ii Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
TABLE OF CONTENTS
AKNOWLEDGEMENTS...... ii
ABSTRACT ...... v
LIST OF FIGURES ...... vi
I. INTRODUCTION ...... 1
Overview ...... 3
Justification ...... 4
Limitations ...... 7
Survey Structure ...... 8
Review of Related Literature ...... 10
Definition of Terms ...... 12
II. PERCUSSION DIRECTOR QUALIFICATIONS ...... 17
III. SURVEY CONTENT ...... 25
Explanation of Survey ...... 25
Data Collection and Dissemination ...... 26
Survey Questions: Section One ...... 28
Survey Questions: Section Two ...... 32
Survey Questions: Section Three ...... 35
IV. SURVEY RESULTS ...... 38
Recipient Totals ...... 38
Question Results ...... 39
V. CONCLUSION ...... 55
Implications for Further Research ...... 57
iii Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
BIBLIOGRAPHY ...... 61
APPENDICES ...... 64
A. IRB SUBMISSION APPROVAL NOTIFICATION ...... 64
B. PERCUSSION DIRECTOR JOB LISTINGS ...... 66
B.1. Alice ISD Percussion Director Listing ...... 66
B.2. Fort Bend ISD Percussion Director Listing ...... 67
B.3. Klein ISD Percussion Director Listing ...... 70
B.4. Pasadena ISD Percussion Director Listing ...... 70
B.5. Pearland ISD Percussion Director Listing ...... 71
B.6. Pflugerville ISD Percussion Director Listing ...... 72
B.7. United ISD Percussion Director Listing ...... 73
B.8. Uvalde Consolidated ISD Percussion Director Listing ...... 75
C. 6A AND 5A UIL REALIGNMENT RANK ORDER ...... 76
D. SURVEY QUESTIONS ...... 91
E. SURVEY RESPONSES ...... 100
E.1. Questions I – III ...... 100
E.2. Questions IV – VI ...... 105
E.3. Questions VII – X ...... 110
E.4. Questions XI – XV ...... 113
E.5. XVI – XVIII ...... 116
E.6. Short Answer and Identifiers ...... 120
iv Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
ABSTRACT
The existence of the high school percussion director is a prominent feature for Texas 5A and 6A band programs. With a staff of multiple band directors, Texas band programs often feature percussion directors to develop the curriculum for high school and junior high percussion students. During my tenure as a 5A and 6A high school percussion director, I became aware of the necessary responsibilities as an educator and administrator in order to develop and maintain a successful high school percussion learning environment. My experiences led me to develop this study of determining the preferred qualifications and experiences for prospective percussion directors.
The purpose of this study is to survey head band directors in Texas 5A and 6A high schools regarding the desired qualifications of high school percussion directors, providing current students and prospective percussion directors insights to the necessary training required or recommended to become successful pedagogues in the high school music education environment.
A three-part questionnaire was constructed and disseminated to head band directors of
Texas 5A and 6A high schools, requesting information on current percussion directors, prospective percussion directors based on a hypothetical hiring situation, and personal and professional opinions on the training and preparation of prospective percussion directors. Data was collected and represented in an unbiased format, revealing statistics on head band directors’ views of the current state and preferred qualifications for Texas 5A and 6A high school percussion directors. This study was designed to reveal statistics that may advance further studies and pedagogical approaches for the training of the percussion directors of the future.
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LIST OF FIGURES
4.1. Roles of high school percussion directors ...... 37
4.2. Current percussion director arranging/composing responsibilities ...... 39
4.3. Employment of assisting percussion technicians ...... 41
4.4. Degrees earned by current percussion directors ...... 42
4.5. Degree preferences from head band directors ...... 44
4.6. Preferred marching/teaching experience for percussion directors ...... 46
4.7. Percussion director arranging/composing appeal ...... 46
4.8. Preferred electronic experience for percussion director candidates ...... 47
4.9. Head band director opinions on college percussion director curricula ...... 50
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CHAPTER 1
INTRODUCTION
Today’s Texas 5A and 6A high school bands require multiple directors, focused on various elements of functionality for a successful band program. One level of focus among these areas is the responsibility of the percussion director, whose duties are aimed at the preparation of the performance practices, technical facilities, and equipment maintenance of high school percussion students. Through the research presented in this document, the required and desired qualifications of the percussion director will be addressed and analyzed, surveying head band directors in Texas 5A and 6A high school band programs on current and prospective percussion directors, and providing elements to strengthen percussion director preparation.
The need for a percussion director stems from the larger sizes of band programs in schools with higher populations. Many schools have multiple band directors to facilitate the numerous large and medium ensembles, some with specific focuses from their principal instrument training and college degrees. For example, if the primary instrumental focus of a head director of a band program is a woodwind instrument, he or she may seek an assistant director with more brass experience. This is the nature of the percussion director and its origin.
Many programs employ a director that will focus exclusively on the band’s percussion needs, as percussion is altogether exclusive from the wind family.
During my tenure as a percussion director in, both Texas 5A and 6A high school band programs, I became aware of multiple responsibilities and pedagogical requirements to maintain a productive learning environment, as well as the accompanying administrative duties to meet effective scheduling and budgetary demands. Having earned two degrees in percussion performance prior to my Texas 5A and 6A teaching experience, I began to postulate as to what
1 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 the preferred experience and training would be for successful high school percussion directors.
This underlying curiosity led me to this study, in which I will use survey research to determine what are the preferred qualifications for current and prospective percussion directors, hopefully providing valuable information to prepare and educate students with ambitions of becoming percussion directors.
Percussion directors assume various roles among the staff of a band program. Often, a head band director can hire a director as a separate member of the staff, as in my case, employed externally and compensated through the band’s booster program. In some cases, one of the full- time directors on staff may be a percussion director employed through the school district. This director may focus exclusively on percussion, or serve the role of a large ensemble director and employ a staff of technicians to assist in the needs of the percussion program.
With the ability to concentrate thoroughly on a band’s percussion training, percussion directors can expand the application of their pedagogy by incorporating other ensembles into the curriculum. While the standard ensembles for programs will include a marching band and multiple wind ensembles, the addition of a percussion director allows for programs to expand the curriculum in a variety of ways such as adding percussion ensembles, world percussion groups, indoor marching ensembles, and/or preparatory classes for region band auditions. These areas of focus offer students opportunities to compete against other programs, as well as train individual performance responsibilities and practices that large ensemble education may not have the facilities or time to commit.
Other duties and responsibilities are sometimes required from a program’s percussion director, depending on the needs of the band or experience of the directors. Budgetary and maintenance responsibilities may include purchasing of new or replacement instruments or
2 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 maintaining an inventory of implements such as drum sticks or mallets. Inventory of hardware and maintenance of equipment may also be a required duty of the percussion director. During a marching band season, some of the percussion equipment may require microphones and amplification, and the task or knowledge of these procedures could be included in the necessary responsibilities. Additionally, the need for written music for a percussion ensemble, whether it be composed or arranged, may be a skill required of a percussion director as some ensembles may be unique to the program and without an existing budget for this necessity.
The necessary education required to be a percussion director varies among band programs. Conventional paths of study are, but not limited to, an undergraduate degree in music education, an undergraduate degree in music performance, a master's degree in music performance or education, or professional experience in education or performance without a specific degree in music. These factors depend on the needs of the program and its existing directors. Some districts may have a lower limit on the directors that are allowed to be employed full-time, as others may allow for part-time employment or employment through booster programs, not requiring professional certification.
Overview
This study will be comprised of five chapters. The first chapter will explain the overview, purpose, and framework of the study. With general information regarding the reasons for pursuing this topic, this chapter will also address methods and limitations for the research, and provide a brief description of survey methodology and composition. Furthermore, there is a review of literature pertaining to the research and terminology related to percussion director qualifications.
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The second chapter of this document will contain a broad view of the responsibilities of the percussion director. Looking at examples of job listings for both 5A and 6A Texas high school percussion director positions from 2020, a brief description, overview, and explanation of duties will be addressed.
The survey content and method of dissemination will be the topic of the third chapter, explaining how the survey was structured, constructed, and disseminated. Each question will be displayed and addressed, showing similarities and differences from each section of the questionnaire. The third chapter will also contain information regarding the collection of data, revealing how the contact information of each of the survey’s recipients was collected and the survey was constructed and disseminated.
In the fourth chapter, the data collected from the results of the survey will be represented through multiple formats. Throughout the survey, questions related to one another will be compared and contrasted, explaining what elements of data were congruent, and perhaps elements of anomalous or unexpected results. These results will be represented graphically, numerically, and/or quoted directly from the survey data.
The final chapter will conclude the study with an unbiased interpretation of the data and implications for further research. Summaries of the survey results will be expressed in a format that may allow expounding studies to continue based on this research.
Justification
The potential qualifications that a percussion director may require before being hired, may include collegiate student teaching experience, Texas State Teacher Certification, extensive performance experience, teaching or performing experience in either the Drum Corps
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International or Winter Guard International competitive environment, student leadership experience, or music composition and arrangement training and experience. Through the course of this study, the goal will be to determine and analyze, through survey data, what head band directors require from their percussion directors and what potential training and experience aides them in acquiring positions in Texas 5A and 6A high school band programs.
This survey will serve multiple areas of study in the analysis of the current state and future of the percussion director in Texas. Determining the current desired qualifications would prove useful to not only percussion directors currently seeking employment, but also university professors training and educating future percussion directors. Data collected from head band directors can influence pedagogical approaches for percussion and music education professors at the university level, giving them necessary tools to design programs and strategies for the development of their students’ career needs and intentions.
Data published from this survey will provide head band directors, university professors, school district officials, and prospective percussion directors a view of the hiring landscape in
5A and 6A band programs, and the statistics of current percussion director qualifications and responsibilities. A specific view of desired and existing qualifications, their similarities and differences between programs, and professional opinions on percussion director responsibilities will prove a valuable tool for career pursuits of prospective percussion directors.
Addressing the function and purpose of the survey, certain points of information arise that define the justification of the study. The elements of the data can be compiled to identify three main research questions from the subjects:
1. What are the current roles and responsibilities of a high school band program’s
percussion director? And what degrees has he or she earned in preparation for this career?
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In each of the three sections of the survey, there are specific questions that not only identify
roles, responsibilities, and earned degrees of current percussion directors, but also what head
band directors seek from prospective percussion directors.
2. What ideal qualifications and experiences should be evident in a high school band
program’s percussion director? Certain survey queries are aimed at previous performance
and teaching experience that may be individual to the candidate. Multiple questions from
each section will address current and expected areas of influence that a percussion director
may possess or pursue in his or her individual focuses and experiences.
3. Is there a specific existing degree that is best suited for training percussion directors?
And, is this degree comprehensive and exhaustive in preparation for this career? The goal is
to either determine what existing college degree plan is appropriate and appealing to head
band directors hiring a percussion director, or if a degree needs to be formulated or designed
to specifically fit the needs of pedagogy for future percussion director candidates.
This completed study will supply head band directors, prospective and current percussion directors, and school and district administrators with valuable information and data regarding the current and future responsibilities and qualifications of percussion directors in Texas 5A and 6A high school band programs. As yet to date, there is no current formal research study or collection of data that will provide similar results, making the significance of this research a valuable tool for music educators and students. Access to data points on preferred and existing qualifications will assist head band directors in seeking potential percussion director candidates, and provide information to university percussion professors and students training for the career path. Additionally, school of music administrators may use this data to create specific degree
6 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 plans for percussion students, streamlining the process and potentially increasing admissions for prospective percussion directors.
Limitations
Survey responses from the head band directors will be compiled and analyzed in an unbiased representation of data, without any further recommendation of action. Therefore, no formal conclusions will be drawn on the subject of degree or curriculum design, as well as recommended degree plans or areas of individual focus for prospective percussion directors. The demographic of the survey has limitations, due to the fact that not all 5A and 6A high school band programs may have an existing percussion director, and perhaps smaller classifications like
3A or 4A may have a percussion director present in the band program.
This survey is exclusively for head band directors in the state of Texas, where the position of percussion director, and multiple assistant directors, is prevalent. When determining what college degree training is preferred from prospective percussion directors, music performance and music education degrees are listed separately, creating exclusive categories so further data can be directly compared to head band directors that prefer music education or music performance degrees. Providing the option of a preferred bachelor’s degree in music education and a master’s degree in percussion performance would not allow further data to be compared to head band directors seeking a prospective percussion director with exclusively performance or education degree training. The length of survey is limited to three weeks of data collection, and will not remain open to receive new information. Additionally, the resources collected to determine qualifications requested in job availabilities will be drawn from current listings, taken at the time of this study.
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Survey Structure
This research study will exclusively come from survey results taken anonymously from head band directors in Texas 5A and 6A high schools in May 2020. The survey will consist of three sections: questions about current percussion directors, hypothetical questions concerning prospective or replacement percussion directors, and personal or professional opinions regarding percussion directors. Upon completing the survey, subjects will also be asked to identify school classification (5A or 6A), and University Interscholastic League (UIL) Region numbers in order for the data to be organized geographically.
The first two sections will consist of questions that address education level, workload, and prior experience. These elements will be represented in questions that ask about the current state of the percussion director’s role, as well as the preferred qualifications and responsibilities of a prospective percussion director. While there are no duplicate questions between these two sections, some questions contain qualities for future pairing after the data have been collected.
These comparable traits can be used to determine similarities and differences between how head band directors currently employ their percussion directors and for what they would seek in hiring new percussion directors.
The third section offers a more abstract representation of how head band directors feel about the percussion director position and its future. The survey inquires head directors about the state of collegiate preparation of percussion directors, as well as certain traits of potential candidates, and how their hiring appeal may be affected by these traits. These questions have a direct relation to the previous data, and can show differences and similarities to the reality of searching for percussion directors versus ideal candidates and pedagogical experiences.
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Analysis of the survey data will vary from a statistical representation of each question, and comparable data from related questions. These data will show differences and similarities from single survey results, results from multiple directors in similar classifications or geographical regions, and results across the entire field of data. Conflicting results from individual surveys will also be represented, as related questions may contain answers about prospective percussion directors that differ from the status of their current percussion directors.
Differences and similarities may also be represented between the classification or geography of a band program, and what school districts permit.
The survey itself is a three-part questionnaire with an introductory email and a landing page created in Google Forms and disseminated to 5A and 6A high school head band directors in the state of Texas. Using the UIL website and obtaining a roster of every high school in Texas, the names of every high school with a 5A or 6A classification were extracted. From this list, it was a matter of finding head director email addresses from either individual UIL Region websites, the Texas Music Adjudicator Association (TMAA) website’s directory search, individual Texas Independent School District (ISD) staff directories, or third party websites created by the high school band boosters of each program. After compiling all the data into a spreadsheet, the Google Forms suite was used to create and format the survey. Through this suite, it is not only possible to disseminate the survey directly to the head band directors, but also allows access to individual data points through graphical representations of the data.
Completed and compiled data extrapolated from the survey results will be displayed in numerical and graphic formats, expressing the results from each of the questions in percentile and fractional values. Both individual and correlative questions will be addressed as they relate to each other, and numerical data from each category will assist in the analysis of the results.
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Graphic representations will also be utilized to express and enhance data throughout the survey’s display of results, including, but not limited to, pie charts, numbered graphs, and lists or quotes from written responses. Since the indicator of UIL Region number exists as a collected data point, the opportunity to represent the results geographically represents itself, creating a map showing differences and similarities in existing characteristics and needs in percussion directors throughout the state of Texas.
Review of Related Literature
Many online resources exist outlining procedures and regulations for band directors and related band program activities and competitions. The UIL provides rules and regulations, geographic representations of region numbers, and an overall rank order that classifies each school in order of student population. Also, the UIL contest rules provide terms for ensemble instrumentation and size, specifying definitions for large and medium ensembles, and specific guidelines for student population classification procedures.
TMEA’s job posting resource provides a view of available percussion director positions offered in 5A and 6A high school band programs. Using an advanced search to narrow the results exclusively to high school band director positions, several percussion director availabilities were collected and displayed in this study from May 2020. Several listings were also available on individual ISD websites through Google searches and postings on The Yellow
Board, an online band director discussion forum. These listings post descriptions of the band program and contact information for head directors and links to the official job posting and application procedure.
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Dr. Lane Summerlin’s research document, “The History and Development of the Front
Ensemble in Drum Corps International,” provides information regarding instrumentation of percussion sections in marching ensembles and overviews of the organizations in which these ensembles are permitted to perform. Observing Dr. Summerlin’s examples of instrumentation and electronic elements of marching percussion ensembles, a more detailed representation of the pedagogical responsibilities for a percussion director can be identified.
Dr. Mary Ellen Cavitt’s book, On Teaching Band: Notes from Eddie Green, is an interview and commentary on the Texas music education pedagogue Eddie Green. Much of this resource is dedicated to outlining regulations and recommendations for effective band education in the state of Texas, providing useful information regarding historically successful daily practices for head band directors. A personal account of Texas high school pedagogy is a contributing element to this study, in describing the daily responsibilities of a percussion director and his or her necessary qualifications for successful education and administration.
Habits of a Successful Band Director: Pitfalls and Solutions by Scott Rush is another resource for head band directors. Rush outlines strategies for effective teaching and administrative techniques band directors may utilize to creative productive learning environments. This resource provides information on percussion director roles in large and medium ensemble educational roles, as well as private lesson organization strategies. Details on the priorities of band and percussion directors, from educational and administrative roles, are valuable sources in describing the existing or required qualifications in this study.
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Definition of Terms
Throughout this research document, there will be specific terms used that are relative to the Texas music educator, as well as terms related to the experience recommended or required for band and percussion directors. The following list of definitions contains examples of common organizations, personnel, and abbreviations used in describing the career and experiences of the percussion director in Texas high school band programs.
The University Interscholastic League (UIL) is a Texas organization dedicated to the alignment of competition in extracurricular academics, sports, and music throughout the state.1
Formed by the University of Texas, UIL has become the largest interscholastic organization of its kind. Within the subcategory of music, UIL coordinates two main competitions: marching, and concert and sight reading. An “A” rating for high schools designates conferences or classifications, among the schools, a “B” rating for junior high schools (grades seven through nine), and a “C” rating for middle schools (grades seven and eight).2 A Texas UIL 6A high school has a required enrollment of 2220 students and above, whereas a 5A high school’s required enrollment is between 1230 and 2219 students. As of the 2020-2021 school year, there are currently 499 5A and 6A schools classified by UIL.3
Texas Music Educators Association (TMEA) is an organization of school music educators, organized throughout the state of Texas, designed to enhance and encourage
1 “About the UIL,” University Interscholastic League, accessed May 24, 2020, https://www.uiltexas.org/about.
2 “Music Contest Introduction,” UIL Music Contest Rules, Section 1102, Article (h), ac- cessed May 22, 2020, https://www.uiltexas.org/files/policy/music-ccr-1100-1104.pdf.
3 “UIL Reclassification and Realignment Conference Cutoff Numbers,” University Inter- scholastic League, accessed May 24, 2020, https://www.uiltexas.org/athletics/conference-cutoffs.
12 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 interactions, as well as offer student musical experiences, like regional bands or a statewide concert band competition.4
Texas State Teacher Certification is a common requirement for full-time employment in many Texas Independent School Districts. To obtain a teacher certification, there are five steps of completion: obtaining a bachelor’s degree from an accredited college or university, completion of an educator preparatory program, completion of certification exams with a passing grade, submission of state application, and fingerprinting as part of a national background check.5
Region, area, and all-state bands are auditioned ensembles that start at a designated region-wide level, where students perform a collection of repertoire determined by TMEA officials and adjudicated by professionals and educators in the appropriate field. A predetermined number of the top qualifying audition candidates will advance to the area, the state level, ending with a performance in one of the seven all-state bands at the TMEA
Clinic/Convention in San Antonio.6
A head band director is a solitary role in a music program, in which an educator serves as the principal administrator and director of the high school winds and percussion program.
Typically, multiple assistant band directors, who may assist in the administrative and directorial duties to the head director, may accompany this role. Among the assistant directors may exist a
4 “About TMEA,” Texas Music Educators Association, accessed May 25, 2020, https://www.tmea.org/about.
5 “Becoming a Classroom Teacher in Texas,” Texas Education Agency, accessed May 26, 2020, https://tea.texas.gov/texas-educators/certification/initial-certification/becoming-a- classroom-teacher-in-texas.
6 “All-State Bands,” Texas Music Educators Association, accessed May 25, 2020, https://www.tmea.org/divisions-regions/band/all-state.
13 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 percussion director, whose role may or may not be the exclusive education of the percussion students, within the program.
Large ensembles can be classified as a wind ensemble, symphonic band, concert band, marching band, or several other adaptations of these titles, describing a band most commonly composed of woodwinds, brass, and percussion. A single 5A or 6A high school in Texas may contain one or more marching bands, as well as several concert bands that compete annually in the UIL or TMEA arenas.7
Medium ensembles, or chamber ensembles, are smaller groups of performing musicians that may consist of one specific family of instruments. Brass and woodwind ensembles are examples of medium ensembles, and may use multiple species within their instrument family. A percussion ensemble is an example of a medium ensemble that may use a wide array of percussion instruments, sometimes mixing tuned percussion with non-pitched instruments.8
Other medium ensembles with mixed instrumentation may include a jazz band or mariachi ensemble.
The marching band drumline, or battery, is an ensemble of mobile percussion instruments, mounted to the performer by various harnessing systems. Typically, a drumline will consist of four separate instruments: snare drums, tenor drums (multi-toms, quads, or quints), bass drums, and cymbals. Various tuning schemes occur within a drumline, as each separate bass drum may contain a melodic element, split between the performers. The size of the drum line can vary, depending on its participation level or the size of the band.
7 “Concert Organization Evaluation,” UIL Music Contest Rules, Section 1110, accessed May 22, 2020, https://www.uiltexas.org/files/policy/music-ccr-1110.pdf.
8 “Medium Ensemble Contest,” UIL Music Contest Rules, Section 1109, Article (a), ac- cessed May 22, 2020, https://www.uiltexas.org/files/policy/music-ccr-1109.pdf.
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The front ensemble is a section of percussionists in a marching ensemble, consisting of non-mobile, or stationary, percussion instruments. Often, the majority of a front ensemble will contain members performing on melodic percussion instruments. Depending on the circuit allotments for electronics, a front ensemble will also frequently employ the use of electronic instruments, such as synthesizers, midi controllers, electronic percussion instruments, and sampling devices.
Indoor percussion is a term used for a percussion ensemble that competes through the winter and early spring in a basketball venue or gymnasium. Two categories for scholastic indoor percussion ensembles are concert and marching. Concert ensembles are a standstill group, mostly consisting of a similar instrumentation to the marching band front ensemble, while the marching ensembles are reminiscent of a full marching band percussion section of battery and front ensemble.9
Drum Corps International (DCI) is an organized competitive marching activity, in which, multiple large ensembles of brass, percussion, and color guard members will participate in multiple competitive showcases, throughout the summer. With an age limit of 22 years or less, members audition to become members of marching ensembles that will perform at many high school and professional stadium venues for an audience and a panel of judges. The drum corps idiom is considered to be among the highest performance levels of the marching arts, with many drum corps seeing large volumes of audition candidates for a single season.10
9 Lane Summerlin, “The History and Development of the Front Ensemble in Drum Corps International” (D.M.A. document, The Ohio State University, 2016), 6-7.
10 “About Drum Corps International,” Drum Corps International, accessed May 24, 2020, https://www.dci.org/static/about-drum-corps-international.
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Winter Guard International (WGI) is an organization of indoor marching competitions for wind, percussion, and color guard ensembles. Much like DCI, WGI is an extension of the marching arts to the winter season, after the fall marching band season has concluded. WGI allows for the competition of, both, independent and scholastic competition, permitting the opportunity for high schools to compete in high school and professional indoor arenas, most commonly gymnasiums or basketball venues.11
11 “About WGI,” Winter Guard International, accessed May 24, 2020, https://wgi.org/about-wgi/what-is-wgi/.
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CHAPTER 2
PERCUSSION DIRECTOR QUALIFICATIONS
The qualifications of percussion directors involve many aspects of pedagogical and administrative responsibilities. After searching available percussion director job postings on both TMEA’s website, The Yellow Board band director discussion forum,12 Independent School
District (ISD) websites, and various job posting online databases, several active listings were available to view required qualifications, experiences, and responsibilities for prospective percussion director applicants. These percussion director job availabilities were collected in
May 2020, with all of the listings having been posted within the prior two months. Some listings, containing more details than others, proved useful in determining unilateral qualities that enhanced a prospective percussion director’s appeal during the hiring process. Looking at multiple postings, this chapter will assess and describe the potential duties required to perform successfully as a percussion director in the Texas 5A and 6A band environment.
In a recent job listing from Alice ISD, “verifiable successful classroom management,” was among the first requirements listed for job applicants (see Appendix B.1).13 The ability to conduct a productive group learning environment is perhaps the commonly employed technique of effective music educators.14 From conducting a large ensemble to teaching a beginner percussion class to a handful of students, a percussion director is often required to display
12 “The Yellow Board – Boardhost,” The Yellow Board, accessed May 24, 2020, https://members3.boardhost.com/TexasBands/.
13 “Alice ISD Percussion Director Listing,” TMEA Job Vacancy Search, accessed May 25, 2020, https://www.tmea.org/programs/jobs/search?jid=24083.
14 Scott Rush, Habits of a Successful Band Director: Pitfalls and Solutions, (Chicago, IL: GIA Publications Inc., 2006), 31-32.
17 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 flexibility of environment in his or her pedagogy, catering the lessons and approach to the appropriate size and situation of the teaching situation (see Appendix B.2).15 A necessary tool utilized by percussion directors is the ability to transform and interpret their learning objectives and curriculum for the variety of group learning pedagogical situations involved in their responsibilities.
In the rehearsal setting, separating the percussion from the winds for pedagogical reasons is a common practice for band directors.16 United ISD lists, “Assists in building and maintaining a successful and dynamic band program that provides for maximum student participation,” as its first major responsibility in its percussion director search (see Appendix B.7),17 providing a daily routine for percussionists individual and symmetrical to the wind pedagogy.18 Having a percussion director present can greatly reduce the responsibilities of the head band director, providing separately catered schedules and lesson plans that are specifically focused on the needs of the percussion section.19 Fort Bend ISD outlines this ability, “Assess student abilities and achievements as related to desired educational goals, objectives and outcomes,” as an essential
15 “Fort Bend ISD Percussion Director Listing,” FBISD Jobs, accessed May 25, 2020, https://winocweb.fortbend.k12.tx.us/winochr/jobs/Jobpost.exe?Action=page4&JobCategory=3& JobType=19&Type=Postings&JobID=00015426&ini=jobs&DisplayPage=page3.
16 Eddie Green, ed. Mary Ellen Cavitt, Ph.D., On Teaching Band: Notes From Eddie Green (Milwaukee, WI: Hal Leonard, 2012), 57.
17 “United ISD Percussion Director Listing,” United Independent School District De- partment of Human Resources, accessed May 24, 2020, https://www.applitrack.com/unitedisd/onlineapp/1BrowseFile.aspx?id=86979.
18 Green, On Teaching Band, 44.
19 Ibid., 57.
18 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 duty. 20 This includes individual instruction and advice pertaining to existing music a student is learning from large ensemble music to solo literature, as well as lessons that are external to the program’s needs including college audition repertoire, or abstract explanation of technical pedagogical approaches.
These individual teaching strategies may appear in the form of private lesson education.
The ability to observe individual performance practices and improve a student’s knowledge, approach, and percussion abilities, is among the strongest foundational tools for building a successful band program and individual musicians.21 A percussion director could potentially be required to express his or her performance and rehearsal experiences to a student in a fashion that is congruous and unilateral to the information received in ensemble rehearsal and masterclass settings. Planning may be required for both short and long term learning objectives for an individual student, relating these objectives to the overall success of the percussion program.
Whether the educational environment is group learning or individual instruction, the percussion director may require a flexibility of pedagogical techniques and approaches; yet remain firm with consistency in the delivery of information and conveyance of performance practice. If a percussion director were supervising a beginner percussion class, then each student could potentially have a tenure of seven school years with the same percussion pedagogical approach.22 This length of time may require a certain focus in goals and learning objectives,
20 Fort Bend ISD Percussion Director Listing.
21 Rush, Habits of a Successful Band Director, 118.
22 Fort Bend ISD Percussion Director Listing.
19 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 ensuring the information received is consistent and congruent from a student’s beginner training, onward into latter experiences in high school.
An additional area of concentration for the percussion director may be the exclusive element of the percussion ensemble. With solo and ensemble being a staple in many programs’ curricula, many directors will choose to employ one or more small ensembles, consisting of only percussionists, to perform and be adjudicated at their region’s solo and ensemble contest or festival. Aside from private instruction, chamber ensemble performance practices can be the most beneficial element to enhancing a student’s individual performance responsibilities. A band program’s employment of a percussion ensemble involves the accompanying responsibilities of rehearsal scheduling, part assignment, effective rehearsal pedagogy, and possible conducting.23
Another element of qualification may reside outside of the pedagogical approach and present itself on the administrative side of responsibilities toward the percussion program. This includes, but is not limited to, employment and supervision of a technician staff, budgetary maintenance, equipment replacement, instrument purchasing, and required technical maintenance of existing equipment. This is listed as a major responsibility and duty in the
United ISD percussion director job posting.24 A specific knowledge of strategies for successful staff and equipment management, and basic budgetary maintenance and logistical techniques
23 Rush, Habits of a Successful Band Director, 66-67.
24 United ISD Percussion Director Listing.
20 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 may be required in order to maintain a developed and current equipment standard that congruently represents the apparent success of the band program.25
Administratively, percussion directors may have potential responsibilities toward the studio’s specific needs for schedule and curriculum design, budgeting, and maintenance. With the capacity to conduct group and individual learning environments, proper scheduling ensures that all students can effectively attend and participate in lessons, rehearsals, and meetings.26 Fort
Bend ISD labels some of these duties as, “Ability to plan and implement lessons based on division and school objectives and the needs and abilities of students required.”27 The ability to coordinate flexible and concise times that are appropriate and efficient in length and content is a component of a capable and successful music educator.28 Each of the scheduled events may also contain underlying schedules and learning objectives with defined planning for specific times and goals within the elapsed time. A macro schedule may also need to be employed, assuring long-term goals are executed or fulfilled over the course of the duration of the event cycle.
In addition to the administration and organization of a unilateral pedagogical approach, percussion directors may be responsible for the purchase of new or replacement instruments and equipment. Maintaining “a current inventory of all fine arts equipment, instructional materials and uniforms,” is an essential requirement of the percussion director, per Fort Bend ISD’s list of
25 Green, On Teaching Band, 165.
26 Rush, Habits of a Successful Band Director, 32.
27 Fort Bend ISD Percussion Director Listing.
28 Green, On Teaching Band, 180.
21 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 essential duties and responsibilities.29 It is a probable task for a percussion director to not only stay educated in the development of construction and design of new percussion equipment, but also recognize and invest in equipment that meets the demands and aesthetic needs of his or her percussion program.
The elements of purchasing and maintenance carry a potential need for a percussion director to possess fluency in basic budgetary knowledge, as the need for new and replacement percussion equipment may fluctuate between years.30 Given the band program’s allotment of funds specifically for the percussion program’s needs, it may be the percussion director’s responsibility to decide what areas the incoming funds must be focused while weighing the necessities of the program in relation to the size and needs of its participants.
A similar necessity to a percussion program may be the element of replacement and maintenance of specific parts or components of the percussion equipment. With many membraned instruments, a percussion director may be required to regularly maintain the appropriate pitch or tension of drum heads, or replace them as frequently as the equipment demands, constantly meeting the performance demands of the instrument or ensemble.
Additionally, many percussion components experience expected wear after certain elapsed time and usage. Hardware elements, such as cymbal felts and sleeves or implements made of yarn, felt, or cord, frequently diminish in quality, requiring a potential need for replacement or repair.
A possible responsibility of a percussion director could be the on-site maintenance of such issues.
29 Fort Bend ISD Percussion Director Listing.
30 Green, On Teaching Band, 165-166.
22 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
Elements of a percussion director’s responsibilities may require a level of creativity and knowledge, outside of the planning, education, and maintenance of the percussive needs of a band program. Often, these responsibilities will present themselves in the form of music arrangement and composition for some of the program’s ensembles, and more specifically, this is listed as a potential responsibility in United ISD’s percussion director job posting.31 As a percussion director of a marching ensemble, new music may be required for the ensemble on a yearly basis, and it is not uncommon for a percussion director to assume the role of music designer for the marching band percussion section. When the marching band season completes, many percussion directors will focus their attentions on the indoor marching percussion efforts of the program, requiring a similar need of yearly designed musical programs for their percussion section.32
An additional responsibility of a percussion director may be the knowledge and technical facility of amplification of acoustic instruments as well as electronic sound design. In a marching band, the size of the performance ensemble may require certain instruments to be amplified through microphones, in order to properly balance with the full ensemble dynamic.33
Often, this amplification will occur in the stationary keyboard percussion instruments in the front ensemble of the marching band.
These qualifications are examples of existing responsibilities and roles of percussion directors, either described in source text, or requested in job listings. Many separate or additional duties or qualification preferences may occur as unique elements of the needs of
31 United ISD Percussion Director Listing.
32 Rush, Habits of a Successful Band Director, 50.
33 Lane Summerlin, “The History and Development of the Front Ensemble”, 84-96.
23 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 specific band programs and head directors. This study will focus on determining the preferred and current qualifications, through survey research, in an effort to provide data regarding existing responsibilities and effective training for current and prospective percussion directors.
24 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
CHAPTER 3
SURVEY CONTENT
Explanation of Survey
The survey is a three-part questionnaire, designed to determine what existing percussion director traits and qualifications exist in band programs, as well as the desired experiences, training, and abilities for prospective or replacement percussion directors. Following the questions regarding current and prospective percussion directors, there is a section designed to prompt professional and personal opinions regarding percussion directors, leaving room for comments not addressed in the previous questions. The survey also contains questions that will separate results into the two demographics of UIL classification and region number. These statistics will allow separate analysis of all questions based on size and location of each band program.
The audience of survey recipients is limited to head band directors at Texas 5A and 6A high schools as of May 2020. To ensure that high schools do not submit repetitive results, limiting the survey to head directors will assist in the reassurance that one participant from each school will be permitted to participate in the questionnaire. This limitation will also direct questions at the specific member of the band director staff that oversees the administrative duties of the band program, supervising potential hiring candidates, and the responsibilities of the current percussion director.
The survey was built on the Google Forms platform, which is a suite application designed to collect data from emailed recipients.34 This platform was chosen for its efficiency in design,
34 “G Suite Features: Google Forms,” Google, accessed May 28, 2020, https://gsuite.google.com/products/forms/.
25 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 the questions being easily formatted, as well as the opportunity to convert the data collected into a spreadsheet in the adjacent suite application, Google Sheets. Each section of the survey is labeled with a heading title, the appropriate question numbering, and the survey has a landing page to serve as a source for information and instruction to the recipient. In addition, as a feature of Google suite applications, the survey may be emailed directly through the digital platform to recipients, accompanied by a cover letter explaining the function, justification, and purpose of the survey, and thanking the recipients for their participation (see Appendix D).
Following the approved guidelines of the Cayuse Institutional Review Board (IRB) module, the list of questions and sample online survey landing page was submitted for approval
(see Appendix A).35 The landing page contained parameters for survey recipient participation including duration of survey, topic of questions, and explanation of risks and benefits. Contact information for the principal investigators and the Texas Tech University Office of Research and
Innovation were included on the landing page, in the instance of questions, comments, and/or concerns from the recipients.
Data Collection and Dissemination
The process of collecting the email addresses for head band directors in Texas 5A and 6A high schools in May 2020, started at the UIL website, under the section for 2018 to 2020 reclassification and realignment.36 The UIL website has a listing of schools and their
35 “Cayuse IRB User Guide,” Envisions IRB: Online Protocol Creation, Submission, and Management, accessed May 31, 2020, http://www.depts.ttu.edu/research/irb/downloads/Cayuse- IRB-User-Guide.pdf.
36 “2018-20 Realignment Rank Order,” University Interscholastic League, accessed April 28, 2020, https://www.uiltexas.org/files/alignments/School_List_Rank_2018-20.pdf.
26 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 classifications in a portable document format labeled Rank Order, where every Texas high school is displayed in order of classification and student enrollment.
Once the listing of every 5A and 6A high school was acquired, it was then a process of searching for each head band director’s email address. This tedious undertaking involved many tactics for searching that began with UIL region music websites. Some region websites included current listings of music faculty for each school district, as well as email addresses and job titles.
When the region website did not include such details, the next step was often to investigate staff directories on individual independent school district websites, which were commonly organized by faculty area and included email addresses. If a faculty member was located, but an email address was not present or attainable, a useful resource was the TMAA member directory.37
Since some directors participate in extracurricular festival and competition adjudication, the
TMAA member directory provided contact information for many directors that did not have email addresses present on their district websites. Lastly, if all previous steps were without the appropriate information, a remaining source was the high school band’s website, often designed and maintained by the high school’s band booster program. These websites often provide useful tools for parents and students regarding information about the band and its staff. This includes methods of communication to reach band directors in times of need.
The survey was then disseminated to each head band director, and remained open for a total of three weeks, opening on May 6, 2020, and closing on May 27, 2020. Upon initial release of the survey, several claims of advertisement were made to accompany the emails received by head band directors. The social media platform Facebook was used to alert friends, colleagues,
37 “TMAA Member Directory,” Texas Music Adjudicators Association, accessed May 1, 2020, https://www.txmaa.org/tmaamembers.php.
27 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 and associates in Texas music education, utilizing multiple subgroups specifically for band directors and music educators in Texas. In addition, a second round of emails was sent two weeks into the dissemination process to remind the recipients of the study.
Survey Questions: Section One
The first section of questions is designed to determine the roles and responsibilities of current percussion directors in Texas 5A and 6A high school band programs. Each question is constructed to reveal specific information regarding the official position of the percussion director and additional duties assigned or undertaken.
I. What is the role of your program’s PD (Percussion Director/Specialist)?
1. Full-time Director
2. Part-Time District Employee
3. Contractor employed through Band Boosters
4. Other
The use of this question is to determine exactly what position or title for which the percussion director is employed. The recipient may also include other options that may not be included in the initial question. This serves as a baseline for the subsequent data collected, comparing the responsibilities of the position with the official title of employment.
II. If your PD teaches any classes not directly related to percussion education (i.e. Music
Theory/Conduct a Large Ensemble), please list them below.
This prompt is designed to reveal the exact duties of the percussion director that are not directly related to percussion education. Using these data, analysis can express the percentage of percussion directors that do or do not work exclusively in the field of percussion pedagogy.
28 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
III. (a). Does your PD also work at the junior high feeder programs?
1. Yes
1. No
III. (b). If so, please check all that apply.
1. Beginner Percussion
1. Private Lessons
2. Large Ensemble Sectionals
3. Percussion Ensemble
4. Instrument Selection
5. Other
This question determines the responsibilities of the percussion director toward the preparation and education of students before they arrive at the high school band program, and what capacity they serve to specifically educate. Comparing these data to the existing high school workload can provide a landscape for the overall responsibilities of a percussion director’s educational reach in a band program’s vertical alignment.
IV. Does your PD also arrange/compose for any ensembles? (check all that apply)
1. Marching Band Percussion
1. Marching Band Winds
2. Indoor Percussion
3. Percussion Ensemble
4. Electronic Sound Design
5. Other
29 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
This question is designed to reveal extracurricular pedagogical roles and responsibilities of percussion directors that may not be required fields. Determining whether a percussion director is required or requested to write music for the school can produce statistics on how frequent this role may occur, signifying its underlying appeal for prospective candidates.
V. Is your PD involved in any of the band’s maintenance/budgetary responsibilities?
1. Yes
2. No
By revealing a percussion director’s role in purchasing, maintenance, or replacement of equipment, the survey can show the level of knowledge and experience with percussion equipment required by the head band director. A large percentage in the positive may indicate a required level of fluency with basic budgetary skills, and adapting percussion equipment needs.
VI. (a). Does your PD employ an assisting technician staff?
1. Yes
2. No
VI. (b). If yes, please specify:
In this series of prompts, the survey is determining the amount of technicians that a PD may be required to supervise. Administrative and team-building skills may be revealed as required responsibilities of a percussion director, given the percentage of responses in the affirmative.
VII. Does your PD have DCI/WGI marching/teaching experience?
1. Yes
2. No
30 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
Based on the results of this question, statistics related to professional performance and/or educational experience may correlate with later data, designed to determine whether this experience is a necessity or increase a candidate’s appeal. While DCI and WGI are advanced performance and competition spheres in marching music, they are not necessarily activities every percussion director has the opportunity to experience. Affirmative responses may indicate evidence of appeal in previous job searches.
VIII. What college degree(s) has your PD earned? (check all that apply)
1. B.M. in Education
2. B.M. in Performance
3. M.M. in Education
4. M.M. in Performance
5. D.M.A. in Performance
6. Non-Music/Education Degree
7. No College Degree Earned
8. Current Student
The statistic of college education can reveal what training and experience a percussion director may or may not have possessed before entering the career. This level of current experience or knowledge may show similarities or differences through results from later questions aimed at desired prospective percussion director qualifications.
IX. Are all elements of a music education degree (methods classes, wind/orchestra conducting, band/orchestra/choir techniques) being employed by your PD?
1. Yes
2. No
31 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
This question is specifically designed to show what responsibilities are or are not being employed by the percussion director, and their direct relation to the training of a music education degree. Elements of music education degrees may contain a variety of responsibilities, all of which may not be an essential responsibility to a percussion director’s role.
Survey Questions: Section Two
The second section of the survey is designed to determine the desired qualifications a head band director may seek in a potential future percussion director candidate. A heading at the beginning of the section instructs a survey recipient to answer the following questions based on a hypothetical situation, if he or she was currently searching for a new or replacement percussion director.
X. If given the choice, what degree(s) would you prefer your PD to have earned?
1. B.M. in Education
2. B.M. in Performance
3. B.M. and M.M., both in Performance
By determining the preferred university level training of a potential percussion director, the results from this question can be compared to existing statistics of current percussion director degree training. Additionally, these statistics can be applied to later questions regarding the current status of university level percussion pedagogy, comparing similarities and differences in what is sought from current college degree earnings, to what career training is most desired from head band directors. Withholding the option of a performance and education degree combination will allow the further data to compare statistics of head band directors that prefer an exclusively performance or education degree training from a prospective percussion director.
32 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
XI. Do you feel a bachelor’s degree in music education is a requirement for a PD?
1. Yes
2. No
This question offers a more assertive response for head band directors in regards to the degree training of a percussion director. Data collected from this prompt, as well as existing data on current percussion director degree earnings, can reveal similarities and differences about what is a desired preference of a head band director, in relation to current statuses of percussion director degree training.
XII. Would DCI/WGI marching/teaching experience be a high priority in your search?
1. Yes
2. No
Information regarding the desire for percussion directors with professional marching experience can reveal how head band directors prioritize teaching responsibilities in their job searches. While marching music pedagogy may not be a sole responsibility of a percussion director, data from this question will express head band directors’ preferences for percussion directors that possess performance and teaching experiences in the field of professional marching activities.
XIII. Does arranging/composing experience increase a candidate’s appeal?
1. Yes
2. No
This question is designed to measure a head band director’s desire for a percussion director with music writing experience and ability. Combined with the previous question regarding arranging and composing responsibilities of current percussion directors, responses
33 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 collected can reveal statistics on how frequent percussion directors are asked to write music, and what percentage of head band directors label this ability as a desired qualification.
XIV. Does electronic sound design/amplification experience increase appeal?
1. Yes
2. No
Results from this question will express the importance of a percussion director’s ability, experience, and knowledge in the extracurricular responsibility of electronics and amplification.
With the potential existence of microphone and synthesized sound technology in marching band and indoor percussion, the data collected will show the relevance in percussion directors possessing the ability to adequately manipulate the electronic sound systems for the band program.
XV. Would you consider hiring a PD with no prior Texas 5A/6A experience?
1. Yes
2. No
Data expressed from this prompt will reveal the likelihood of head band directors hiring percussion directors with or without experience in a 5A or 6A high school teaching environment.
This could include technician positions, assistant or head band director experience, or non- district employment as a contractor. Answers in the negative may suggest a head band director’s willingness to hire a percussion director that shows qualification without the benefit of 5A or 6A high school teaching experience.
34 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
Survey Questions: Section Three
The final section of the survey is based on professional and personal opinions of head band directors regarding the percussion director position. There are questions pertaining to the college degree training and experience of preferred percussion director qualifications, and a prompt for head band directors to express any additional comments regarding their current or preferred roles, responsibilities, or thoughts about the percussion director position. Finally, there are two demographic questions that categorize the results into size and location of program, separating the data into 5A and 6A program categories, and the geographic element of UIL region number.
XVI. If there was a more streamlined degree that focused strictly on percussion pedagogy, would that be a more appealing experience for a potential candidate?
1. Yes
2. No
Focusing directly on the element of teaching percussion, this question is designed to determine a head band director’s desire for a percussion director with college training that was limited to exclusive percussion education. Answers in the affirmative imply a preference for college training that focuses on percussion education, without containing all the traditional elements of a music education degree.
XVII. Do you believe an extensive professional performance background has more influence than a music education degree?
1. Yes
2. No
35 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
This question is focused on determining a head band director’s preference for what experiences are more beneficial for a percussion director. Using the enhancers extensive and professional, the prompt suggests the performance background in question is of high quality and frequency. Answers in the affirmative reveal an appeal for a percussion director candidate’s performance experience, over his or her college degree training.
XVIII. Should there be a college curriculum that specifically focuses on developing a
PD?
1. Yes
2. No
This question is designed to determine whether a head band director believes improvements or enhancements can be made to college degree training to better suit future percussion directors. Without specifying a specific degree plan, the data can reveal if college training can utilize courses or preparation strategies that are more focused on the career of the percussion director.
XIX. If there are any other qualities you look for in a PD, please list them here:
Answers to this prompt will be collected and displayed to show any personal or professional opinions of head band directors not already collected from survey questions, potentially revealing more specific or experiential desires head directors may prefer in searching for a percussion director for their band programs.
XX. (a). What is your school’s classification?
1. 5A
2. 6A
XX. (b). What is your school’s UIL Region Number?
36 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
Both of these data points will allow the collected information from the survey to be separated into categories of size and location. Data from the survey can be analyzed and presented to show differences and similarities based on overall student population, region, and proximity.
37 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
CHAPTER 4
SURVEY RESULTS
Recipient Totals
A total of 593 5A and 6A high schools are listed in the UIL Rank Order for 2018 to 2020.
Discounting alternative, technical, and early college academies, which are classified 5A and 6A, with far fewer student population numbers and typically no band programs, the number of 5A and 6A high schools reduced to 500. After the head band director email address collection process, from which, 25 schools had no head band director email address present, 475 schools remained. Once the first round of survey dissemination was complete, 15 incorrect or misrepresented head band director email addresses responded with automatic error messages, leaving 460 total survey recipients. Leaving the survey open for response for three weeks, advertising on social media platforms, and sending a second round of emails to all recipients, the total number of surveys completed was 141 (see Appendix E), 30.7% of the head band directors that received surveys, and 23.8% of all 5A and 6A high schools in the 2018 to 2020 UIL Rank
Order.
Of the 245 6A high school head band directors emailed, 71 completed surveys were received, totaling a near 29% return, while 5A high schools submitted a 31.1% return with 70 head band directors represented out of a possible 225. All 33 UIL regions contained 5A or 6A high school band programs with head band director email addresses, and all were represented in the collected survey data. Of the 141 completed surveys, 135 head band directors revealed their high school’s region number. Regions 3 (east of Dallas) and 13 (southwest of Houston) showed the highest representation, with 9 participating head band directors from each region. One head band director was represented from each of the following regions: Regions 4 (northeast corner of
38 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
Texas), 7 (west of Fort Worth), 8 (Waco/south of Dallas), 18 (east of Austin/San Antonio), and
26 (northeast of Austin).
Question Results
I. What is the role of your program’s PD (Percussion Director/Specialist)?
The first question of the survey yielded a full 141 responses. Of the total numbers,
84.4% responded “Full-time Director,” with 4.3% responding “Contractor employed through
Band Boosters,” 2.8% “Part-time District Employee,” and the remaining 8.5% submitting responses for “Other” (see Figure 4.1). Among some of the results for “Other,” were 4 responses indicating the percussion director was also the head band director, 6 instances of multiple iterations of full-time and part-time employment designations, 1 alumnus, and 1 school without an employed percussion director (see Appendix E.1.). Among 5A high schools, 56 percussion directors were designated full-time band directors, totaling 80%. A total of 63 of 71 6A high schools (88.7%) listed percussion directors as full-time band directors.
Figure 4.1. Roles of high school percussion directors.
39 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
II. If your PD teaches any classes not directly related to percussion education (i.e. Music
Theory/Conduct a Large Ensemble), please list them below.
Among the 141 total head band directors surveyed, 83 responded to this prompt, totaling
58.9%. The most common response for non-related percussion teaching was the conducting of a large ensemble, with 43 of the responses (51.8% of the responding head band directors, and
30.5% of all band directors surveyed). Among the duties outside of conducting a large ensemble, head band directors revealed their percussion directors’ non-percussion responsibilities as beginning classes for non-percussion instruments, music appreciation and theory classes, and medium ensemble conducting responsibilities for jazz bands and mariachi
(see Appendix E.1.). A total of 25 head band directors opted to reveal that their percussion directors taught no classes directly related to percussion. When added to the 58 unresponsive head band directors, a potential 58.9% of surveyed head directors have percussion directors with no responsibilities related to non-percussion teaching, with 43 from 5A high schools, and 40 from 6A.
III. (a). Does your PD also work at the junior high feeder programs?
III. (b). If so, please check all that apply.
Out of 141 total responses, 129 head band directors, or 91.5%, indicated that their percussion directors also work at the junior high feeder program. While only 8.5% of head band directors indicated their percussion directors did not participate in junior high education, there were no indicators to classification or region affecting this statistic, with an equal number of 5A and 6A high schools represented and no region number appearing more than 3 times. Among the
12 responses in the negative, 2 head band directors indicated educational responsibilities that would apply, making these entries possibly erroneous or incomplete in the first response. The
40 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 head band directors that answered in the affirmative revealed that 88.6% of their high school percussion directors taught beginning percussion classes, 75.8% conducted a percussion ensemble, 72.7% were responsible for large ensemble sectional rehearsals, 62.9% participated in instrument selection duties, and 22% conducted private lessons. Some of the additional responsibilities included teaching drumline, conducting masterclasses, or operating specifically as needed.
IV. Does your PD also arrange/compose for any ensembles? (check all that apply)
Responding head band directors indicated that 58.9% of employed percussion directors are in some way involved with writing music for the band program. With 91 total responses (8 in the negative), percussion directors are employed to write for the marching band percussion section in 62 instances (see Figure 4.2).
Figure 4.2. Current percussion director arranging/composing responsibilities.
Percussion ensemble, electronic sound design, and indoor percussion also expressed over
25% of the arranging and/or composing capacities of a percussion director, with an additional 8
41 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 responses for marching band wind writing. Among the head band directors that did not indicate any arranging and/or composing responsibilities for their percussion directors, statistics reveal 31 to be 5A high schools and 27 6A. Out of 6 total regions that unanimously responded in the affirmative, only a single region had a total of more than 2 head band directors participate in the survey; Region 14 (Laredo/Corpus Christi) revealed all 4 of their percussion directors write for marching band percussion with 1 also writing for marching band winds.
V. Is your PD involved in any of the band’s maintenance/budgetary responsibilities?
Head band director responses indicated that 60.9% of percussion directors are involved in maintenance and/or budgetary responsibilities for the band program. Out of 141 total participants, 138 head band directors responded to this question. Among the 84 affirmative responses, 45 (53.6%) were head band directors from 6A high schools, with the remaining 39
(46.2%) from 5A. Regions 29 and 32, both west of Austin, were the only 2 regions to answer unanimously in the affirmative with 5 or more participating head band directors. West
Houston’s Region 23 expressed the highest rate of budgetary participation from percussion directors in regions with more than 6 head band director participants, with an 87.5% response in the affirmative. In the same category, Region 15 (McAllen/Edinburg) showed the lowest budgetary and/or maintenance participation among percussion directors at 42.9%.
VI. (a). Does your PD employ an assisting technician staff?
VI. (b). If yes, please specify:
With 139 responses, head band directors indicated 69.1% of percussion directors hire a technician staff to assist with percussion education responsibilities (see Figure 4.3). Sorted by classification, 60.1% of 5A high school percussion directors employed a technician staff, while
6A high schools increased this statistic to 76.1%. All head band directors that indicated they
42 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 were from Regions 3 and 13 expressed that they employ assisting percussion technicians, with 9 high schools represented from each region. A total of 4 regions indicated no hiring of assisting percussion technician staff: Region 8 with 1 represented head band director, Regions 16
(Lubbock/Northwest Texas) and 21 (Nacogdoches/Tyler), each with 2 survey responses, and
Region 14 with 4 head band directors responding in the negative.
Figure 4.3. Employment of assisting percussion technicians.
Head band directors that elaborated upon affirmative responses indicated the teaching duties that assisting percussion technicians were responsible for, as well as the number of technicians hired for specific activities. Out of the 95 total responses, 57 head band directors
(60%) indicated that they hire multiple technicians throughout the year, explaining their duties as marching ensemble assistants, private lesson faculty, and guest artists and clinicians (see
Appendix E.2.).
VII. Does your PD have DCI/WGI marching/teaching experience?
All 141 head band directors responded to this question, indicating 55.3%, or 78 percussion directors have marching and/or teaching experience at the DCI and/or WGI level. The
43 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 high school classification statistics favored 6A head band directors, where 62.8% of the indicated percussion directors with DCI and/or WGI experience were employed. All regions that reported no presence of a percussion director with DCI and/or WGI experience contained 3 or fewer head band director responses in total. Region 32 (northwest of Austin) showed all 6 head band directors employed percussion directors with DCI and/or WGI experience, while Region 27
(northwest of Houston) reported 75% of their 8 total percussion directors in the affirmative.
Regions in direct proximity to the three metroplexes, Greater Houston, Austin/San Antonio, and
Dallas/Fort Worth, revealed only Region 18 to reflect a unanimous response in the negative, with all of the other regions in this category existing outside of these geographic areas.
VIII. What college degree(s) has your PD earned? (check all that apply)
Figure 4.4. Degrees earned by current percussion directors.
Head band directors revealed their percussion directors to have earned bachelor’s degrees in music education in a strong majority, containing 116 of the 140 (82.9%) total responses and representing every region (see Figure 4.4). Bachelor’s degrees in percussion performance were
44 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 earned by 11 percussion directors, and only 3 did not pursue a master’s degree in music education or percussion performance. Among the 116 earners of bachelor’s degree in music education, 3 also earned a bachelor’s degree in percussion performance, while 12 earned accompanying master’s degrees in education. Also earning a bachelor’s degree in music education, 18 percussion directors additionally earned master’s degrees in percussion performance and 2 earned doctoral performance degrees.
Head band directors employing percussion directors with no college degrees do not appear significantly more in 5A over 6A high schools, with a single director appearing more in the former. Among the 11 percussion directors exclusively earning percussion performance degrees, all but a single director employed in Region 16, are employed in regions in close proximity to any of the 3 aforementioned metroplex areas.
IX. Are all elements of a music education degree (methods classes, wind/orchestra conducting, band/orchestra/choir techniques) being employed by your PD?
A majority of head band directors responded in the affirmative to this question, with
58.9% (83) of percussion directors using all elements of a music education degree, and 41.1%
(58) responding in the negative. Among the 83 affirmative responses, 43 head band directors
(51.8%) are from 6A high schools, and 40 (48.2%) from 5A, leaving the remaining 58 head directors with 28 (48.3%) from 6A, and 30 (51.7%) from 5A. In regions with 6 or more head band director participants, there is an increase to 60.6% for answers in the affirmative, with the anomalous statistic being Region 24 (Plano/north of Dallas), which responded with 5 out of 6 head band directors in the negative. Coincidentally, this region contains 3 of the top 4 high schools in the UIL Rank Order by student population.
45 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
X. If given the choice, what degree(s) would you prefer your PD to have earned?
Figure 4.5. Degree preferences from head band directors.
The responses to this question from head band directors were the most agreed upon result throughout the survey, with 128 of 136 (94.1%) preferring a bachelor’s degree in music education (see Figure 4.5). Focusing on the 3 responses for bachelor’s degree in percussion performance, 2 head directors were from 6A high school band programs. Regarding the 5 head band directors preferring a bachelor’s and master’s degrees in percussion performance, all the results were from 6A high schools, and contained no noticeable geographic resemblances or patterns. Comparing these results to the statistics regarding bachelor’s degrees in music education earnings from current percussion directors, there is a 10.3% increase from existing percussion director degree earnings to head director preferred degree earnings. Of the 8 total head band directors that preferred a bachelor’s and/or bachelor’s and master’s degrees in
46 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 percussion performance, 62.5% currently employ percussion directors with a bachelor’s and/or master’s degree in percussion performance.
XI. Do you feel a bachelor’s degree in music education is a requirement for a PD?
Head band directors indicated by 72.1% that a bachelor’s degree in music education is a requirement for percussion directors, with 101 out of 140 total responses. Compared to the statistic from the previous question regarding what degree head band directors would prefer a percussion director to have earned, there is a 21.1% decrease of affirmative responses when asked if a music education degree is required. Looking at the specific high school classifications of the responses, the statistics are near even, with 51 5A and 50 6A high schools in the affirmative, and 19 5A and 20 6A high schools responding in the negative. Among regions with
6 or more participating head band directors, Region 24 was evenly divided between answers, while Region 23 responded with 7 of the 8 recipients, or 87.5% believing a music education degree is a requirement for percussion directors. Region 17 (League City/Southeast Houston) was the only region with 3 or more participants to express a unanimous opinion for the negative response.
XII. Would DCI/WGI marching/teaching experience be a high priority in your search?
A majority of head band directors prefer DCI and/or WGI experience from their percussion directors, with 52.9% responding in the affirmative (see Figure 4.6). Out of 140 total responses, 74 head band directors indicated they would prefer professional marching and/or teaching experience, while 66 revealed that it would not be a high priority in their search.
Among the responses, high schools classified as 5A represented 60.6% of head band directors that did not consider DCI and/or WGI experience a high priority. Head band directors from 5A high schools expressed a ratio of 4:3 favoring the negative, while 6A directors were closer to a
47 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
2:1 ratio in the affirmative, with 44 responses prioritizing the experience over 26 in the negative.
This statistic is relatively congruent to the previous response regarding existing 5A high school percussion directors’ DCI and/or WGI experiences, where 29 head band directors indicate their percussion directors to possess some experience and 41 do not.
Figure 4.6. Preferred marching/teaching experience for percussion directors.
XIII. Does arranging/composing experience increase a candidate’s appeal?
Figure 4.7. Percussion director arranging/composing appeal.
48 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
The response of head band directors indicated that 75.2% preferred percussion directors to have experience with arranging and/or composing music (see Figure 4.7). Compared to the previously indicated 58.9% of high school percussion directors that currently write music in some capacity for the band program, there is an increase of 27.7% from current statistics to what head band directors prefer in a potential candidate. Classification statistics are nearly identical between 5A and 6A high schools with each category possessing 53 affirmative results and a single additional 6A recipient in the negative.
XIV. Does electronic sound design/amplification experience increase appeal?
Electronic sound design and/or amplification experience was a favorable preference among recipients, with 85.8% of head band directors responding in the affirmative (see Figure
4.8). This statistic reveals a 332.1% increase from the existing 28 high school percussion directors indicated to be currently employed as electronic sound designers.
Figure 4.8. Preferred electronic experiences for percussion director candidates.
Among the 20 head band director responses in the negative, 13 were from 5A high schools (65%) and 7 from 6A (35%). From regions with 6 or more respondents, 3 expressed a
49 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 unanimous preference for percussion directors with electronic sound design and/or amplification experience; Region 15 with 7 responses, and Regions 24 and 28 (Brownsville/South Texas), each with 6 head band director responses.
XV. Would you consider hiring a PD with no prior Texas 5A/6A experience?
Head band directors from 5A and 6A high school band programs indicated they are 80% likely to consider hiring a percussion director with no 5A and/or 6A high school teaching experience. Among the 28 responses in the negative, results based on school classification were relatively even, with 15 5A high school responses (53.6%) and 13 6A (46.4%). A total of 18 regions unanimously responded in the affirmative regarding the hiring of percussion directors with no 5A and/or 6A high school teaching experience. Out of these 18 regions, 8 were located outside direct proximity to the metroplexes of Greater Houston, Austin/San Antonio, and
Dallas/Fort Worth. These 8 regions comprising 66.7% of all regions not directly within proximity to these Texas metroplexes responded with a unanimous preference for hiring percussion directors with no prior 5A and/or 6A high school teaching experience.
XVI. If there was a more streamlined degree that focused strictly on percussion pedagogy, would that be a more appealing experience for a potential candidate?
A total of 86 out of 141 head band directors (61%) revealed a more streamlined percussion pedagogy degree was not a more appealing experience for a potential percussion director. Results between 5A and 6A high school head band directors were relatively similar, with negative responses from 41 of 70 5A schools (58.6%), and 45 of 71 (63.4%) from 6A.
Counter to the aggregate of responses, head band directors that previously revealed a preferred degree in percussion performance from a prospective percussion director candidate, indicated an affirmative preference to a percussion pedagogy degree by a ratio of 3:1. Among head band
50 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 directors that revealed their current percussion directors to have earned a bachelor’s, master’s, or doctoral degrees in percussion performance, or no degree at all, 54.8% indicated a percussion director candidate with a degree strictly in percussion pedagogy would be more appealing.
XVII. Do you believe an extensive professional performance background has more influence than a music education degree?
Head band directors expressed an 87.9% response indicating music education degrees were more influential to the hiring process than an extensive professional performance background for percussion directors. Among the 17 total responses in the affirmative, 13 responses (76.5%) were from 6A high school head band directors. Among the affirmative responses, Region 20 (Greater Dallas) expressed anomalous results with 42.9% of head band directors preferring extensive performance experience to a music education degree. From head band directors that previously indicated a preference for a percussion director with a degree in percussion performance, 37.5% believe professional performance experience is a more influential quality in a prospective percussion director than a music education degree; a 209.9% increase from the aggregate statistic. Previously indicated percussion directors that are listed as full-time or head band directors revealed an 11.2% preference for extensive performance experience, indicating a 7.4% decrease form the original 12.1%.
XVIII. Should there be a college curriculum that specifically focuses on developing a
PD?
Responses from head band directors indicated a near even opinion regarding a college curriculum specifically focused on training and developing percussion directors with 72 head band directors in the affirmative and 69 in the negative (see Figure 4.9). Among the 72 in the affirmative, 54.2% (39) of the head band directors were from 5A high schools, leaving the
51 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 majority of the negative response to 6A high schools with 55.1% (38). Also from the 72 affirmative, 43 head band directors (59.7%) previously indicated that a more streamlined degree strictly focused on percussion pedagogy would be a more appealing experience for a potential percussion director.
Figure 4.9. Head band director opinions on college percussion director curricula.
Among the remaining 69 head band directors in the negative, 57 (82.6%) thought a more streamlined percussion pedagogy degree would not be a more appealing experience for prospective percussion director candidates. Certain regions with 6 or more survey participants expressed similar results among the head band directors within the same region such as Regions
15 and 24 both responding with more than 80% of head band directors in the affirmative, while
75% of Region 23 indicated their opinion in the negative. Regions located outside and within proximity to metroplexes responded similarly, with regions further from the metroplexes responding 18 in the affirmative and 16 in the negative. Regions located within proximity to the metroplexes responded 54 in the affirmative and 53 in the negative. Among the 83 head band directors that indicated all elements of a music education degree were utilized by their percussion
52 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 directors, 57.8% responded that there should not be a curriculum designed specifically focusing on developing percussion directors. Contrarily, the 58 head band directors who did not indicate their percussion directors utilized all elements of a music education degree responded 62.1% in favor of a curriculum for percussion director development.
XIX. If there are any other qualities you look for in a PD, please list them here:
Head band directors submitted 66 short answer responses to this prompt regarding preferred qualities in prospective percussion directors (see Appendix E.6.). After examining these short answers individually, specific quality needs from head band directors can be organized into categories for knowledge, ability, and experience. Respondents often request knowledge of a broad range of percussion, wind or non-percussion, and electronic techniques and performance practices, with 32 specific instances of head band directors mentioning these qualities. Some of the indicated abilities from head band directors are teaching, administration, and interpersonal qualities, while performance and teaching experience are also frequently mentioned as preferred qualities.
Among the most requested quality from head band directors, are a percussion director’s interpersonal abilities, with 27.3% of short answers mentioning qualities resembling the “ability to work as a team” (Response 140), and “a willingness to teach” (Response 102), emphasizing communication skills between students and colleagues. Another frequently mentioned preference is the administrative capability of a percussion director, where head band directors on
15 separate accounts described a desired qualification as the ability to perform the budgetary, managerial, and maintenance responsibilities required of the entire band faculty, or more specifically, the ability to “function in the UIL setting and understand the over-arching goals of the holistic band program,” (Response 19).
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Knowledge of non-percussive instruments such as winds and electronics were mentioned in 33.3% of the responses, as head band directors frequently mentioned the importance of familiarity with “sound and technology in the marching arts” (Response 111), and the “ability to run other ensembles as needed - not only percussion” (Response 68).
Head band directors reflected a preference in overall musicianship and pedagogical ability in percussion directors, citing the importance of well rounded percussion knowledge, as well as the knowledge and teaching experience required to educate students outside of the realm of percussion. While survey responses indicated a variety of opinions and preferences regarding percussion director qualifications, higher quality and effective pedagogical approaches and methods were a commonly shared sentiment among head band directors.
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CHAPTER 5
CONCLUSION
Texas 5A and 6A high school band programs employ multiple directors to administer effective music education to a variety of instrumental students. The need for a separate director for percussion education is evident in the 5A and 6A classifications, due to the nature of the larger student population sizes within these learning environments. Percussion directors fulfill several responsibilities and roles, including various forms of music education and administrative duties. Using survey research, this study was designed to determine what qualifications Texas
5A and 6A head band directors prefer in prospective percussion director candidates, providing data for educators and students associated with the field of music education.
Several relevant sources were collected to assess the responsibilities of the percussion director and formulate a questionnaire for head band directors. Publications on the daily responsibilities of music educators were used to evaluate qualifications of current percussion directors and postings of percussion director job availabilities from May 2020 were analyzed to determine multiple preferred qualifications for prospective percussion directors. A survey was then constructed and submitted for approval within the guidelines of the Cayuse Institutional
Review Board. It was then disseminated to 5A and 6A Texas high school head band directors to gather information regarding their current percussion director duties and qualifications and determine what qualifications are sought from future percussion directors in the instance of new employment.
The results from the survey of head band directors in Texas 5A and 6A high schools revealed general statistics regarding preferred qualifications for percussion directors, as well as comparative information related to classification and region. Head band directors from all
55 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 geographic areas of Texas were represented in the survey data, revealing their personal and professional opinions, and information on current and prospective percussion directors. From the collected data, information on preferences and expectations of percussion directors can be drawn to identify what qualities are desired and how they relate to the music education outcomes of the high school band program.
From the survey responses, a majority of percussion directors were revealed to be employed as full-time faculty with music education degrees. Responding head band directors also expressed their preference for prospective percussion directors to have earned bachelor’s degrees in music education over bachelor’s degrees in performance, but indicate the combination of a bachelor’s degree in music education and a master’s degree in performance to be a desirable experience for prospective percussion directors. Among current percussion directors with music performance degrees, or percussion directors not using all elements of a music education degree, head band directors surveyed indicated a penchant for performance degree candidates, focused percussion pedagogy degrees, and specific percussion director curricula.
School population classification played a large role in defining differences from respondent opinions and priorities. Among surveyed head band directors, DCI and WGI experiences were increasingly preferred and existent among schools with larger student populations, containing increases in statistics regarding current and prospective percussion directors in 6A high schools. Smaller schools surveyed displayed a greater appeal for percussion director candidates with no current 5A or 6A high school teaching experience, while larger 6A schools expressed more responses that favored percussion director candidates with extensive professional performance experience.
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Proximity and geography also contributed to developing comparative results, with schools’ relative distance relationships to Texas metroplexes creating differences and similarities in survey data. Prospective percussion director candidates with no previous 5A or 6A high school teaching experience saw an increase in appeal from responding regions located outside of major cities and highly populated areas. DCI and WGI experience were more prevalent and more desirable among surveyed head band directors teaching in close proximity to a metroplex area. Also located in areas of higher population are responses indicating a higher frequency of percussion directors with music performance degrees, and head band directors with a preference for prospective percussion directors with a degree in music performance.
One preference consistent with a majority of surveyed head band directors was knowledge and experience with electronic sound design and amplification systems. The statistic of current percussion directors with electronic sound design experience and responsibilities revealed a significant increase when compared to data regarding the preference for a prospective percussion director with these abilities. Among 5A high school respondents, there were a notably larger number of head band directors that did not prefer electronic experience, compared to the results from 6A high schools.
The survey results expressed multiple opinions and preferences head band directors seek in the hiring of percussion directors. The information has been presented in an unbiased format, and limited to head band directors from 5A and 6A high schools in the state of Texas.
Implications for Further Research
Published data from this study will provide an analysis of percussion directors in Texas
5A and 6A high schools, allowing head band directors, school administrators, university
57 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 professors, and prospective percussion directors to access information regarding the necessary qualifications for desired effectiveness in the field of percussion pedagogy. Specific data points from the survey results have the potential to yield separate studies regarding topics such as head band director responses, or provide guidelines and assistance for educators and prospective percussion directors training for careers in percussion pedagogy. More specifically, the design or adaptation of university curriculum focused on preparing students to become percussion directors is a potential result from interpreted survey data.
The data from this study was limited to 5A and 6A high school band programs in the state of Texas, which is not an exclusive existence for the high school percussion director.
Further studies may use this presented data in separate instances of percussion directors, outside of the state of Texas, or 5A and 6A high school classification. Also, this study may be localized to smaller areas of high concentrations for percussion directors, providing a detailed regional view of the preferred qualifications within a closer proximity. The current amount of research on high school percussion directors is a limited field, and further studies are required to better understand the development of high school percussion pedagogy.
The survey respondents show a clear favor for a percussion director with music education training and experience teaching instruments outside of percussion. With this collected data, I have plans for further research projects regarding percussion director pedagogy and preferred qualifications. Proposing a degree plan designed for students training to become percussion directors could potentially include a combination degree of bachelor’s and master’s degrees in percussion pedagogy, containing a separate practicum, student teaching opportunities, and Texas
State Teacher Certification. With this proposed degree plan, intentions would be to develop a curriculum that emphasizes the characteristics of a music education degree with a percussion
58 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 focus, which also contains elements of training and development in electronic sound design and amplification, and music composition and arranging for ensembles pertaining to the high school music program; two commonly requested preferences that were indicated to increase a prospective percussion director’s hiring appeal. This new degree would enhance areas of a conventional music education degree that may not be adequate preparatory experiences for music education students specifically training to become high school percussion directors.
If I were to expand upon the recipient audience of this study, I would extend surveys to current percussion directors and university percussion students. In reaching out to current percussion directors, further details regarding daily responsibilities and pedagogical influences could be determined. Also, current percussion directors can provide a differing view from head band directors regarding necessary training and appealing experiences for prospective candidates. University percussion students can indicate elements of their degree curricula they find valuable and/or pertinent to pedagogical training for percussion directors, and further define criteria of music degrees they feel may be absent from degree plans. These data can be expressed in further articles for TMEA, Percussive Arts Society, and/or National Conference on
Percussion Pedagogy publications, as well as presented at these organizations’ respective conventions and/or conferences.
At the collegiate level, university percussion professors training future percussion educators would find these publications useful, and may also request in-person presentations in the form of clinics and/or masterclasses. With no current distinction between percussion music education students training to become head band directors or percussion directors, specifically designed elements of a percussion pedagogy degree can attract more students to a university percussion program, and more adequately prepare students for careers as high school percussion
59 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020 directors. Alternatively, professional development workshops can be developed for current percussion directors, offering professional certification in specific fields of study such as percussion arranging or electronic equipment practices and techniques.
Since music education degrees offer the opportunity for students to become both head band directors and percussion directors, valuable statistics can be presented regarding the percentage of percussion music education students preparing for, or preferring, either of these paths. As more studies emerge and the career path develops, information and data can be brought forth to reveal progressive elements, evolutions and adaptations, and specific program needs for the high school percussion director.
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BIBLIOGRAPHY
Drum Corps International. “About Drum Corps International.” Accessed May 24, 2020. https://www.dci.org/static/about-drum-corps-international.
Envisions IRB: Online Protocol Creation, Submission, and Management. “Cayuse IRB User Guide.” Accessed May 31, 2020. http://www.depts.ttu.edu/research/irb/downloads/Cayuse-IRB-User-Guide.pdf.
Fort Bend Independent School District Jobs. “Fort Bend ISD Percussion Director Listing.” Ac- cessed May 25, 2020. https://winocweb.fortbend.k12.tx.us/winochr/jobs/Jobpost.exe?Action=page4&JobCateg ory=3&JobType=19&Type=Postings&JobID=00015426&ini=jobs&DisplayPage=page3.
Google. “G Suite Features: Google Forms.” Accessed May 28, 2020. https://gsuite.google.com/products/forms/.
Green, Eddie. Edited by Mary Ellen Cavitt, Ph.D.. On Teaching Band: Notes From Eddie Green. Milwaukee: Hal Leonard, 2012.
Jobing.com. “Uvalde Consolidated ISD Percussion Director Job Listing.” Accessed May, 28, 2020. https://texas.jobing.com/uvalde-consolidated-isd/asst-band-directorpercussion- specialistteach- er?utm_campaign=google_jobs_apply&utm_source=google_jobs_apply&utm_medium= organic&fbclid=IwAR1pSmNzSf7eQDtXyH8oD-hwmvl8mRk- lcfV3DS0K0skGQWcpjVYP-0JN5c.
Pearland Independent School District Job Vacancies. “Pearland ISD Percussion Director List- ing.” Accessed May, 28, 2020. https://www.applitrack.com/pearlandisd/onlineapp/default.aspx?AppliTrackPostingSearc h=band.
Pflugerville Independent School District Job Vacancies. “Pflugerville ISD Percussion Director Listing.” Accessed May, 26, 2020. https://www.applitrack.com/pflugerville/onlineapp/default.aspx?AppliTrackPostingSearc h=band&fbclid=IwAR2LB7WMsE6IS3361t7PgmP_mQL2PVsAqbgD_S5BvKkE9S6US DaqBlX0n4w.
Rush, Scott. Habits of a Successful Band Director: Pitfalls and Solutions. Chicago: GIA Publica- tions Inc., 2006.
Summerlin, Lane. “The History and Development of the Front Ensemble in Drum Corps Interna- tional.” D.M.A. document, The Ohio State University, Ohio, 2016.
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Texas Education Agency. “Becoming a Classroom Teacher in Texas.” Accessed May 26, 2020. https://tea.texas.gov/texas-educators/certification/initial-certification/becoming-a- classroom-teacher-in-texas.
Texas Music Adjudicators Association. “TMAA Member Directory.” Accessed May 1, 2020. https://www.txmaa.org/tmaamembers.php.
Texas Music Educators Association. “About TMEA.” Accessed May 25, 2020. https://www.tmea.org/about.
Texas Music Educators Association. “All-State Bands.” Accessed May 25, 2020. https://www.tmea.org/divisions-regions/band/all-state.
Texas Music Educators Association Job Vacancy Search. “Alice ISD Percussion Director List- ing.” Accessed May 25, 2020. https://www.tmea.org/programs/jobs/search?jid=24083.
Texas Music Educators Association Job Vacancy Search. “Klein ISD Percussion Director List- ing.” Accessed May 25, 2020. https://www.tmea.org/programs/jobs/search?jid=23915.
The Yellow Board. “The Yellow Board – Boardhost.” Accessed May 24, 2020. https://members3.boardhost.com/TexasBands/.
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University Interscholastic League. “2018-20 Realignment Rank Order.” Accessed April 28, 2020. https://www.uiltexas.org/files/alignments/School_List_Rank_2018-20.pdf.
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APPENDIX A
IRB SUBMISSION APPROVAL NOTIFICATION
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APPENDIX B
PERCUSSION DIRECTOR JOB LISTINGS
MAY 2020
B.1. Alice ISD Percussion Director Listing
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B.2. Fort Bend ISD Percussion Director Listing
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B.3. Klein ISD Percussion Director Listing
B.4. Pasadena ISD Percussion Director Listing
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B.5. Pearland ISD Percussion Director Listing
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B.6. Pflugerville ISD Percussion Director Listing
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B.7. United ISD Percussion Director Listing
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B.8. Uvalde Consolidated ISD Percussion Director Listing
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APPENDIX C
6A AND 5A UIL REALIGNMENT RANK ORDER
2018 – 2020
2018-20 Realignment Rank Order
School Enrollment Conference Allen 6664 6A Plano West 5654 6A Plano East 5342.5 6A Plano 5197.5 6A Galena Park North Shore 4754 6A Dallas Skyline 4568 6A Lewisville 4564 6A Duncanville 4451 6A
Conroe The Woodlands 4435 6A Laredo United 4422 6A Alief Elsik 4283 6A Pasadena Dobie 4277 6A Deer Park 4083 6A Pearland 4026.5 6A Houston MacArthur 4009.5 6A Conroe 3998 6A Alief Hastings 3993 6A Odessa 3992 6A Klein Oak 3955 6A Odessa Permian 3919.5 6A Coppell 3834 6A Klein Forest 3750 6A Klein 3700.5 6A Arlington Houston 3651 6A Houston Benjamin Davis Sr 3643.5 6A Klein Collins 3643 6A Humble Atascocita 3641 6A Lewisville Flower Mound 3618 6A Lewisville Hebron 3584 6A Cyp. Woods 3547 6A Katy Seven Lakes 3538 6A Cy-Fair 3529 6A H Bellaire 3528.5 6A Jersey Village 3527 6A Cyp. Lakes 3523 6A San Antonio Reagan 3518 6A Spring 3511 6A Cypress Falls 3499 6A Pasadena Memorial 3491 6A Katy 3487 6A Euless Trinity 3470 6A
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2018-20 Realignment Rank Order
School Enrollment Conference Arlington Martin 3456 6A Irving MacArthur 3451 6A Round Rock 3426 6A Midland 3417 6A South Grand Prairie 3407 6A De Soto 3398 6A H Lamar 3390 6A Los Fresnos 3386 6A Katy Tompkins 3380 6A Northside O'Connor 3367 6A Belton 3366 6A Cyp. Creek 3362 6A Spring Westfield 3354 6A Del Valle 3334 6A Houston Aldine 3325.5 6A San Antonio Madison 3286 6A Laredo United South 3283 6A Lewisville Marcus 3274 6A Alief Taylor 3260 6A Irving 3246 6A Keller Timber Creek 3241 6A Conroe Oak Ridge 3225 6A Irving Nimitz 3223 6A Midland Lee 3211 6A San Antonio Lee 3208 6A Katy Cinco Ranch 3161 6A San Antonio E. Central 3160.5 6A Katy Morton Ranch 3135 6A Hurst Bell 3131 6A Langham Creek 3128 6A Northside Warren 3124 6A Conroe Woodlands College Park 3121 6A Cyp. Ridge 3119 6A Cyp. Ranch 3116 6A Del Rio 3114 6A Pasadena Rayburn 3113 6A San Benito 3088 6A Austin Lake Travis 3085 6A San Antonio Johnson 3083 6A Converse Judson 3068 6A Northside Jay 3058 6A
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2018-20 Realignment Rank Order
School Enrollment Conference H Chavez 3052.5 6A San Angelo Central 3044 6A Cyp. Springs 3024 6A Pasadena South Houston 3015 6A Harlingen 3012 6A Keller 2995 6A Katy Taylor 2994 6A Laredo Johnson 2994 6A Buda Hays 2988.5 6A Killeen Ellison 2979 6A Prosper 2975 6A McKinney 2969 6A Northside Stevens 2969 6A San Antonio Churchill 2930 6A Dickinson 2924 6A Northside Holmes 2899 6A Mesquite 2895 6A H Westside 2885.5 6A Houston Northbrook 2876.5 6A La Joya 2874 6A Austin Bowie 2873 6A LC Clear Springs 2871 6A San Antonio Roosevelt 2858 6A RR Cedar Ridge 2855 6A Arlington Lamar 2852 6A Grand Prairie 2835 6A Alvin 2834.5 6A McKinney Boyd 2834 6A Spring DeKaney 2834 6A Northside Clark 2824 6A El Paso Coronado 2816 6A Pearland Dawson 2814.5 6A Richardson Lake Highlands 2811 6A El Paso Franklin 2809 6A Laredo Alexander 2809 6A North Mesquite 2808 6A Klein Cain 2806 6A H Math Sci. & Tech 2803 6A Wolfforth Frenship 2795 6A LC Clear Falls 2793 6A Pasadena 2790 6A
78 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
2018-20 Realignment Rank Order
School Enrollment Conference Edinburg North 2788 6A Round Rock Westwood 2788 6A Killeen Harker Heights 2787 6A Garland Sachse 2780 6A Arlington 2777 6A Richardson 2775 6A Haltom City Haltom 2772 6A Comal Smithson Valley 2768.5 6A Austin Akins 2767.5 6A Katy Mayde Creek 2759 6A Brownsville Hanna 2745 6A Northside Brandeis 2744 6A Round Rock McNeil 2738 6A Houston Memorial 2737.5 6A Arlington Bowie 2728 6A Houston Nimitz 2725 6A Southlake Carroll 2725 6A Round Rock Stony Pt. 2723 6A Fort Bend Ridge Point 2720.5 6A Schertz Clemens 2708 6A Austin Westlake 2706 6A Northside Marshall 2696 6A Channelview 2693 6A North Garland 2693 6A Northside Brennan 2683 6A Edinburg Economedes 2679 6A Weslaco 2669.5 6A Humble Kingwood 2659 6A Richardson Berkner 2659 6A Northside Taft 2654 6A Richmond George Ranch 2654 6A El Paso Montwood 2649 6A Killeen 2646 6A Comal Canyon 2644.5 6A Fort Bend Travis 2621.5 6A Kyle Lehman 2618.5 6A Pflugerville Hendrickson 2618 6A Rockwall 2615 6A South San Antonio 2606 6A Austin Vandegrift 2582 6A Northwest Nelson 2579 6A
79 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
2018-20 Realignment Rank Order
School Enrollment Conference Garland Rowlett 2577 6A Clute Brazoswood 2576 6A Killeen Shoemaker 2576 6A La Joya Juarez-Lincoln 2572 6A Ft Worth Paschal 2559 6A Bridgeland 2552 6A Fort Bend Clements 2552 6A Keller Central 2550 6A New Braunfels 2549 6A Beaumont West Brook 2520 6A Denton Guyer 2514.5 6A Garland 2507 6A Wylie 2507 6A El Paso Americas 2502 6A Fort Bend Dulles 2491.5 6A Mansfield 2488.5 6A Sheldon King 2488 6A Houston Eisenhower 2480 6A North Crowley 2475 6A LC Clear Creek 2473 6A El Paso Pebble Hills 2468 6A Houston Clear Lake 2462 6A Beaumont ISD New School 2460.5 6A Rockwall-Heath 2449 6A Waco Midway 2448 6A El Paso Socorro 2442 6A Mansfield Lake Ridge 2438 6A Cyp. Park 2436 6A Fort Bend Bush 2435.5 6A Edinburg 2427 6A Brownsville Rivera 2421 6A Cibolo Steele 2418 6A Baytown Sterling 2415 6A Frndswd Clear Brook 2410 6A H Westbury 2400 6A Richardson Pearce 2400 6A Abilene 2394 6A Mesquite Horn 2387 6A San Antonio MacArthur 2386 6A H Heights 2362 6A Harlingen South 2358 6A
80 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
2018-20 Realignment Rank Order
School Enrollment Conference Cedar Hill 2354 6A Cedar Park Vista Ridge 2349 6A Bryan 2344 6A San Marcos 2344 6A Houston Spring Woods 2340.5 6A PSJA North 2323 6A Fort Bend Elkins 2322.5 6A Mission 2320 6A Keller Fossil Ridge 2319 6A McAllen 2319 6A Weatherford 2311 6A Donna North 2310 6A Edinburg Vela 2307 6A Eagle Pass 2306 6A Garland Lakeview Cent 2296 6A McAllen Memorial 2290.5 6A Amarillo Tascosa 2281 6A Fort Bend Austin 2279 6A Humble 2279 6A Houston Stratford 2273 6A Austin 2271 6A Copperas Cove 2269 6A Temple 2269 6A Fort Bend Kempner 2263 6A La Porte 2248 6A Tomball Memorial 2247 6A Pharr-San Juan-Alamo 2245 6A Longview 2242.5 6A Dallas White 2241 6A Weslaco East 2238.5 6A Humble Summer Creek 2237 6A Waxahachie 2235 6A Dallas Jesuit 2234 6A Austin Anderson 2222.5 6A Northwest Eaton 2222 6A Tyler Lee 2222 6A Dallas Molina 2220 6A Mansfield Summit 2215.5 6A Laredo Nixon 2208.5 6A Houston Strake Jesuit 2208 6A N Richland Hills Richland 2207 6A
81 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
2018-20 Realignment Rank Order
School Enrollment Conference Leander 2199 6A Waco 2195 6A South Garland 2171 6A McAllen Rowe 2161.5 6A Garland Naaman Forest 2158 6A Grand Prairie Dubiski Career 1735 6A Irving Singley 1731 6A Ft Worth Trimble Tech 1699 6A Austin Ann Richards 828 6A Spring Wunsche 1476 6A H International 1113.5 6A H Young Womens Coll. Prep Acad 1026 6A Dallas Washington Arts Mag. 1003 6A H Mickey Leland Coll. Prep Acad 982 6A Midland Early College 901.5 6A Houston DeBakey Health Prof. 888 6A S Tx Academy-Med Tech 867 6A S Tx School For Health Professions 867 6A Northside Health Careers 845 6A S Tx Science Academy 817 6A Alief Kerr 808 6A PSJA Jefferson ECHS 775 6A H Performing and Visual Arts 753 6A H Energy Institute 707 6A H Carnegie Vanguard 626 6A S Tx Bus Ed & Tech Academy 624 6A FW Terrell 600 6A Dallas Health Prof 547 6A Dallas Business & Mgmt 491 6A McAllen Achieve ECHS 491 6A H Acd Int’l Studies 486 6A Judson Early College 474 6A N Houston Early College 471 6A EP Mission Early College 468 6A H Challenge EC 467.5 6A Bryan Collegiate 466 6A EP Transmountain Early College 454 6A Laredo Early College 438 6A Mission Collegiate 433 6A Dallas Garza Early College 431 6A H Jones Futures Acad 431 6A
82 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
2018-20 Realignment Rank Order
School Enrollment Conference Humble Quest ECHS 430 6A Dallas Sci. & Eng. 428 6A La Joya Salinas Stem ECHS 422 6A Alief Early College 404 6A Dallas Sanders Law Magnet 403 6A Grand Prairie Fine Arts Acad 393 6A Baytown Impact 385 6A Spring Early College Acad 384 6A H South ECHS 383 6A H Liberty 371.5 6A Tyler ISD ECHS 371 6A Dallas Smith 363 6A FW Tx Acad of Biomedical Science 360 6A Abilene A.T.E.M.S. 358 6A La Joya Carter Early College 355 6A FW Marine Creek Collegiate 354 6A FW Young Men's Leadership Acad 354 6A Dallas Innov. Design Entr. 351 6A Dallas Gilliam Collegiate 347 6A Houston Carver 341 6A Dallas Education & Soc Svc 331 6A Comal Memorial EC 324 6A Cedar Hill Collegiate 318 6A FW Young Women's Leadership 302 6A GP Young Womens Leadership 284 6A Dallas Talented & Gifted 276 6A FW TCC South Collegiate 255 6A Dallas Rangel 244 6A Dallas City Lab 243 6A Dallas Lassiter ECHS 226 6A Dallas Patton Acad 213 6A Bryan Harris 208 6A H Energized for Stem - Cent 173 6A H Energized for Stem - West 173 6A Mansfield Frontier 171 6A Dallas Obama Acad 167 6A Baytown Stuart 150 6A Baytown Hyland 137 6A GP Collegiate Institute 85 6A FW World Languages Institute 75 6A Keller New Direction 56 6A
83 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
2018-20 Realignment Rank Order
School Enrollment Conference Donna 2195 5A Alvin Shadow Creek 2188.5 5A H Wisdom 2185 5A Dallas Highland Park 2180 5A Baytown Goose Crk Mem 2169 5A Ft Worth South Hills 2165.5 5A CC Veterans Memorial 2164 5A La Joya Palmview 2162 5A El Paso Eastwood 2160 5A Lufkin 2158 5A El Paso Eastlake 2155 5A Crowley 2153 5A New Caney Porter 2153 5A Tyler 2153 5A San Antonio Wagner 2147 5A Lancaster 2140.5 5A Lubbock Coronado 2140 5A Lubbock Monterey 2137 5A N Richland Hills Birdville 2132.5 5A Rio Grande City 2132 5A Amarillo 2122 5A Brownsville Lopez 2120 5A Corpus Christi Ray 2120 5A FW Chisholm Trail 2118 5A McKinney North 2118 5A Brownsville Porter 2112 5A Friendswood 2111 5A San Antonio Southwest 2108 5A Magnolia West 2107 5A Brownsville Pace 2099 5A Conroe Caney Creek 2099 5A Mansfield Legacy 2099 5A Rosenberg Terry 2096 5A Eagle Pass Winn 2095 5A Little Elm 2092 5A Carrollton Turner 2087 5A New Caney 2085.5 5A Southwest Legacy 2083 5A West Mesquite 2080 5A Galveston Ball 2077 5A Seguin 2064 5A
84 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
2018-20 Realignment Rank Order
School Enrollment Conference Richmond Foster 2061 5A El Paso Del Valle 2060 5A Pflugerville 2055 5A Lewisville The Colony 2054 5A Fort Bend Hightower 2053 5A Colleyville Heritage 2046 5A Denton Ryan 2044.5 5A Port Arthur Memorial 2044 5A Dallas Adams 2038 5A Laredo Martin 2037 5A Cedar Park 2030 5A Frisco Centennial 2024 5A Denton 2022.5 5A Amarillo Palo Duro 2021 5A Willis 2021 5A Frisco Lone Star 2020 5A Waller 2019 5A Victoria East 2015 5A El Paso El Dorado 2013 5A Angleton 2009.5 5A College Station 2009 5A Abilene Cooper 2004 5A Granbury 2004 5A Galena Park 1998.5 5A Ft Worth Arlington Hts 1998 5A Georgetown 1997 5A Carrollton Smith 1996 5A Dallas Sunset 1991 5A Hutto 1990 5A Magnolia 1990 5A Austin Johnson 1989 5A Lubbock 1988 5A El Paso Bel Air 1987 5A Frisco Liberty 1987 5A Frisco Wakeland 1978 5A Frisco Heritage 1970 5A Amarillo Caprock 1964 5A Northside Harlan 1963 5A Brownsville Veterans Memorial 1959 5A Frisco Independence 1959 5A Dallas Samuell 1956 5A
85 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
2018-20 Realignment Rank Order
School Enrollment Conference PSJA Memorial 1952 5A Ft Worth Boswell 1951 5A White Settlement Brewer 1943 5A Carrollton Creekview 1942 5A Saginaw 1941 5A Sherman 1937 5A Mission Veterans Memorial 1933 5A Tomball 1933 5A PSJA Southwest 1925 5A San Antonio Highlands 1915 5A H Austin 1912.5 5A Manor 1912 5A Mansfield Timberview 1908 5A San Antonio Lanier 1907 5A Wylie East 1906 5A Texas City 1904 5A CC Flour Bluff 1890 5A San Antonio Harlandale 1890 5A Grapevine 1888 5A Texarkana Texas 1874 5A Humble Kingwood Park 1873 5A Dripping Springs 1871.5 5A San Antonio Jefferson 1871 5A Dallas Wilson 1866 5A El Paso Chapin 1864 5A Victoria West 1862.5 5A Leander Rouse 1862 5A Pflugerville Connally 1857 5A Azle 1853 5A Mesquite Poteet 1850 5A Manvel 1835.5 5A Red Oak 1835 5A Cleburne 1826 5A Frisco Reedy 1819 5A Dallas Spruce 1809 5A Roma 1803 5A Waco University 1803 5A Northwest 1791 5A Huntsville 1789 5A H Waltrip 1787.5 5A El Paso Jefferson 1783.5 5A
86 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
2018-20 Realignment Rank Order
School Enrollment Conference Midlothian 1783.5 5A H Sharpstown 1782 5A SA Brackenridge 1782 5A Burleson Centennial 1780 5A Crosby 1779 5A San Antonio Edison 1769 5A Montgomery 1768 5A Pflugerville Weiss 1768 5A Sharyland Pioneer 1766 5A Austin McCallum 1764.5 5A El Paso Hanks 1761 5A Frisco Lebanon Trail 1757 5A Nacogdoches 1756 5A Aledo 1738 5A Denton Braswell 1734.5 5A H Madison 1721 5A Rosenberg Lamar Cons 1719 5A College Station A&M Consolidated 1718.5 5A H Milby 1718.5 5A Dallas Jefferson 1710 5A Mission Sharyland 1709 5A Canyon Randall 1698 5A Austin Lanier 1695 5A Bryan Rudder 1677 5A Ft Worth North Side 1672 5A Burleson 1667 5A Ennis 1665 5A Corsicana 1661 5A Boerne Champion 1659 5A Royse City 1656 5A Corpus Christi Moody 1648 5A San Antonio McCollum 1636 5A CC Carroll 1631 5A Bastrop Cedar Creek 1623 5A Lockhart 1617 5A Laredo Cigarroa 1610 5A Georgetown East View 1607 5A Conroe Grand Oaks 1604 5A Arlington Seguin 1601.5 5A Everman 1583 5A SA Alamo Heights 1582 5A
87 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
2018-20 Realignment Rank Order
School Enrollment Conference North Forney 1579 5A H Northside 1574.5 5A El Paso Andress 1572 5A San Antonio Southside 1564 5A Mt Belvieu Barbers Hill 1559 5A Baytown Lee 1553 5A Clint Horizon 1548 5A El Paso Parkland 1548 5A Ft Worth Wyatt 1548 5A Nederland 1546 5A Corpus Christi King 1542 5A El Paso Burges 1537 5A Joshua 1537 5A Canutillo 1529 5A Frisco 1527 5A Frisco Memorial 1527 5A Lubbock Cooper 1516 5A Mount Pleasant 1515 5A Leander Glenn 1514 5A Dayton 1513 5A Plainview 1500 5A Wichita Falls Rider 1497 5A Port Neches-Groves 1493 5A Lucas Lovejoy 1485 5A Austin Crockett 1484.5 5A Dallas Adamson 1480 5A Kerrville Tivy 1475 5A Brenham 1474 5A Bastrop 1469 5A Hallsville 1461 5A Dallas Seagoville 1459 5A Dallas Kimball 1455 5A Katy Paetow 1452 5A Pharr Valley View 1448 5A Cleveland 1447 5A Edcouch-Elsa 1445 5A Forney 1445 5A El Paso 1442 5A Santa Fe 1442 5A Greenville 1433 5A Castroville Medina Valley 1425 5A
88 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
2018-20 Realignment Rank Order
School Enrollment Conference SA Veterans Memorial 1423 5A Gregory-Portland 1419 5A Austin Travis 1412.5 5A El Paso Irvin 1409 5A Marshall 1407 5A H Sterling 1401 5A El Paso Ysleta 1396 5A El Paso Bowie 1394 5A El Paso Austin 1392 5A Whitehouse 1379 5A Ft Worth Southwest 1377 5A San Antonio Burbank 1349 5A San Antonio Houston 1341 5A Vidor 1331 5A Denison 1327 5A Fort Bend Willowridge 1325 5A Alice 1314 5A Dallas Conrad 1313 5A Jacksonville 1313 5A San Antonio Memorial 1309.5 5A Longview Pine Tree 1307 5A Montgomery Lake Creek 1305 5A Elgin 1297 5A Ft Worth Carter-Riverside 1297 5A CC Calallen 1277 5A Mercedes 1276 5A Ft Worth Polytechnic 1274 5A Floresville 1268 5A Fort Bend Marshall 1264 5A Austin Reagan 1262.5 5A Lake Dallas 1260 5A Wichita Falls 1257 5A Uvalde 1251 5A Marble Falls 1240 5A Sulphur Springs 1218 5A Dallas South Oak Cliff 1212 5A Kaufman 1207 5A CC Tuloso-Midway 1201 5A Corpus Christi Miller 1201 5A Terrell 1197 5A San Antonio Kennedy 1187 5A
89 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
2018-20 Realignment Rank Order
School Enrollment Conference Somerset 1179 5A Princeton 1174 5A Ft Worth Eastern Hills 1172 5A Port Lavaca Calhoun 1167 5A Abilene Wylie 1164 5A El Paso Riverside 1158 5A Lindale 1154 5A San Antonio Fox Tech 544 5A EP Young Women's 522 5A SA Young Women’s Leadership 416 5A Mercedes ECA 400 5A CC Collegiate 399 5A El Paso Valle Verde 389 5A Canutillo NW Early College 356 5A Clint Early College Acad 330 5A GC Collegiate Acad TCC NE 321 5A CC Branch Academy 242 5A Bastrop Colorado River Coll. Acad 217 5A Lubbock Talkington 191 5A Burleson Collegiate 148 5A CS College View HS 86.45 5A Lubbock Matthews 85.5 5A Canyon Midway Alternative 59 5A Splendora 1145 4A Dallas Carter 1139 4A Hereford 1138 4A H Furr 1135 4A Dallas Hillcrest 1130 4A Canyon 1128 4A Lumberton 1125 4A Liberty Hill 1122 4A Kilgore 1119 4A Crandall 1114 4A Alvarado 1110 4A Dumas 1102 4A Andrews 1099 4A Boerne 1099 4A Big Spring 1093 4A El Campo 1088 4A Freeport Brazosport 1082 4A Stephenville 1079 4A
90 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
APPENDIX D
SURVEY QUESTIONS
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92 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
93 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
94 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
95 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
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97 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
98 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
99 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
APPENDIX E
SURVEY RESPONSES
E.1. Questions I – III
What is the role of your If your PD teaches any classes not directly Does your PD also program’s PD related to percussion education (i.e. Music work at the junior (Percussion Theory/Conduct a Large Ensemble), high feeder Response Timestamp Director/Specialist)? please list them below. programs? If so, please check all that apply. Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 1 5/6/2020 15:36:35 Full-time Director n/a Yes Selection Beginner Percussion, Large Ensemble 2 5/6/2020 15:38:16 Full-time Director None Yes Sectionals, Percussion Ensemble Large Ensemble Sectionals, Percussion 3 5/6/2020 15:39:58 Full-time Director Yes Ensemble, Instrument Selection 4 5/6/2020 15:44:27 Full-time Director Jazz Band and Concert Ensemble No Part-time District Beginner Percussion, Large Ensemble 5 5/6/2020 16:01:38 Employee No Yes Sectionals, Percussion Ensemble Part-time District 6 5/6/2020 16:02:26 Employee Yes Private Lessons Concert Band (non-varsity), Jazz Band director, assists all other ensemble classes 7 5/6/2020 16:11:01 Full-time Director (Varsity and sub-non-varsity bands) No Beginner Percussion, Private Lessons, Large Ensemble Sectionals, Percussion Ensemble, 8 5/6/2020 16:17:32 Full-time Director Just percussion Yes Instrument Selection 9 5/6/2020 19:38:59 Full-time Director Conduct a large wind ensemble Yes Private Lessons, Large Ensemble Sectionals Beginner Percussion, Large Ensemble 10 5/6/2020 20:06:25 Full-time Director Conduct a concert band Yes Sectionals Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 11 5/6/2020 21:12:34 Full-time Director N/A Yes Selection Beginner Percussion, Percussion Ensemble, 12 5/6/2020 23:31:27 Full-time Director Conduct Sub non varsity Yes Instrument Selection Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 13 5/7/2020 8:55:29 Full-time Director Yes Selection Beginner Percussion, Instrument Selection, 14 5/7/2020 10:42:17 Full-time Director Yes Grade-level percussion classes Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 15 5/7/2020 15:34:30 Full-time Director Large Ensemble Yes Selection Beginner Percussion, Private Lessons, Large Ensemble Sectionals, Percussion Ensemble, 16 5/7/2020 15:38:56 Full-time Director Conducts a concert band Yes Instrument Selection 17 5/7/2020 15:40:04 Full-time Director Conducts 3rd Band and Jazz Band Yes Private Lessons, Instrument Selection Conduct Large Ensemble- Head Band 18 5/7/2020 15:41:32 Full-time Director Director Responsibilities Yes Beginner Percussion, Percussion Ensemble Beginner Percussion, Percussion Ensemble, 19 5/7/2020 15:47:03 Full-time Director na Yes Instrument Selection Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 20 5/7/2020 15:54:04 Full-time Director Yes Selection Beginner Percussion, Percussion Ensemble, Instrument Selection, All performances and 21 5/7/2020 16:03:14 Full-time Director Beginning Guitar Yes events Team teaches jazz ensemble with all directors and fronts our sub-nv ensemble 22 5/7/2020 16:18:41 Full-time Director at concerts. Yes Beginner Percussion Beginner Percussion, Large Ensemble 23 5/7/2020 16:44:11 Full-time Director Yes Sectionals, Percussion Ensemble Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 24 5/7/2020 16:46:17 Full-time Director Symphony Orchestra Yes Selection Beginner Percussion, Large Ensemble 25 5/7/2020 17:05:00 Full-time Director None Yes Sectionals, Instrument Selection Large Ensemble Sectionals, Percussion 26 5/7/2020 17:11:34 Full-time Director n/a No Ensemble Contractor employed 27 5/7/2020 17:20:42 through Band Boosters Yes Private Lessons 28 5/7/2020 18:08:37 Full-time Director Music theory Yes Large Ensemble Sectionals Beginner Percussion, Large Ensemble 29 5/7/2020 19:14:01 Full-time Director Conducts a large ensemble Yes Sectionals Beginner Percussion, Percussion Ensemble, 30 5/7/2020 19:35:08 Full-time Director 3rd Contest Band Yes Instrument Selection, Percussion master classes 31 5/7/2020 21:48:20 Full-time Director Yes Beginner Percussion, Percussion Ensemble 32 5/8/2020 11:57:48 Full-time Director No Beginner Percussion, Large Ensemble 33 5/8/2020 17:55:19 Full-time Director Yes Sectionals, Percussion Ensemble Beginner Percussion, Private Lessons, Large 34 5/8/2020 18:05:34 Full-time Director Yes Ensemble Sectionals, Instrument Selection
100 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
What is the role of your If your PD teaches any classes not directly Does your PD also program’s PD related to percussion education (i.e. Music work at the junior (Percussion Theory/Conduct a Large Ensemble), high feeder Response Timestamp Director/Specialist)? please list them below. programs? If so, please check all that apply. Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 35 5/8/2020 18:20:36 Full-time Director Yes Selection Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 36 5/8/2020 18:37:32 Full-time Director 3rd Band Yes Selection Beginner Percussion, Private Lessons, Large 40 hour employee paid Ensemble Sectionals, Percussion Ensemble, 37 5/8/2020 18:53:29 through district na Yes Instrument Selection Beginner Percussion, Large Ensemble 38 5/8/2020 18:57:55 Full-time Director Symphonic Band Yes Sectionals Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 39 5/8/2020 19:07:21 Full-time Director Yes Selection Beginner Percussion, Large Ensemble 40 5/8/2020 19:24:29 Full-time Director Yes Sectionals, Percussion Ensemble 41 5/8/2020 19:37:26 Full-time Director Sub Non-varsity Band Yes Percussion Ensemble Beginner Percussion, Private Lessons, Large Ensemble Sectionals, Percussion Ensemble, 42 5/8/2020 19:59:19 Full-time Director No Yes Instrument Selection Beginner Percussion, Large Ensemble 43 5/8/2020 20:38:18 Full-time Director Convert Band Yes Sectionals Part-time District 44 5/8/2020 20:49:55 Employee Symphonic Band, Sectionals No Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 45 5/8/2020 22:21:28 Full-time Director Yes Selection Beginner Percussion, Private Lessons, 46 5/9/2020 2:07:40 Full-time Director 9 th grade 2 Nd band Yes Instrument Selection, Drumline Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 47 5/9/2020 8:29:43 Full-time Director Yes Selection Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 48 5/9/2020 11:31:26 Full-time Director Yes Selection Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 49 5/9/2020 15:29:06 Full-time Director Yes Selection Beginner Percussion, When schedule allows.. 50 5/9/2020 19:02:54 Full-time Director MAPS..AVID type class for freshmen Yes band sectional work Contractor employed 51 5/10/2020 11:07:03 through Band Boosters No Yes Private Lessons Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 52 5/10/2020 11:08:06 Full-time Director Yes Selection 53 5/10/2020 11:10:35 Full-time Director Yes Beginner Percussion, Instrument Selection Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 54 5/10/2020 11:10:51 Para $48k N/a Yes Selection 55 5/10/2020 11:22:13 Full-time Director Yes Beginner Percussion, Instrument Selection 56 5/10/2020 11:45:44 Full-time Director Directs bands as needed Yes Beginner Percussion 57 5/10/2020 11:55:11 Full-time Director Yes Beginner Percussion, Percussion Ensemble Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 58 5/10/2020 12:02:19 Full-time Director Yes Selection Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument Selection, Pulls out percussion section during 59 5/10/2020 12:05:37 Full-time Director Yes band class Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 60 5/10/2020 13:31:35 Full-time Director Yes Selection Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 61 5/10/2020 14:32:16 Full-time Director Yes Selection Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 62 5/10/2020 20:08:20 Full-time Director Yes Selection 63 5/10/2020 20:51:09 Full-time Director All Band Classes Yes Percussion Ensemble, Whatever is needed Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 64 5/10/2020 22:43:21 Full-time Director Yes Selection
101 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
What is the role of your If your PD teaches any classes not directly Does your PD also program’s PD related to percussion education (i.e. Music work at the junior (Percussion Theory/Conduct a Large Ensemble), high feeder Response Timestamp Director/Specialist)? please list them below. programs? If so, please check all that apply. Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 65 5/10/2020 22:48:20 Full-time Director Just percussion Yes Selection Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 66 5/11/2020 8:18:32 Full-time Director Yes Selection Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 67 5/11/2020 9:36:38 Full-time Director Conduct Mariachi Yes Selection Head Director is also Percussion Director - conducts Wind Ensemble & runs Marching Private Lessons, Percussion Ensemble, 68 5/11/2020 10:01:06 Full-time Director Band Yes Instrument Selection Non-degreed Paraprofessional with Beginner Percussion, Large Ensemble additional summer pay Sectionals, Instrument Selection, Middle School 69 5/11/2020 10:05:53 from Booster Club Yes Indoor Drumline Beginner Percussion, Percussion Ensemble, 70 5/11/2020 10:06:50 Full-time Director No non-percussion classes taught Yes Instrument Selection Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 71 5/11/2020 11:02:55 Full-time Director Yes Selection Beginner Percussion, Large Ensemble We are trying to get him some podium time Sectionals, Percussion Ensemble, Instrument 72 5/11/2020 11:36:28 Full-time Director with the HS 3rd ensemble when possible. Yes Selection 73 5/11/2020 12:58:23 Alumni No 74 5/11/2020 13:00:04 Full-time Director Yes Beginner Percussion, Percussion Ensemble 75 5/11/2020 13:06:03 Volunteer N/A No Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument Selection, HS Indoor Drumline, MS Drumline (Fall/Pep Band Style), HS Percussion 76 5/11/2020 13:06:04 Full-time Director None Yes Ensemble, HS Drumline As Head Director I am also the Percussion 77 5/11/2020 13:10:56 Full-time Director Director. Yes Beginner Percussion, Percussion Ensemble Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 78 5/11/2020 13:11:36 Full-time Director Concert band Yes Selection Beginner Percussion, Private Lessons, Large Part-time District Ensemble Sectionals, Percussion Ensemble, 79 5/11/2020 13:11:51 Employee Yes Drum line Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 80 5/11/2020 13:15:17 Full-time Director 1 beginning flute class Yes Selection Head Band Director mand District Fine Arts Marching Band, Concert Band, Beginning Beginner Percussion, Large Ensemble 81 5/11/2020 13:17:40 Director (myself) Band Students, Middle School Band Yes Sectionals Beginner Percussion, Large Ensemble 82 5/11/2020 13:20:55 Full-time Director Third HS Band Yes Sectionals, Instrument Selection Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 83 5/11/2020 13:22:58 Full-time Director Yes Selection Contractor employed 84 5/11/2020 13:36:57 through Band Boosters No Beginner Percussion, Private Lessons, 85 5/11/2020 13:38:14 Full-time Director Yes Instrument Selection Beginner Percussion, Private Lessons, Large Ensemble Sectionals, Percussion Ensemble, 86 5/11/2020 13:40:27 Full-time Director High school concert band Yes Instrument Selection Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 87 5/11/2020 14:04:25 Full-time Director Conduct a concert band in the spring Yes Selection Concert A Band and High School Jazz Beginner Percussion, Private Lessons, Large 88 5/11/2020 14:12:00 Full-time Director Ensemble Yes Ensemble Sectionals, Instrument Selection Assistant Band Director, who coordinates the Beginner Percussion, Large Ensemble Percussion Pedagogy Sectionals, Percussion Ensemble, Instrument 89 5/11/2020 14:15:04 grades 5-12 Non-Varsity Band Yes Selection Beginner Percussion, Large Ensemble 90 5/11/2020 15:23:20 Full-time Director Yes Sectionals, Percussion Ensemble, Steel Band Beginner Percussion, Private Lessons, Large Ensemble Sectionals, Percussion Ensemble, 91 5/11/2020 15:28:05 Full-time Director Yes Instrument Selection
102 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
What is the role of your If your PD teaches any classes not directly Does your PD also program’s PD related to percussion education (i.e. Music work at the junior (Percussion Theory/Conduct a Large Ensemble), high feeder Response Timestamp Director/Specialist)? please list them below. programs? If so, please check all that apply. Beginner Percussion, Large Ensemble We have a full time Sectionals, Percussion Ensemble, Instrument percussion director and Selection, The assistant PD does lessons within a part-time Assistant He assists with all concert bands and jazz the district as well as all other things checked off 92 5/11/2020 16:15:54 Percussion director band Yes that the regular PD does Contractor employed 93 5/11/2020 18:06:37 through Band Boosters No No Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 94 5/11/2020 18:07:53 Full-time Director Yes Selection Symphonic Band, Beginner Classes, Beginner Percussion, Private Lessons, Large Middle School sectionals, trumpet and Ensemble Sectionals, Percussion Ensemble, 95 5/11/2020 21:13:12 Full-time Director horn sectionals Yes Instrument Selection Beginner Percussion, Large Ensemble 96 5/12/2020 9:51:09 Full-time Director Music appreciation Yes Sectionals, Percussion Ensemble Music Theory, Jazz Band, and Large 97 5/13/2020 11:36:09 Full-time Director Ensemble duties. Yes Beginner Percussion, Percussion Ensemble Beginner Percussion, Large Ensemble Marching Band, Concert Band, Beginner Sectionals, Percussion Ensemble, Instrument 98 5/13/2020 14:46:21 Full-time Director Band Yes Selection Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 99 5/13/2020 19:26:38 Full-time Director Yes Selection Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 100 5/14/2020 9:01:31 Full-time Director Head Band Director Yes Selection Beginner Percussion, Large Ensemble 101 5/18/2020 13:24:43 Full-time Director Conducts a large ensemble. Yes Sectionals Beginner Percussion, Large Ensemble Conducts one of the Concert Bands Sectionals, Percussion Ensemble, Instrument 102 5/19/2020 13:12:38 Full-time Director attending UIL Yes Selection Beginner Percussion, Percussion Ensemble, 103 5/19/2020 13:17:18 Full-time Director Conduct a Concert Band & Jazz Band Yes Instrument Selection Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 104 5/19/2020 13:24:29 Full-time Director Conducts a band Yes Selection Beginner Percussion, Private Lessons, Large Ensemble Sectionals, Percussion Ensemble, 105 5/19/2020 13:25:15 Full-time Director Just percussion Yes Instrument Selection Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 106 5/19/2020 13:30:19 Full-time Director n/a Yes Selection Private Lessons, Large Ensemble Sectionals, 107 5/19/2020 13:31:40 Full-time Director n/a Yes Percussion Ensemble Beginner Percussion, Private Lessons, Large 108 5/20/2020 20:48:08 Full-time Director Yes Ensemble Sectionals, Percussion Ensemble AP Music Theory, Director of 2nd 109 5/20/2020 21:20:00 Full-time Director performing band Yes Beginner Percussion, Instrument Selection 110 5/20/2020 22:30:58 Full-time Director Conduct Sub Non Varsity A Yes Beginner Percussion 111 5/21/2020 7:31:56 Full-time Director Yes Private Lessons Beginner Percussion, Private Lessons, Large Ensemble Sectionals, Percussion Ensemble, 112 5/21/2020 10:34:25 Full-time Director NA Yes Instrument Selection Contractor employed 113 5/21/2020 11:02:37 through Band Boosters No Large Ensemble Sectionals, Indoor Drumline Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 114 5/21/2020 13:27:07 Full-time Director Yes Selection Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 115 5/21/2020 15:31:57 Full-time Director Jazz Band Yes Selection, full orchestra percussion Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 116 5/21/2020 21:31:08 Full-time Director Yes Selection Head Band Director / Former percussion Beginner Percussion, Private Lessons, 117 5/22/2020 8:18:21 director Yes Percussion Ensemble, Instrument Selection I, Head Director, am the Percussion Specialist for the campus, but I do have some one that I hire through the boosters to come in a few times a Beginner Percussion, Private Lessons, 118 5/22/2020 10:08:56 week Yes Percussion Ensemble Beginner Percussion, Large Ensemble 119 5/22/2020 12:43:22 Full-time Director Concert band and jazz band Yes Sectionals, Percussion Ensemble
103 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
What is the role of your If your PD teaches any classes not directly Does your PD also program’s PD related to percussion education (i.e. Music work at the junior (Percussion Theory/Conduct a Large Ensemble), high feeder Response Timestamp Director/Specialist)? please list them below. programs? If so, please check all that apply. Beginner Percussion, Large Ensemble 120 5/22/2020 14:10:22 Full-time Director Concert band and jazz band Yes Sectionals, Percussion Ensemble Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Coordinates 121 5/22/2020 17:25:59 Full-time Director Yes Marching Percussion Beginner Percussion, Percussion Ensemble, 122 5/23/2020 13:51:46 Full-time Director Yes Instrument Selection Beginner Percussion, Large Ensemble UIL 2nd level (non-varsity) band, assists Sectionals, Percussion Ensemble, Instrument 123 5/23/2020 14:18:33 Full-time Director with jazz band Yes Selection No...the role of percussion educator does not allow for extras as far as I am concerned. We already ask too much of a 124 5/23/2020 15:00:43 Full-time Director single position. Yes Beginner Percussion Beginner Percussion, Private Lessons, Large Ensemble Sectionals, Percussion Ensemble, 125 5/23/2020 15:54:19 Full-time Director Music History, conducts Freshman band Yes Instrument Selection 126 5/24/2020 0:12:57 None N/A No N/A He is a percussion specialist in an assistant band directors role. He performs all regular band directing duties in addition to serving as director for percussion for 127 5/24/2020 5:10:36 Full-time Director the track. Yes Beginner Percussion Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 128 5/24/2020 14:18:14 Full-time Director Beginning band classes Yes Selection Beginner Percussion, Private Lessons, Large 129 5/24/2020 14:39:24 Full-time Director Yes Ensemble Sectionals, Percussion Ensemble 130 5/24/2020 15:41:37 Full-time Director Yes Beginner Percussion, Percussion Ensemble Beginner Percussion, Private Lessons, Large 131 5/24/2020 16:46:44 Full-time Director Yes Ensemble Sectionals, Percussion Ensemble Beginner Percussion, Large Ensemble 132 5/24/2020 17:27:27 Full-time Director Yes Sectionals, Percussion Ensemble Beginner Percussion, Large Ensemble 133 5/25/2020 0:07:25 Full-time Director Yes Sectionals, Percussion Ensemble Beginner Percussion, Large Ensemble 134 5/25/2020 9:47:23 Full-time Director Yes Sectionals, Percussion Ensemble Our PD and Head Band Beginner Percussion, Large Ensemble Director are the same Sectionals, Percussion Ensemble, Instrument 135 5/26/2020 10:24:37 person. Yes Selection Beginner Percussion, Large Ensemble Sectionals, Instrument Selection, We all travel daily to team teach with MS Var/NV classes, but our percussion director also teaches beginners at one of our two feeder campuses. We all assist 136 5/26/2020 13:42:51 Full-time Director Not at this time Yes in beginner instrument selection. Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 137 5/26/2020 19:58:16 Full-time Director Jazz Band Yes Selection Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 138 5/26/2020 20:21:38 Full-time Director Jazz Band Yes Selection Contractor employed 139 5/27/2020 12:06:00 through Band Boosters No Beginner Percussion, Large Ensemble conducts Large Ensemble at High School-- Sectionals, Percussion Ensemble, Instrument 140 5/27/2020 12:35:09 Full-time Director 2nd band Yes Selection Beginner Percussion, Large Ensemble Sectionals, Percussion Ensemble, Instrument 141 5/27/2020 13:05:03 Full-time Director N/A Yes Selection
104 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
E.2. Questions IV – VI Does your PD also arrange/compose for any Does your PD ensembles? (check all Is your PD involved in any of the band’s employ an assisting Response Timestamp that apply) maintenance/budgetary responsibilities? technician staff? If yes, please specify: Marching Band Percussion, Indoor Section techs, generally 3-4 additional staff 1 5/6/2020 15:36:35 Percussion Yes Yes members. He will rewrite things that We usually have a marching tech and one or 2 5/6/2020 15:38:16 we don't like. No Yes two people who come in throughout the year. We use our booster funds to give additional help Marching Band during the marching season. Our PD assists in Percussion, Percussion finding those technicians and maintaining the 3 5/6/2020 15:39:58 Ensemble Yes Yes budget given to him 4 5/6/2020 15:44:27 Yes Yes We hire 2-3 percussion techs each year 5 5/6/2020 16:01:38 Indoor Percussion No Yes We employed 2 other percussion techs 6 5/6/2020 16:02:26 No No The percussion instructor oversees all consultants in the ream of percussion for our 7 5/6/2020 16:11:01 Yes Yes cluster. Marching Band Percussion, Indoor Percussion, Percussion 3 marching techs to help with marching band 8 5/6/2020 16:17:32 Ensemble No Yes and indoor drumline. 9 5/6/2020 19:38:59 No 10 5/6/2020 20:06:25 Electronic Sound Design Yes Yes 1-2 additional techs for marching season Additional percussion staff members hired for 1 week camps in June and July. 1 percussion Marching Band tech for August Band Camp. 1 percussion tech Percussion, Percussion for competitive marching season - after school 11 5/6/2020 21:12:34 Ensemble Yes Yes rehearsals and contests. 12 5/6/2020 23:31:27 Yes Yes Indoor Percussion, 13 5/7/2020 8:55:29 Electronic Sound Design No Yes Various part time music and visual techs Responsible for hiring battery and front 14 5/7/2020 10:42:17 Yes Yes ensemble techs. 15 5/7/2020 15:34:30 Yes Yes Marching Band A marching tech assigned to the battery on the 16 5/7/2020 15:38:56 Percussion No Yes field. 17 5/7/2020 15:40:04 No Yes Marching Tech in the Fall 18 5/7/2020 15:41:32 Percussion Ensemble Yes Yes Front Ensemble Technician 19 5/7/2020 15:47:03 Indoor Percussion No Yes battery tech, FE tech and electronic tech We have an assistant percussion director that is Marching Band a part-time para professional with medical 20 5/7/2020 15:54:04 Percussion No Yes benefits. Marching Band 21 5/7/2020 16:03:14 Percussion Yes Two marching band technicians. We have an addition marching percussion tech 22 5/7/2020 16:18:41 Electronic Sound Design Yes Yes paid for through the boosters Marching Band 23 5/7/2020 16:44:11 Percussion No Yes Front Ensemble tech during marching season Marching Band Percussion, Marching Band Winds, Indoor Percussion, Percussion Ensemble, Electronic 24 5/7/2020 16:46:17 Sound Design Yes Yes Front Ensemble and Battery PD focuses on drumlins, tech on Front ensemble. Teach also helps to teach in-class percussion sectionals for middle school band, 25 5/7/2020 17:05:00 Yes Yes and teaches lessons. Additional percussion specialist who's primary Marching Band responsibility is the battery. He also teaches Percussion, Electronic percussion sectionals at the feeder middle 26 5/7/2020 17:11:34 Sound Design Yes Yes schools. Marching Band Percussion, Indoor 27 5/7/2020 17:20:42 Percussion Yes Yes Multiple techs 28 5/7/2020 18:08:37 No No Yes Tech 29 5/7/2020 19:14:01 Yes No Marching Band 30 5/7/2020 19:35:08 Percussion No No Marching Band Percussion, Indoor Percussion, Percussion 31 5/7/2020 21:48:20 Ensemble Yes Yes A couple techs for both Fall and Winter 32 5/8/2020 11:57:48 Yes No
105 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
Does your PD also arrange/compose for any Does your PD ensembles? (check all Is your PD involved in any of the band’s employ an assisting Response Timestamp that apply) maintenance/budgetary responsibilities? technician staff? If yes, please specify: Marching Band Percussion, Indoor Percussion, Percussion Front Ensemble Technician (full year help), 33 5/8/2020 17:55:19 Ensemble Yes Yes battery technician 34 5/8/2020 18:05:34 Yes Yes Battery and Front Ensemble tech 35 5/8/2020 18:20:36 Yes Providing needs and wants for percussion 36 5/8/2020 18:37:32 Electronic Sound Design Yes Yes Percussikn Tech as the situation arises, more so at the middle 37 5/8/2020 18:53:29 school level No No 38 5/8/2020 18:57:55 Percussion Ensemble No No 4-5 staff members throughout the year to assist with electronics, marching band, and indoor 39 5/8/2020 19:07:21 No Yes drumline Marching Band Percussion, I clicked MB Percussion because he does arrange books for OTHER groups on his own time. He does not arrange for our Marching Band, as the district will not allow me to pay him for that. I consider the arranging to be separate from the teaching job; Boosters pay for a Front Ensemble Tech. Ours and he is busy enough happens to have a degree and is available for a with his day job. I could LARGE amount of time for marching and in- not expect him to class rehearsals. This person also teaches arrange for us and not private lessons at the students' expense. Our be paid for the work. Boosters also pay for the following technicians, AND...he is really good! who are younger and mostly only work during (He did arrange for us at marching season: snare tech, bass tech, 40 5/8/2020 19:24:29 one time, pre-2013.) Yes Yes cymbal tech, quad tech. 41 5/8/2020 19:37:26 No Yes Yes Percussion Tech Marching Band 42 5/8/2020 19:59:19 Percussion No Yes 2 techs for marching and 1 for winter drumline Marching Band Percussion, Indoor 43 5/8/2020 20:38:18 Percussion Yes No Marching Band Percussion, Indoor Percussion, Percussion 44 5/8/2020 20:49:55 Ensemble Yes No 45 5/8/2020 22:21:28 Yes No Marching Band Percussion, Indoor Percussion, Electronic Sound Design, Salsa de 46 5/9/2020 2:07:40 Ritmo No Yes Front ensemble tech 47 5/9/2020 8:29:43 Yes Providing needs and wants for percussion We are adding a part time percussion staff 48 5/9/2020 11:31:26 Yes Yes member to help with growth. 49 5/9/2020 15:29:06 Yes Yes Occasional front ensemble and battery techs 50 5/9/2020 19:02:54 No No 51 5/10/2020 11:07:03 No No Front ensemble/ drumline techs during marching season; we have also had movement/body help 52 5/10/2020 11:08:06 No Yes the years we do indoor drumline We also have an Assistant Percussion Director 53 5/10/2020 11:10:35 Percussion Ensemble Yes Yes employed by the school as a Paraprofessional. 54 5/10/2020 11:10:51 Yes Yes All perc staff Marching Band 55 5/10/2020 11:22:13 Percussion No No Percussion 56 5/10/2020 11:45:44 Private Lessons Large Ensemble Sectionals Ensemble As needed Marching Band Percussion, Percussion 57 5/10/2020 11:55:11 Ensemble No No Battery and Front Ensemble Technicians for the 58 5/10/2020 12:02:19 Yes Yes Fall Marching Band Percussion, Percussion Ensemble, Coordinates We contract one of our private instructors for running the sound board electronic design and contract another private 59 5/10/2020 12:05:37 with a student operator. No Yes instructor to tech our battery
106 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
Does your PD also arrange/compose for any Does your PD ensembles? (check all Is your PD involved in any of the band’s employ an assisting Response Timestamp that apply) maintenance/budgetary responsibilities? technician staff? If yes, please specify: 60 5/10/2020 13:31:35 No Yes Front Ensemble Tech in the Fall Marching Band Percussion, Indoor Percussion, Percussion Ensemble, Electronic 61 5/10/2020 14:32:16 Sound Design Yes Yes Drumline Techs Marching Band It is a part time position in which we are given Percussion, Percussion $15,000 for the school year. We can determine Ensemble, Electronic how to divide the hours this person works each 62 5/10/2020 20:08:20 Sound Design Yes Yes year. If need be. All 63 5/10/2020 20:51:09 Ensembles Yes Yes Percussion Techs Marching Band Percussion, Indoor Percussion, Percussion 64 5/10/2020 22:43:21 Ensemble No Yes Marching Band 65 5/10/2020 22:48:20 Percussion No No 66 5/11/2020 8:18:32 Yes Yes for marching band Front Ensemble Tech, Battery Tech for both Fall 67 5/11/2020 9:36:38 Electronic Sound Design Yes Yes and Winter Seasons Marching Band Percussion, Marching Band Winds, Percussion Ensemble, Electronic 68 5/11/2020 10:01:06 Sound Design Yes Yes Typically college students - music majors Marching Band Percussion, Indoor Usually local college students serve as drum 69 5/11/2020 10:05:53 Percussion No Yes techs. Part time perc tech for front ensemble in the fall. Helps out for perc classes at HS and 2 middle schools since so that we always have a perc Marching Band instructor available for every contest band as 70 5/11/2020 10:06:50 Percussion Yes Yes well as beginner classes. 2-3 techs (front ensemble, battery, usually a 71 5/11/2020 11:02:55 Yes Yes cymbal tech for winter) Marching Band Percussion, Electronic 72 5/11/2020 11:36:28 Sound Design Yes No 73 5/11/2020 12:58:23 No No Marching Band Percussion, Indoor 74 5/11/2020 13:00:04 Percussion No Yes one week during summer band rehearsals Marching Band 75 5/11/2020 13:06:03 Percussion No No Marching Band Percussion, Indoor Percussion, Percussion One Booster-Paid Battery Coordinator who also Ensemble, Electronic teaches all Private Lessons in the cluster 76 5/11/2020 13:06:04 Sound Design Yes Yes (private lessons paid for by students) Percussion Techs for the summer, and for W.G. 77 5/11/2020 13:10:56 No Yes Yes I. Marching Band Percussion, Marching Band Winds, Electronic 78 5/11/2020 13:11:36 Sound Design Yes No 79 5/11/2020 13:11:51 Yes No 80 5/11/2020 13:15:17 No Yes We have 1 additional full time PD, so 2 total 81 5/11/2020 13:17:40 No No Marching Band Percussion, Indoor Percussion, Electronic 82 5/11/2020 13:20:55 Sound Design No Yes strictly consultants paid out of band budget On a limited basis, when help is available, we 83 5/11/2020 13:22:58 Yes Yes will bring in a tech to help out in rehearsal 84 5/11/2020 13:36:57 No No 85 5/11/2020 13:38:14 No No Marching Band 86 5/11/2020 13:40:27 Percussion Yes No 87 5/11/2020 14:04:25 Yes No 88 5/11/2020 14:12:00 Marching Band Winds Yes No Marching Band Percussion, Percussion Ensemble, Electronic Battery and Front Ensemble techs, only in the 89 5/11/2020 14:15:04 Sound Design Yes Yes Fall
107 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
Does your PD also arrange/compose for any Does your PD ensembles? (check all Is your PD involved in any of the band’s employ an assisting Response Timestamp that apply) maintenance/budgetary responsibilities? technician staff? If yes, please specify: Marching Band Percussion, Percussion Contract labor for summer band, auditions, 90 5/11/2020 15:23:20 Ensemble Yes Yes technical prep We have an additional tech helper that assists 91 5/11/2020 15:28:05 No Yes the director as needed. Marching tech for fall; percussion tech for perc camp in the summer; guest artist for the spring 92 5/11/2020 16:15:54 Electronic Sound Design Yes Yes perc concert Marching Band Percussion, Marching 93 5/11/2020 18:06:37 Band Winds No No Battery and Front Ensemble Techs for the fall 94 5/11/2020 18:07:53 Yes Yes season, 1 of each. Marching Band Percussion, Marching Band Winds, Electronic 95 5/11/2020 21:13:12 Sound Design Yes No Marching Band Percussion, Electronic 96 5/12/2020 9:51:09 Sound Design Yes No Front Ensemble technician, 2-3 marching Marching Band percussion technicians. Sporadically, Percussion, Percussion masterclass percussion teachers happen 97 5/13/2020 11:36:09 Ensemble Yes Yes throughout the year. Marching Band Percussion, Percussion 98 5/13/2020 14:46:21 Ensemble Yes No 99 5/13/2020 19:26:38 Yes Yes Front Ensemble Instructor Marching Band Percussion, Marching 100 5/14/2020 9:01:31 Band Winds Yes No 101 5/18/2020 13:24:43 No Yes One contracted tech assistant 102 5/19/2020 13:12:38 Yes No 103 5/19/2020 13:17:18 Yes Yes Battery tech and Pit tech 104 5/19/2020 13:24:29 Yes Yes Manage percussion techs Marching Band Percussion, Indoor Percussion, Percussion Ensemble, Electronic 105 5/19/2020 13:25:15 Sound Design No Yes He has 4 techs to help with everything. Marching Band 1 assistant for the school year, 3 additional Percussion, Percussion techs for the Summer Drumline Camps held for 106 5/19/2020 13:30:19 Ensemble Yes Yes one week in June and July Fall Drumline assistant, Fall Front Ensemble Marching Band assistant, and both of those individuals are our 107 5/19/2020 13:31:40 Percussion Yes Yes main private lesson teachers 108 5/20/2020 20:48:08 No No 109 5/20/2020 21:20:00 no Yes Yes Font Ensemble person Marching Band 110 5/20/2020 22:30:58 Percussion Yes Yes Percussion tech paid out of band budget money Marching Band 111 5/21/2020 7:31:56 Percussion No No Marching Band Percussion, Marching Band Winds, Percussion Ensemble, Electronic 112 5/21/2020 10:34:25 Sound Design Yes No We have an extra battery and FE tech during fall and a tech for all during the winter drum line 113 5/21/2020 11:02:37 Yes Yes season. We have one percussion tech, paid through the HS band budget and supplemented slightly by MS band budgets. The tech is also our main percussion lesson teacher, paid directly by the 114 5/21/2020 13:27:07 Yes Yes students. Marching Band Percussion, Indoor Percussion, Electronic 115 5/21/2020 15:31:57 Sound Design Yes Yes three to four marching band percussion techs 116 5/21/2020 21:31:08 Yes Yes Front Ensemble and Camp Coverage Marching Band Percussion, Indoor Percussion, Percussion 117 5/22/2020 8:18:21 Ensemble No No 118 5/22/2020 10:08:56 No No
108 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
Does your PD also arrange/compose for any Does your PD ensembles? (check all Is your PD involved in any of the band’s employ an assisting Response Timestamp that apply) maintenance/budgetary responsibilities? technician staff? If yes, please specify: 119 5/22/2020 12:43:22 Indoor Percussion Yes Yes Front ensemble tech for marching band 120 5/22/2020 14:10:22 Indoor Percussion Yes Yes Front ensemble tech for marching band I budget booster money to an extent. I approve 121 5/22/2020 17:25:59 Yes Yes all staff. 122 5/23/2020 13:51:46 No Yes Hires out clinicians and tech staff for percussion Marching Band 123 5/23/2020 14:18:33 Percussion No No Only if he wants to. Anything we can gave written for us we do. That’s also not the job of We have two techs one for marching season the percussionist in my and one for indoor. However we have now hired 124 5/23/2020 15:00:43 opinion Yes Yes 2 full time percussionists We use techs for both marching band & indoor... 125 5/23/2020 15:54:19 no Yes Yes when we can get them. 126 5/24/2020 0:12:57 N/A No No N/A We hire additional help for marching band. Consultant for the drumline and front ensemble. 127 5/24/2020 5:10:36 No Yes Yes Students all take lessons from other teachers. We bring in help for marching band and spring 128 5/24/2020 14:18:14 Yes Yes ensembles. Marching Band Percussion, Percussion 129 5/24/2020 14:39:24 Ensemble Yes No 130 5/24/2020 15:41:37 Electronic Sound Design No No Marching Band Percussion, Percussion 131 5/24/2020 16:46:44 Ensemble Yes No Marching Band Percussion, Electronic 132 5/24/2020 17:27:27 Sound Design No Yes Technicians for marching band Marching Band Percussion, Electronic 133 5/25/2020 0:07:25 Sound Design No Yes Technicians for marching band Marching Band Percussion, Electronic 134 5/25/2020 9:47:23 Sound Design No Yes Technicians for marching band Marching Band 135 5/26/2020 10:24:37 Percussion Yes He arranges for our We hire techs, primarily for marching season, Steel Drum Ensemble but they do some additional work with us in the which does gigs for spring as well. We usually hire 2-3 percussion 136 5/26/2020 13:42:51 fundraising Yes Yes tech staff. Marching Band Percussion, Percussion Ensemble, Electronic One hourly paid assistant for marching season. 137 5/26/2020 19:58:16 Sound Design No Yes Helps approximately 6 hours a week Marching Band Percussion, Percussion Ensemble, Electronic One hourly paid assistant for marching season. 138 5/26/2020 20:21:38 Sound Design No Yes Helps approximately 6 hours a week 139 5/27/2020 12:06:00 No No Marching Band Only in marching season--our PD is also an Percussion, Indoor assistant band director and is able to teach more 140 5/27/2020 12:35:09 Percussion Yes Yes than just percussion. 141 5/27/2020 13:05:03 Percussion Ensemble No Yes Private lesson staff and two marching techs
109 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
E.3. Questions VII – X
Does your PD have Are all elements of a music education DCI/WGI degree (methods classes, wind/orchestra marching/teaching What college degree(s) has your PD conducting, band/orchestra/choir If given the choice, what degree(s) would you Response Timestamp experience? earned? (check all that apply) technique) being employed by your PD? prefer your PD to have earned? 1 5/6/2020 15:36:35 Yes Bachelor in Education, Master in Education Yes Bachelor in Music Education Bachelor in Education, Master in 2 5/6/2020 15:38:16 Yes Performance, Doctor in Performance Yes Bachelor and Master, both in Performance 3 5/6/2020 15:39:58 Yes Bachelor in Education Yes Bachelor in Music Education 4 5/6/2020 15:44:27 Yes Bachelor in Education Yes Bachelor in Music Education 5 5/6/2020 16:01:38 Yes Bachelor in Education Yes Bachelor in Music Education 6 5/6/2020 16:02:26 Yes No College Degree Earned No Bachelor in Performance 7 5/6/2020 16:11:01 No Bachelor in Education, Master in Education No Bachelor in Music Education Bachelor in Education, Master in 8 5/6/2020 16:17:32 Yes Performance Yes Bachelor in Music Education 9 5/6/2020 19:38:59 Yes Bachelor in Education Yes Bachelor in Music Education 10 5/6/2020 20:06:25 Yes Bachelor in Education, Master in Education Yes Bachelor in Education, Bachelor in 11 5/6/2020 21:12:34 No Performance, Master in Performance Yes Bachelor in Music Education 12 5/6/2020 23:31:27 Yes Bachelor in Education Yes Bachelor in Music Education 13 5/7/2020 8:55:29 Yes No College Degree Earned No Bachelor in Music Education 14 5/7/2020 10:42:17 Yes Bachelor in Education No Bachelor in Music Education Bachelor in Education, Master in 15 5/7/2020 15:34:30 Yes Performance Yes Bachelor in Music Education 16 5/7/2020 15:38:56 No Bachelor in Education, Master in Education No Bachelor in Music Education 17 5/7/2020 15:40:04 No Bachelor in Education Yes Bachelor in Music Education 18 5/7/2020 15:41:32 Yes Bachelor in Education, Master in Education Yes Bachelor in Music Education 19 5/7/2020 15:47:03 Yes Bachelor in Education Yes Bachelor in Music Education 20 5/7/2020 15:54:04 Yes Bachelor in Education No Bachelor in Music Education 21 5/7/2020 16:03:14 Yes Bachelor in Education Yes Bachelor in Music Education 22 5/7/2020 16:18:41 No Bachelor in Education Yes Bachelor in Music Education 23 5/7/2020 16:44:11 Yes Bachelor in Education No Bachelor in Music Education Bachelor in Education, Bachelor in Performance, Master in Education, Current 24 5/7/2020 16:46:17 Yes Student Yes Bachelor and Master, both in Performance 25 5/7/2020 17:05:00 Yes Bachelor in Education Yes Bachelor in Music Education 26 5/7/2020 17:11:34 Yes Bachelor in Education Yes Bachelor in Music Education 27 5/7/2020 17:20:42 Yes No College Degree Earned No Bachelor in Music Education 28 5/7/2020 18:08:37 Yes Bachelor in Education Yes Bachelor in Music Education 29 5/7/2020 19:14:01 No Bachelor in Education Yes Bachelor in Music Education 30 5/7/2020 19:35:08 Yes Bachelor in Education Yes Bachelor in Music Education 31 5/7/2020 21:48:20 Yes Bachelor in Performance No Bachelor in Music Education 32 5/8/2020 11:57:48 Yes Bachelor in Education Yes Bachelor in Music Education 33 5/8/2020 17:55:19 Yes Bachelor in Education No Bachelor in Music Education 34 5/8/2020 18:05:34 No Bachelor in Education No Bachelor in Music Education 35 5/8/2020 18:20:36 No Bachelor in Education Yes Bachelor in Music Education 36 5/8/2020 18:37:32 No Bachelor in Education Yes Bachelor in Music Education 37 5/8/2020 18:53:29 Yes Current Student No Bachelor in Music Education 38 5/8/2020 18:57:55 No Bachelor in Education Yes Bachelor in Music Education Bachelor in Performance, Master in 39 5/8/2020 19:07:21 Yes Performance No 40 5/8/2020 19:24:29 Yes Bachelor in Education No Bachelor in Music Education 41 5/8/2020 19:37:26 No Bachelor in Education Yes Bachelor in Music Education 42 5/8/2020 19:59:19 Yes Bachelor in Education No Bachelor in Music Education 43 5/8/2020 20:38:18 Yes Bachelor in Education Yes Bachelor in Music Education 44 5/8/2020 20:49:55 No Bachelor in Performance No Bachelor in Music Education 45 5/8/2020 22:21:28 Yes Bachelor in Education, Master in Education No Bachelor in Music Education 46 5/9/2020 2:07:40 No Bachelor in Education, Master in Education No Bachelor in Music Education 47 5/9/2020 8:29:43 No Bachelor in Education Yes Bachelor in Music Education 48 5/9/2020 11:31:26 Yes Bachelor in Education Yes Bachelor in Music Education Bachelor in Education, Master in 49 5/9/2020 15:29:06 No Performance Yes Bachelor in Music Education Bachelor in Education, Master in 50 5/9/2020 19:02:54 No Performance, Doctor in Performance No Bachelor in Music Education Bachelor in Performance, Master in 51 5/10/2020 11:07:03 No Performance, Doctor in Performance No Bachelor in Music Education 52 5/10/2020 11:08:06 No Bachelor in Education Yes Bachelor in Music Education Bachelor in Education, Master in 53 5/10/2020 11:10:35 Yes Performance No Bachelor in Music Education 54 5/10/2020 11:10:51 Yes No College Degree Earned No Bachelor in Music Education 55 5/10/2020 11:22:13 No Bachelor in Education No Bachelor in Music Education 56 5/10/2020 11:45:44 Yes Bachelor in Education Yes Bachelor in Music Education 57 5/10/2020 11:55:11 No Bachelor in Education No Bachelor in Music Education 58 5/10/2020 12:02:19 Yes Bachelor in Education No Bachelor in Music Education Bachelor in Education, Master in 59 5/10/2020 12:05:37 Yes Performance No Bachelor in Music Education 60 5/10/2020 13:31:35 Yes Bachelor in Education Yes 61 5/10/2020 14:32:16 Yes Bachelor in Education No Bachelor in Music Education
110 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
Does your PD have Are all elements of a music education DCI/WGI degree (methods classes, wind/orchestra marching/teaching What college degree(s) has your PD conducting, band/orchestra/choir If given the choice, what degree(s) would you Response Timestamp experience? earned? (check all that apply) technique) being employed by your PD? prefer your PD to have earned? 62 5/10/2020 20:08:20 Yes Master in Performance Yes Bachelor in Music Education 63 5/10/2020 20:51:09 Yes Bachelor in Education Yes Bachelor in Music Education 64 5/10/2020 22:43:21 Yes Bachelor in Education No Bachelor in Music Education 65 5/10/2020 22:48:20 No Bachelor in Education No Bachelor in Music Education Bachelor in Education, Master in 66 5/11/2020 8:18:32 No Performance No Bachelor in Music Education 67 5/11/2020 9:36:38 No Bachelor in Education Yes Bachelor in Music Education 68 5/11/2020 10:01:06 No Bachelor in Education, Master in Education Yes Bachelor and Master, both in Performance 69 5/11/2020 10:05:53 Yes No College Degree Earned No 70 5/11/2020 10:06:50 Yes Bachelor in Education Yes Bachelor in Music Education 71 5/11/2020 11:02:55 Yes Bachelor in Education Yes Bachelor in Music Education 72 5/11/2020 11:36:28 Yes Bachelor in Education Yes Bachelor in Music Education 73 5/11/2020 12:58:23 No Current Student Yes Bachelor in Music Education 74 5/11/2020 13:00:04 Yes Bachelor in Education Yes Bachelor in Music Education 75 5/11/2020 13:06:03 No No College Degree Earned No Bachelor in Music Education 76 5/11/2020 13:06:04 Yes Bachelor in Education, Current Student No Bachelor in Music Education 77 5/11/2020 13:10:56 No Bachelor in Education No Bachelor in Music Education Bachelor in Education, Master in 78 5/11/2020 13:11:36 No Performance Yes Bachelor in Music Education 79 5/11/2020 13:11:51 No Bachelor in Education No Bachelor in Music Education Bachelor in Education, Master in 80 5/11/2020 13:15:17 No Performance Yes Bachelor in Music Education 81 5/11/2020 13:17:40 No Bachelor in Education Yes Bachelor in Music Education 82 5/11/2020 13:20:55 Yes Bachelor in Education, Master in Education Yes Bachelor in Music Education 83 5/11/2020 13:22:58 No Master in Education No Bachelor in Music Education No College Degree Earned, Current 84 5/11/2020 13:36:57 Yes Student Yes Bachelor in Music Education 85 5/11/2020 13:38:14 No Master in Performance No Bachelor in Music Education 86 5/11/2020 13:40:27 No Bachelor in Education Yes Bachelor in Music Education 87 5/11/2020 14:04:25 Yes Bachelor in Education Yes Bachelor in Music Education 88 5/11/2020 14:12:00 No Bachelor in Education Yes Bachelor in Music Education 89 5/11/2020 14:15:04 Yes Bachelor in Education Yes Bachelor in Music Education 90 5/11/2020 15:23:20 No Bachelor in Education Yes Bachelor in Music Education 91 5/11/2020 15:28:05 Yes Bachelor in Education No Bachelor in Music Education 92 5/11/2020 16:15:54 Yes Bachelor in Education, Master in Education No Bachelor in Music Education 93 5/11/2020 18:06:37 Yes Bachelor in Education No Bachelor in Music Education 94 5/11/2020 18:07:53 Yes Bachelor in Education No Bachelor in Music Education 95 5/11/2020 21:13:12 Yes Bachelor in Education Yes Bachelor in Music Education 96 5/12/2020 9:51:09 Yes Bachelor in Education Yes Bachelor in Music Education Bachelor in Education, Master in 97 5/13/2020 11:36:09 No Performance No Bachelor in Music Education 98 5/13/2020 14:46:21 No Bachelor in Education, Master in Education Yes Bachelor in Music Education 99 5/13/2020 19:26:38 Yes Bachelor in Education Yes Bachelor in Music Education 100 5/14/2020 9:01:31 No Master in Education Yes Bachelor in Music Education 101 5/18/2020 13:24:43 No Bachelor in Education Yes Bachelor in Music Education 102 5/19/2020 13:12:38 Yes Bachelor in Education Yes Bachelor in Music Education 103 5/19/2020 13:17:18 Yes Master in Education Yes Bachelor in Music Education Bachelor in Education, Bachelor in 104 5/19/2020 13:24:29 Yes Performance Yes Bachelor in Performance Bachelor in Education, Master in 105 5/19/2020 13:25:15 Yes Performance No Bachelor and Master, both in Performance 106 5/19/2020 13:30:19 Yes Bachelor in Education Yes Bachelor in Music Education 107 5/19/2020 13:31:40 Yes Bachelor in Education No Bachelor in Music Education 108 5/20/2020 20:48:08 No Bachelor in Education Yes Bachelor in Music Education 109 5/20/2020 21:20:00 No Bachelor in Education Yes Bachelor in Music Education Bachelor in Performance, Master in 110 5/20/2020 22:30:58 No Performance Yes Bachelor in Music Education 111 5/21/2020 7:31:56 Yes Bachelor in Education Yes Bachelor in Music Education 112 5/21/2020 10:34:25 No Master in Education Yes Bachelor in Music Education 113 5/21/2020 11:02:37 Yes Master in Performance No Bachelor in Music Education Bachelor in Education, Master in 114 5/21/2020 13:27:07 No Performance No Bachelor in Music Education 115 5/21/2020 15:31:57 Yes Bachelor in Education No Bachelor in Music Education 116 5/21/2020 21:31:08 Yes Bachelor in Education Yes Bachelor in Music Education 117 5/22/2020 8:18:21 No Bachelor in Education Yes Bachelor in Music Education Bachelor in Performance, Master in 118 5/22/2020 10:08:56 No Performance No 119 5/22/2020 12:43:22 No Bachelor in Education Yes Bachelor in Music Education 120 5/22/2020 14:10:22 No Bachelor in Education Yes Bachelor in Music Education 121 5/22/2020 17:25:59 Yes Bachelor in Education No Bachelor in Music Education Bachelor in Education, Master in 122 5/23/2020 13:51:46 No Performance No Bachelor in Music Education
111 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
Does your PD have Are all elements of a music education DCI/WGI degree (methods classes, wind/orchestra marching/teaching What college degree(s) has your PD conducting, band/orchestra/choir If given the choice, what degree(s) would you Response Timestamp experience? earned? (check all that apply) technique) being employed by your PD? prefer your PD to have earned? Bachelor in Performance, Master in 123 5/23/2020 14:18:33 No Performance Yes Bachelor in Music Education 124 5/23/2020 15:00:43 Yes Bachelor in Education Yes Bachelor in Music Education 125 5/23/2020 15:54:19 No Bachelor in Education Yes Bachelor in Music Education 126 5/24/2020 0:12:57 No No Bachelor in Music Education 127 5/24/2020 5:10:36 Yes Bachelor in Education Yes Bachelor in Music Education 128 5/24/2020 14:18:14 Yes Bachelor in Education Yes Bachelor in Music Education 129 5/24/2020 14:39:24 No Bachelor in Performance Yes Bachelor in Performance 130 5/24/2020 15:41:37 Yes Bachelor in Education No Bachelor in Music Education 131 5/24/2020 16:46:44 No Bachelor in Education Yes Bachelor in Music Education Bachelor in Education, Master in 132 5/24/2020 17:27:27 No Performance No Bachelor in Music Education Bachelor in Education, Master in 133 5/25/2020 0:07:25 No Performance No Bachelor in Music Education Bachelor in Education, Master in 134 5/25/2020 9:47:23 No Performance No Bachelor in Music Education Bachelor in Education, Master in 135 5/26/2020 10:24:37 No Performance Yes Bachelor in Music Education 136 5/26/2020 13:42:51 Yes Bachelor in Education, Master in Education No Bachelor and Master, both in Performance 137 5/26/2020 19:58:16 No Bachelor in Education Yes Bachelor in Music Education 138 5/26/2020 20:21:38 No Bachelor in Education Yes Bachelor in Music Education 139 5/27/2020 12:06:00 No Bachelor in Education No Bachelor in Music Education 140 5/27/2020 12:35:09 No Bachelor in Education Yes Bachelor in Music Education 141 5/27/2020 13:05:03 Yes Bachelor in Education No Bachelor in Music Education
112 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
E.4. Questions XI – XV
Do you feel a bachelor’s degree in Would DCI/WGI Does Does electronic sound Would you consider music education is a marching/teaching arranging/composing design/amplification hiring a PD with no prior requirement for a experience be a high experience increase a experience increase Texas 5A/6A Response Timestamp PD? priority in your search? candidate’s appeal? appeal? experience? 1 5/6/2020 15:36:35 Yes Yes Yes Yes Yes 2 5/6/2020 15:38:16 Yes Yes Yes Yes Yes 3 5/6/2020 15:39:58 Yes No No Yes No 4 5/6/2020 15:44:27 Yes No Yes Yes No 5 5/6/2020 16:01:38 No Yes Yes Yes Yes 6 5/6/2020 16:02:26 Yes No No Yes Yes 7 5/6/2020 16:11:01 Yes No No Yes Yes 8 5/6/2020 16:17:32 No No Yes Yes Yes 9 5/6/2020 19:38:59 Yes Yes No Yes 10 5/6/2020 20:06:25 No No Yes Yes Yes 11 5/6/2020 21:12:34 Yes Yes Yes No Yes 12 5/6/2020 23:31:27 Yes Yes No Yes No 13 5/7/2020 8:55:29 No Yes Yes Yes Yes 14 5/7/2020 10:42:17 Yes Yes Yes Yes Yes 15 5/7/2020 15:34:30 Yes Yes Yes Yes Yes 16 5/7/2020 15:38:56 Yes Yes Yes Yes Yes 17 5/7/2020 15:40:04 Yes No Yes Yes Yes 18 5/7/2020 15:41:32 Yes Yes Yes Yes Yes 19 5/7/2020 15:47:03 Yes Yes Yes Yes Yes 20 5/7/2020 15:54:04 Yes No Yes Yes Yes 21 5/7/2020 16:03:14 No Yes Yes Yes Yes 22 5/7/2020 16:18:41 Yes No Yes Yes Yes 23 5/7/2020 16:44:11 Yes Yes Yes Yes Yes 24 5/7/2020 16:46:17 Yes Yes Yes Yes No 25 5/7/2020 17:05:00 Yes Yes No No Yes 26 5/7/2020 17:11:34 Yes No No No Yes 27 5/7/2020 17:20:42 No Yes Yes Yes Yes 28 5/7/2020 18:08:37 No No No Yes Yes 29 5/7/2020 19:14:01 No Yes Yes Yes Yes 30 5/7/2020 19:35:08 No Yes Yes Yes Yes 31 5/7/2020 21:48:20 No Yes Yes Yes Yes 32 5/8/2020 11:57:48 No Yes Yes Yes Yes 33 5/8/2020 17:55:19 Yes Yes Yes Yes Yes 34 5/8/2020 18:05:34 Yes No No Yes Yes 35 5/8/2020 18:20:36 Yes No No No Yes 36 5/8/2020 18:37:32 Yes Yes Yes Yes Yes 37 5/8/2020 18:53:29 No No Yes Yes Yes 38 5/8/2020 18:57:55 Yes No Yes Yes Yes 39 5/8/2020 19:07:21 No Yes Yes Yes Yes 40 5/8/2020 19:24:29 Yes Yes Yes Yes No 41 5/8/2020 19:37:26 Yes Yes Yes Yes No 42 5/8/2020 19:59:19 Yes Yes Yes Yes Yes 43 5/8/2020 20:38:18 No No No No Yes 44 5/8/2020 20:49:55 Yes No No No Yes 45 5/8/2020 22:21:28 Yes No Yes Yes Yes 46 5/9/2020 2:07:40 Yes Yes Yes Yes Yes 47 5/9/2020 8:29:43 Yes No No No Yes 48 5/9/2020 11:31:26 Yes Yes Yes Yes Yes 49 5/9/2020 15:29:06 Yes No Yes Yes Yes 50 5/9/2020 19:02:54 Yes No Yes No Yes 51 5/10/2020 11:07:03 No No Yes No Yes 52 5/10/2020 11:08:06 No No Yes Yes Yes 53 5/10/2020 11:10:35 Yes No No Yes Yes
113 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
Do you feel a bachelor’s degree in Would DCI/WGI Does Does electronic sound Would you consider music education is a marching/teaching arranging/composing design/amplification hiring a PD with no prior requirement for a experience be a high experience increase a experience increase Texas 5A/6A Response Timestamp PD? priority in your search? candidate’s appeal? appeal? experience? 54 5/10/2020 11:10:51 Yes Yes Yes Yes No 55 5/10/2020 11:22:13 Yes No Yes Yes Yes 56 5/10/2020 11:45:44 Yes No No Yes No 57 5/10/2020 11:55:11 No Yes Yes Yes Yes 58 5/10/2020 12:02:19 Yes Yes Yes Yes Yes 59 5/10/2020 12:05:37 Yes No Yes Yes Yes 60 5/10/2020 13:31:35 Yes Yes No Yes Yes 61 5/10/2020 14:32:16 Yes Yes Yes Yes Yes 62 5/10/2020 20:08:20 Yes Yes Yes Yes Yes 63 5/10/2020 20:51:09 Yes Yes Yes Yes Yes 64 5/10/2020 22:43:21 Yes Yes No Yes Yes 65 5/10/2020 22:48:20 Yes No No No Yes 66 5/11/2020 8:18:32 No Yes Yes Yes Yes 67 5/11/2020 9:36:38 No No Yes Yes Yes 68 5/11/2020 10:01:06 Yes No Yes Yes Yes 69 5/11/2020 10:05:53 No Yes Yes Yes No 70 5/11/2020 10:06:50 No No Yes Yes Yes 71 5/11/2020 11:02:55 No Yes No Yes Yes 72 5/11/2020 11:36:28 Yes Yes Yes Yes Yes 73 5/11/2020 12:58:23 No Yes Yes Yes Yes 74 5/11/2020 13:00:04 Yes No Yes Yes Yes 75 5/11/2020 13:06:03 No Yes Yes Yes Yes 76 5/11/2020 13:06:04 Yes Yes Yes Yes Yes 77 5/11/2020 13:10:56 Yes No No Yes Yes 78 5/11/2020 13:11:36 Yes No Yes Yes Yes 79 5/11/2020 13:11:51 No No Yes Yes Yes 80 5/11/2020 13:15:17 Yes Yes Yes Yes Yes 81 5/11/2020 13:17:40 No No Yes Yes Yes 82 5/11/2020 13:20:55 Yes Yes Yes Yes Yes 83 5/11/2020 13:22:58 Yes No No No Yes 84 5/11/2020 13:36:57 Yes No Yes No Yes 85 5/11/2020 13:38:14 Yes Yes Yes Yes Yes 86 5/11/2020 13:40:27 Yes No Yes No No 87 5/11/2020 14:04:25 Yes Yes No Yes Yes 88 5/11/2020 14:12:00 Yes No Yes No Yes 89 5/11/2020 14:15:04 Yes Yes No Yes No 90 5/11/2020 15:23:20 Yes No Yes Yes Yes 91 5/11/2020 15:28:05 Yes Yes Yes Yes Yes 92 5/11/2020 16:15:54 Yes Yes No Yes Yes 93 5/11/2020 18:06:37 Yes No Yes Yes No 94 5/11/2020 18:07:53 Yes Yes Yes Yes Yes 95 5/11/2020 21:13:12 Yes Yes Yes Yes No 96 5/12/2020 9:51:09 Yes No Yes Yes Yes 97 5/13/2020 11:36:09 No No Yes Yes Yes 98 5/13/2020 14:46:21 Yes No Yes No Yes 99 5/13/2020 19:26:38 Yes Yes No Yes Yes 100 5/14/2020 9:01:31 No No Yes Yes Yes 101 5/18/2020 13:24:43 Yes Yes Yes Yes Yes 102 5/19/2020 13:12:38 Yes No Yes Yes Yes 103 5/19/2020 13:17:18 Yes Yes No Yes Yes 104 5/19/2020 13:24:29 No No Yes Yes Yes 105 5/19/2020 13:25:15 No Yes Yes Yes Yes 106 5/19/2020 13:30:19 Yes Yes Yes Yes Yes
114 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
Do you feel a bachelor’s degree in Would DCI/WGI Does Does electronic sound Would you consider music education is a marching/teaching arranging/composing design/amplification hiring a PD with no prior requirement for a experience be a high experience increase a experience increase Texas 5A/6A Response Timestamp PD? priority in your search? candidate’s appeal? appeal? experience? 107 5/19/2020 13:31:40 No Yes Yes Yes No 108 5/20/2020 20:48:08 Yes Yes Yes Yes No 109 5/20/2020 21:20:00 Yes No No Yes Yes 110 5/20/2020 22:30:58 No No Yes Yes No 111 5/21/2020 7:31:56 Yes Yes Yes Yes Yes 112 5/21/2020 10:34:25 Yes No Yes No Yes 113 5/21/2020 11:02:37 Yes Yes No Yes Yes 114 5/21/2020 13:27:07 Yes No Yes Yes Yes 115 5/21/2020 15:31:57 Yes Yes Yes Yes Yes 116 5/21/2020 21:31:08 No Yes Yes Yes Yes 117 5/22/2020 8:18:21 Yes No Yes Yes No 118 5/22/2020 10:08:56 Yes Yes No 119 5/22/2020 12:43:22 Yes Yes Yes No Yes 120 5/22/2020 14:10:22 Yes Yes Yes No Yes 121 5/22/2020 17:25:59 Yes Yes No Yes No 122 5/23/2020 13:51:46 Yes No No Yes No 123 5/23/2020 14:18:33 Yes No Yes No Yes 124 5/23/2020 15:00:43 No No No No Yes 125 5/23/2020 15:54:19 Yes Yes No Yes Yes 126 5/24/2020 0:12:57 Yes Yes Yes Yes Yes 127 5/24/2020 5:10:36 Yes Yes Yes Yes Yes 128 5/24/2020 14:18:14 Yes Yes No Yes Yes 129 5/24/2020 14:39:24 Yes No Yes Yes No 130 5/24/2020 15:41:37 Yes No Yes Yes No 131 5/24/2020 16:46:44 Yes No Yes Yes Yes 132 5/24/2020 17:27:27 No No Yes Yes No 133 5/25/2020 0:07:25 No No Yes Yes No 134 5/25/2020 9:47:23 No No Yes Yes No 135 5/26/2020 10:24:37 No No Yes Yes Yes 136 5/26/2020 13:42:51 No Yes No Yes No 137 5/26/2020 19:58:16 Yes No Yes Yes No 138 5/26/2020 20:21:38 Yes No Yes Yes No 139 5/27/2020 12:06:00 Yes Yes Yes Yes Yes 140 5/27/2020 12:35:09 Yes No Yes Yes Yes 141 5/27/2020 13:05:03 Yes Yes No Yes Yes
115 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
E.5. Questions XVI – XVIII If there were a more streamlined degree that focused strictly on percussion Do you believe an extensive Should there be a pedagogy, would that be a more professional performance college curriculum that appealing experience for a potential background has more influence specifically focuses on Response Timestamp candidate? than a music education degree? developing a PD? 1 5/6/2020 15:36:35 No No Yes 2 5/6/2020 15:38:16 Yes No No 3 5/6/2020 15:39:58 No Yes Yes 4 5/6/2020 15:44:27 No No No 5 5/6/2020 16:01:38 Yes Yes Yes 6 5/6/2020 16:02:26 Yes Yes No 7 5/6/2020 16:11:01 No No No 8 5/6/2020 16:17:32 No Yes Yes 9 5/6/2020 19:38:59 No No No 10 5/6/2020 20:06:25 No No Yes 11 5/6/2020 21:12:34 Yes No No 12 5/6/2020 23:31:27 Yes No Yes 13 5/7/2020 8:55:29 No No No 14 5/7/2020 10:42:17 Yes Yes Yes 15 5/7/2020 15:34:30 Yes No Yes 16 5/7/2020 15:38:56 No No No 17 5/7/2020 15:40:04 Yes No No 18 5/7/2020 15:41:32 No No Yes 19 5/7/2020 15:47:03 No No No 20 5/7/2020 15:54:04 No No No 21 5/7/2020 16:03:14 No No Yes 22 5/7/2020 16:18:41 No No No 23 5/7/2020 16:44:11 No No No 24 5/7/2020 16:46:17 No Yes Yes 25 5/7/2020 17:05:00 No No No 26 5/7/2020 17:11:34 No Yes No 27 5/7/2020 17:20:42 No No No 28 5/7/2020 18:08:37 No No Yes 29 5/7/2020 19:14:01 No No No 30 5/7/2020 19:35:08 No No No 31 5/7/2020 21:48:20 Yes No Yes 32 5/8/2020 11:57:48 No No No 33 5/8/2020 17:55:19 No No No 34 5/8/2020 18:05:34 Yes Yes Yes 35 5/8/2020 18:20:36 No No No 36 5/8/2020 18:37:32 No No Yes 37 5/8/2020 18:53:29 Yes No No 38 5/8/2020 18:57:55 No No No 39 5/8/2020 19:07:21 Yes No Yes 40 5/8/2020 19:24:29 No No No 41 5/8/2020 19:37:26 No No No 42 5/8/2020 19:59:19 No No No 43 5/8/2020 20:38:18 No Yes Yes 44 5/8/2020 20:49:55 Yes No Yes 45 5/8/2020 22:21:28 No No Yes
116 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
If there were a more streamlined degree that focused strictly on percussion Do you believe an extensive Should there be a pedagogy, would that be a more professional performance college curriculum that appealing experience for a potential background has more influence specifically focuses on Response Timestamp candidate? than a music education degree? developing a PD? 46 5/9/2020 2:07:40 Yes Yes Yes 47 5/9/2020 8:29:43 No No No 48 5/9/2020 11:31:26 No No Yes 49 5/9/2020 15:29:06 No No No 50 5/9/2020 19:02:54 Yes No No 51 5/10/2020 11:07:03 No No Yes 52 5/10/2020 11:08:06 No No No 53 5/10/2020 11:10:35 Yes No Yes 54 5/10/2020 11:10:51 Yes No Yes 55 5/10/2020 11:22:13 Yes No No 56 5/10/2020 11:45:44 No No No 57 5/10/2020 11:55:11 Yes No Yes 58 5/10/2020 12:02:19 Yes No Yes 59 5/10/2020 12:05:37 No No No 60 5/10/2020 13:31:35 No No No 61 5/10/2020 14:32:16 No Yes Yes 62 5/10/2020 20:08:20 No No No 63 5/10/2020 20:51:09 No No No 64 5/10/2020 22:43:21 No No No 65 5/10/2020 22:48:20 No No No 66 5/11/2020 8:18:32 No No No 67 5/11/2020 9:36:38 Yes No Yes 68 5/11/2020 10:01:06 No No No 69 5/11/2020 10:05:53 Yes No Yes 70 5/11/2020 10:06:50 Yes No Yes 71 5/11/2020 11:02:55 No No Yes 72 5/11/2020 11:36:28 No No No 73 5/11/2020 12:58:23 Yes Yes Yes 74 5/11/2020 13:00:04 No No No 75 5/11/2020 13:06:03 Yes No Yes 76 5/11/2020 13:06:04 No No Yes 77 5/11/2020 13:10:56 Yes No Yes 78 5/11/2020 13:11:36 No Yes No 79 5/11/2020 13:11:51 Yes No Yes 80 5/11/2020 13:15:17 No No No 81 5/11/2020 13:17:40 No No No 82 5/11/2020 13:20:55 No No Yes 83 5/11/2020 13:22:58 Yes No Yes 84 5/11/2020 13:36:57 No No No 85 5/11/2020 13:38:14 Yes No Yes 86 5/11/2020 13:40:27 No No No 87 5/11/2020 14:04:25 No No No 88 5/11/2020 14:12:00 No No Yes 89 5/11/2020 14:15:04 No No No 90 5/11/2020 15:23:20 Yes No Yes
117 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
If there were a more streamlined degree that focused strictly on percussion Do you believe an extensive Should there be a pedagogy, would that be a more professional performance college curriculum that appealing experience for a potential background has more influence specifically focuses on Response Timestamp candidate? than a music education degree? developing a PD? 91 5/11/2020 15:28:05 No No Yes 92 5/11/2020 16:15:54 Yes No Yes 93 5/11/2020 18:06:37 Yes No Yes 94 5/11/2020 18:07:53 Yes No Yes 95 5/11/2020 21:13:12 No No Yes 96 5/12/2020 9:51:09 Yes Yes No 97 5/13/2020 11:36:09 No No Yes 98 5/13/2020 14:46:21 No No Yes 99 5/13/2020 19:26:38 No No No 100 5/14/2020 9:01:31 No Yes No 101 5/18/2020 13:24:43 No No No 102 5/19/2020 13:12:38 No No Yes 103 5/19/2020 13:17:18 Yes No Yes 104 5/19/2020 13:24:29 Yes No Yes 105 5/19/2020 13:25:15 Yes Yes Yes 106 5/19/2020 13:30:19 No No No 107 5/19/2020 13:31:40 Yes No Yes 108 5/20/2020 20:48:08 Yes No Yes 109 5/20/2020 21:20:00 No No No 110 5/20/2020 22:30:58 Yes Yes Yes 111 5/21/2020 7:31:56 Yes No Yes 112 5/21/2020 10:34:25 No No No 113 5/21/2020 11:02:37 No No Yes 114 5/21/2020 13:27:07 No No No 115 5/21/2020 15:31:57 No No No 116 5/21/2020 21:31:08 Yes No Yes 117 5/22/2020 8:18:21 Yes No Yes 118 5/22/2020 10:08:56 No No No 119 5/22/2020 12:43:22 Yes No No 120 5/22/2020 14:10:22 Yes No No 121 5/22/2020 17:25:59 No No No 122 5/23/2020 13:51:46 No No Yes 123 5/23/2020 14:18:33 No No No 124 5/23/2020 15:00:43 Yes No No 125 5/23/2020 15:54:19 No No Yes 126 5/24/2020 0:12:57 Yes No Yes 127 5/24/2020 5:10:36 Yes No Yes 128 5/24/2020 14:18:14 No No No 129 5/24/2020 14:39:24 Yes No No 130 5/24/2020 15:41:37 Yes No Yes 131 5/24/2020 16:46:44 No No No 132 5/24/2020 17:27:27 Yes No Yes 133 5/25/2020 0:07:25 Yes No Yes 134 5/25/2020 9:47:23 Yes No Yes 135 5/26/2020 10:24:37 No No Yes
118 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
If there were a more streamlined degree that focused strictly on percussion Do you believe an extensive Should there be a pedagogy, would that be a more professional performance college curriculum that appealing experience for a potential background has more influence specifically focuses on Response Timestamp candidate? than a music education degree? developing a PD? 136 5/26/2020 13:42:51 Yes No Yes 137 5/26/2020 19:58:16 No No Yes 138 5/26/2020 20:21:38 No No Yes 139 5/27/2020 12:06:00 No No No 140 5/27/2020 12:35:09 No No No 141 5/27/2020 13:05:03 Yes No Yes
119 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
E.6. Short Answer and Identifiers
What is your school's What is your school's Response Timestamp If there are any other qualities you look for in a PD, please list them here: classification? UIL Region Number? 1 5/6/2020 15:36:35 6A 9 Having a musical mind is very important. I don't want a dummer; I want a 2 5/6/2020 15:38:16 percussionist. 6A 27 3 5/6/2020 15:39:58 6A 4 5/6/2020 15:44:27 6A 23 5 5/6/2020 16:01:38 6A 33 6 5/6/2020 16:02:26 6A I prefer that they have a knowledge of wind instrument playing fundamentals so that they can instruct ensembles that include wind 7 5/6/2020 16:11:01 instruments. 6A 6 8 5/6/2020 16:17:32 I think more PD should have a jazz background as well. That would help. 6A 20 9 5/6/2020 19:38:59 6A As a percussionist myself, and a former percussion director, the candidate's total breadth of experience far outweighs whether their degree (s) are in education or performance. I would consider either. I think there should be, at minimum, 2 semesters (preferably 3-4) of specialized percussion pedagogy courses (NOT percussion methods) required for ALL undergraduate percussion majors, regardless of whether the degree is in MusEd or Performance. The biggest deficiency I see with percussion directors straight from college is that most do not understand the full breadth of coordinating a comprehensive percussion program, from selecting students and teaching a beginning percussion class, to understanding age/grade-appropriate solo & ensemble literature from middle school through high school, to coordinating large ensemble percussion sections. A candidate's understanding of how to cultivate and develop talent as well as having a vision for the development of the entire 10 5/6/2020 20:06:25 percussion program are the most important attributes. 6A 19 Teaching experience - summer camps/lessons/master classes. 11 5/6/2020 21:12:34 Attendance at state/national conventions 6A 27 12 5/6/2020 23:31:27 6A 27 13 5/7/2020 8:55:29 6A 33 14 5/7/2020 10:42:17 6A 5 15 5/7/2020 15:34:30 6A 29 Specific PD collegiate courses would be a plus, but not exclusive to a 16 5/7/2020 15:38:56 degree or certification. 6A 11 17 5/7/2020 15:40:04 6A 18 18 5/7/2020 15:41:32 Well Rounded. Have conducting and ensemble. Visual experience. 6A 29 Need to be able to function in the UIL setting and understand the over- 19 5/7/2020 15:47:03 arching goals of the holistic band program 6A 27 Vision for program and development, along with a love for kids and 20 5/7/2020 15:54:04 education. 6A 25 21 5/7/2020 16:03:14 Collaboration, knowledge, experience 6A 32 Ability to do administrative tasks such as bus requests, organize events- 22 5/7/2020 16:18:41 the business side of being a director. 6A 29 23 5/7/2020 16:44:11 Ability to understand their relationship to the whole band program 6A 31 24 5/7/2020 16:46:17 Well versed in current pedagogical approaches for Winds and Percussion 6A 15 Must be a great TEACHER. Must be a great LEADER. Must be a great 25 5/7/2020 17:05:00 TEAM MEMBER. 6A 3 26 5/7/2020 17:11:34 Effective communication 6A 32 27 5/7/2020 17:20:42 6A 23 28 5/7/2020 18:08:37 6A 13 29 5/7/2020 19:14:01 6A 6 30 5/7/2020 19:35:08 6A 19 31 5/7/2020 21:48:20 6A 27 32 5/8/2020 11:57:48 Good classroom management, good teaching skills 6A 28 Current involvement in DCI/WGI, as well as current trends in percussion education. Experience in purchase and maintenance of percussion inventory, and variety of different brands. Connection with and knowledge 33 5/8/2020 17:55:19 of master percussion educators. 6A 12 34 5/8/2020 18:05:34 6A 15 35 5/8/2020 18:20:36 5A 13 36 5/8/2020 18:37:32 Winds knowledge 5A 13
120 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
What is your school's What is your school's Response Timestamp If there are any other qualities you look for in a PD, please list them here: classification? UIL Region Number? I think it'd be amazing to have a dedicated percussion director being paid a band director salary in addition to the full time band director staff. The reality though is that most school districts are already hurting for teacher allotments and so that's not realistic. More often, it's either someone without a degree/certification OR a band director that's a percussion primary. In the case of the band director, it's nice having them be able to be a band director in addition to the PD so that they can help run the 37 5/8/2020 18:53:29 program instead of being married to the percussion section. 5A 11 38 5/8/2020 18:57:55 6A 23 39 5/8/2020 19:07:21 6A 17 I am indeed fortunate to not have to hire a 1st year teacher in the PD position, but if I had a vacancy, I would not eliminate a 1st year teacher from consideration, no matter where they were from, as long as the experience they DID have gave some balance.
Also...the question about a streamlined degree focused strictly on percussion pedagogy was asked in a way that I was not sure how to answer. It may very well be more appealing "TO" a potential candidate. However, it would not necessarily make that candidate, who had a more streamlined degree, more appealing to ME. I value the broad degree, and most often, a student will not know what kind of a district or school will be their first job. I would imagine there are many schools who need a percussion person to "front" a band. There are probably many schools out there who have a wind player teaching percussion. And, I know that there are percussionists out there who WANT to be band directors more than they want to be PD's. I am a wind player and I have taught beginning percussion before and had great training. If the situation called for a technician to come in and to the drumline, I could live with that in some situations. Again...I am fortunate to be in a great school, and a great 40 5/8/2020 19:24:29 district. 6A 32 41 5/8/2020 19:37:26 Keyboard skills 5A 33 42 5/8/2020 19:59:19 6A 15 43 5/8/2020 20:38:18 6A 5 Definitely a big picture (all sections of band) when thinking of the band to 44 5/8/2020 20:49:55 assist the program, not just percussion focused. 5A 23 45 5/8/2020 22:21:28 Professionalism 6A 5 46 5/9/2020 2:07:40 Podium skills, loading crew management skills/organizing 6A 28 47 5/9/2020 8:29:43 5A 13 48 5/9/2020 11:31:26 6A 20 49 5/9/2020 15:29:06 5A 24 50 5/9/2020 19:02:54 5A 19 51 5/10/2020 11:07:03 5A 9 The wider range of ability and experience with different genre’s of music the better. I don’t want a drum guy, I don’t want a drum set player, I don’t want an orchestral player with no experience playing jazz; I need my PD to be able to introduce kids to the entire range of percussion. Gamelan, steel drum band, Latin percussion, tabla...Texas is a hugely diverse place, with kids coming from over 100 countries. Connecting with kids through their 52 5/10/2020 11:08:06 music is hugely important these days. 5A 17 53 5/10/2020 11:10:35 5A 24 54 5/10/2020 11:10:51 Well rounded perc experience. Not just marching percussion 5A 30 55 5/10/2020 11:22:13 5A 14 56 5/10/2020 11:45:44 Maturity, honesty, loyalty 5A 28 57 5/10/2020 11:55:11 5A 8 58 5/10/2020 12:02:19 5A 32 professional, organized, strong work ethic, good personality, good attitude, self-starter, willing to do whatever is asked of them, sees the percussion program as part of the overall Music program goals, experienced playing orchestrally, marching, ethnic drumming, drum set, well rounded, good communicator, student centered not ego driven, good decision maker, common sense, low profile social media presence, willing to learn, work 59 5/10/2020 12:05:37 well with other adults, adaptability 5A 5 60 5/10/2020 13:31:35 5A 2 61 5/10/2020 14:32:16 5A 20
121 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
What is your school's What is your school's Response Timestamp If there are any other qualities you look for in a PD, please list them here: classification? UIL Region Number? Personality. This is one of the biggest wild cards when dealing with "specialists". Applicants must show an ability to work well with students 62 5/10/2020 20:08:20 and other faculty. 5A 25 63 5/10/2020 20:51:09 5A 33 64 5/10/2020 22:43:21 6A 30 65 5/10/2020 22:48:20 5A 9 66 5/11/2020 8:18:32 6A 13 67 5/11/2020 9:36:38 5A 17 Dependability and ability to run other ensembles as needed - not only 68 5/11/2020 10:01:06 percussion 6A 22 Work ethic, dedendability, goal-oriented team player who loves working 69 5/11/2020 10:05:53 with kids, good sense of humor. 5A 30 Be invested in the band program as a whole and not put percussion above 70 5/11/2020 10:06:50 everyone else. 5A 30 knowledge about and interest in developing the entirety of the band program and supportive of how the role of the percussion section fits into 71 5/11/2020 11:02:55 the big picture 5A 27 72 5/11/2020 11:36:28 5A 73 5/11/2020 12:58:23 5A 20 74 5/11/2020 13:00:04 5A 10 75 5/11/2020 13:06:03 5A 22 76 5/11/2020 13:06:04 5A 3 Being able to figure it out on their own is huge, most techs from colleges come in and I end up having to teach them how to teach, and are not well rounded, there's a problem with percussionist just being drums or just mallets and cannot teach a percussion ensemble effectively. Knowledge of ELECTRONICS/Sampling/Digital Mixer is huge, in my case I have to teach 77 5/11/2020 13:10:56 these college techs every little thing. 5A 28 78 5/11/2020 13:11:36 5A 19 79 5/11/2020 13:11:51 Professionalism, ability to manage discipline 5A 11 Personality...will the kids "buy-in" to their personality and disposition 80 5/11/2020 13:15:17 Sound design/equipment knowledge is a necessity! 5A 25 81 5/11/2020 13:17:40 Successful teaching: Can a candidate teach students, not just play? 5A 11 82 5/11/2020 13:20:55 5A Someone professional enough to be around the other staff members, students and parents and help lift the entire band program to be a quality 83 5/11/2020 13:22:58 program in our community. 5A 27 84 5/11/2020 13:36:57 5A 22 85 5/11/2020 13:38:14 5A 16 86 5/11/2020 13:40:27 5A 21 87 5/11/2020 14:04:25 Ability to manage and install purchased marching band electronics 5A 16 88 5/11/2020 14:12:00 5A 10 1. Basic organization skills 2. The ability to teach/conduct a band, or teach wind sectionals 3. How to develop, adapt, and execute a percussion curriculum throughout the vertical team(s) 4. Extensive electronics experience 5. A minimum basic understanding of educator's responsibilities "outside of the classroom" 6. A positive rapport/attitude towards other colleagues, and their students 89 5/11/2020 14:15:04 7. Extensive drum corps/marching band experience 6A 11 90 5/11/2020 15:23:20 5A 6 91 5/11/2020 15:28:05 5A 15 A percussion director has to travel across multiple campuses so I look for someone who is able to fit into multiple teams and be able to manage their 92 5/11/2020 16:15:54 time and multiple campus' needs well 5A 25 93 5/11/2020 18:06:37 Organized, able to deal with maintenance of percussion equipment 6A 22 94 5/11/2020 18:07:53 5A 2 95 5/11/2020 21:13:12 5A 29 96 5/12/2020 9:51:09 6A 23 97 5/13/2020 11:36:09 6A 29 98 5/13/2020 14:46:21 5A 21
122 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
What is your school's What is your school's Response Timestamp If there are any other qualities you look for in a PD, please list them here: classification? UIL Region Number? 99 5/13/2020 19:26:38 6A 32 100 5/14/2020 9:01:31 5A 14 101 5/18/2020 13:24:43 6A 3 A willingness to teach any and every kid in the program. Regardless of 102 5/19/2020 13:12:38 instrument. 6A 27 103 5/19/2020 13:17:18 6A 23 104 5/19/2020 13:24:29 Team player 6A 12 105 5/19/2020 13:25:15 4 mallet chops. I want a percussionist and not a drum corps snare. 6A 31 Organizational skills and Logistical thinking. Good eye contact and a 106 5/19/2020 13:30:19 command of the room vocally. 6A 3 107 5/19/2020 13:31:40 n/a 6A 9 108 5/20/2020 20:48:08 6A 15 109 5/20/2020 21:20:00 Like any band director, a good rounded teacher 6A 13 110 5/20/2020 22:30:58 6A 3 111 5/21/2020 7:31:56 Sound and Technology in the Marching Arts. 6A 14 112 5/21/2020 10:34:25 6A 5 113 5/21/2020 11:02:37 6A 13 114 5/21/2020 13:27:07 6A 3 extra teaching opportunities (DCI/WGI/certain HS camps), culture setter, 115 5/21/2020 15:31:57 diverse knowledge base (marching, concert, orchestra, jazz, etc.) 6A 26 116 5/21/2020 21:31:08 5A Adaptability & Flexibility - with the changing in the times, PD have to 117 5/22/2020 8:18:21 embody this 6A 15 118 5/22/2020 10:08:56 6A 33 119 5/22/2020 12:43:22 They need to be an educator. Not just a PD 6A 23 120 5/22/2020 14:10:22 They need to be an educator. Not just a PD 6A 23 121 5/22/2020 17:25:59 Experience. Continuous Improvement Philosophy. 5A 32 122 5/23/2020 13:51:46 5A 24 Prioritizing the overall program (marching, concert, beginners) while still 123 5/23/2020 14:18:33 teaching perc at a high level as needed. 5A 20 These are all yes no questions without the ability to elaborate. I am looking for the best quality educator and individual...I need them to be qualified to be hired but I try really hard not to be “that head director”. I think is mom most cases we expect too much of them. I do feel a general music Ed degreed is valuable but the percussionist has to endeavor to get something out of it and not just check a box. Both of my percussionists have DCI experience...however neither of them received any consideration due to this experience. Sure it’s a plus, but never an indicator of success. I want people who have the knowledge, can function on a team, and will 124 5/23/2020 15:00:43 take the very best care of my students. 5A 3 Great personality, people person, work with the team, organized, high 125 5/23/2020 15:54:19 expectations 5A 4 126 5/24/2020 0:12:57 N/A 5A 20 127 5/24/2020 5:10:36 5A 13 128 5/24/2020 14:18:14 Being able to contribute in more ways than just percussion. 5A 7 Being able to get across to the students making sure they are able to read 129 5/24/2020 14:39:24 and play the music..musicianship 5A 20 130 5/24/2020 15:41:37 Knowledge of Digital Mixer, sound amplification, electronic soundscapes 5A 28 131 5/24/2020 16:46:44 5A 28 132 5/24/2020 17:27:27 5A 24 133 5/25/2020 0:07:25 5A 24 134 5/25/2020 9:47:23 5A 24 135 5/26/2020 10:24:37 5A 14 I think the percussion director needs a high degree of instructional motivation and a willingness to invest time and energy into the students. I also think that comfort with electronics/mics/technology is increasingly 136 5/26/2020 13:42:51 critical. 6A 15 137 5/26/2020 19:58:16 Background in live sound mixing/production 5A 3 138 5/26/2020 20:21:38 Background in live sound mixing/production 5A 3 139 5/27/2020 12:06:00 5A 1
123 Texas Tech University, Gregory Patrick Donnelly Tsalikis, August 2020
What is your school's What is your school's Response Timestamp If there are any other qualities you look for in a PD, please list them here: classification? UIL Region Number? Ability to work as a team and not create a separate entity for our percussion students. They are still and always will be a part of the band. Our area is pretty remote so quality teaching and time management, 140 5/27/2020 12:35:09 communication is a must. 5A 1 One thing that I appreciate is knowledge of electronics and amplification. That is such an important part of the marching activity now and it helps to 141 5/27/2020 13:05:03 have someone with knowledge and experience in that area. 6A 13
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