Dr. Catheryn Shaw Foster, Assistant Professor of Practice of Music Education at Virginia Tech, saw a need to help and coalesce music teachers in rural areas, so she co-founded the Rural Band Director Alliance (RBDA). “It started as a way to create a safe space for rural music educators to seek out help and share ideas,” Foster explains. “We want to provide resources and opportunities for rural directors and their students. We also want to spotlight the hard work they do in their communities. Many times, they are a one-person show who runs everything, and they should be celebrated!”
Foster also hosts the “Rural Band Reflections” podcast that highlights rural directors and provides them with access to people like college directors and composers who they might not have a chance to meet and work with. The podcast also elevates minorities — women, BIPOC, LGBTQ+ — in the music profession. “Composers and rural directors have shared their stories, successes and advice,” Foster says proudly. “My hope is that directors will be inspired by the podcast guests and that it will offer a glimpse of the hard work rural directors do every day.”
A sought-after clinician, Foster often presents information from her book, “Developing Error Detection Skills in the Wind Band Educator.” Three key points she emphasizes on this topic are: 1) when young directors step up on the podium, it is easy to become overwhelmed with a “wall of sound.” The book details a process for learning how to detect errors in the rehearsal setting. 2) Error detection is a learned skill. It is absolutely possible to get better – IF you work toward it. The book allows learners to work on one musical element at a time (i.e., rhythm, pitch, articulation, dynamics) before combining everything. 3) In addition to providing a process for learning this skill, the book also includes 400+ recordings to practice as you go – recordings range from solos, duets and quartets to full band examples.
At Virginia Tech, Foster broadens her students’ perspective beyond field experience and student teaching. She brings in local K-12 music educators to speak to her students about their experiences. “For example, we have a local middle school band director who specializes in ELL (English Language Learners), so she shares resources with my students to help prepare them for the classroom,” she says.
Foster tailors her program to meet each student’s goals. “It is not a one-size fits all model,” she explains. “If a student wants to be an elementary general music teacher, I make sure their experiences are crafted to meet that goal.”
Job placement rates among her graduates are near 100% because Foster helps her students navigate the job market as well as the application/interview process. “We do interview preparation in class, I share job postings, I connect them with potential employers. I want them to know that they are not alone,” she says.
Foster wants her program to have the reputation of being practical and well-rounded. She ensures that her students learn from master educators and receive real-world experiences. “You can talk about teaching music all day long, but until you get out there and do it, it’s just talk,” Foster exclaims. “Yes, our graduates can rehearse an ensemble, but they can also plan a trip, create a budget and write a purchase order, all while working to be a culturally responsive and inclusive educator. Even when student teaching days are long and the work is piling on, I always try to bring my students back to their why.”
