Alfred Watkins and the Lassiter High School Band

237 Pages·2009·8.96 MB·English

Alfred Watkins and the Lassiter High School Band: A Qualitative Study

by

Sue Samuels

A dissertation submitted to the Graduate Faculty of
Auburn University
in partial fulfillment of the
requirements for the Degree of
Doctor of Philosophy

Auburn, Alabama
December 18, 2009

Keywords: music, band, pedagogy,
effective teaching

Copyright 2009 by Sue Samuels

Approved by

Kimberly C. Walls, Chair, Professor, Curriculum and Teaching
Nancy Barry, Professor, Curriculum and Teaching
Richard Good, Professor, Director of Bands
Abstract

The purpose of this study was to explore the life and lifework of Alfred Watkins,
Director of Bands at Lassiter High School for 27 years and to describe the components
that contribute to the success of the Lassiter High School Band Program. Lassiter High
School, located in Marietta, Georgia, has grown to represent excellence in all facets of
the program and has sustained the reputation and the reality of that high level of
achievement for nearly 30 years. Excellence in large ensemble performance (concert
bands, marching band, jazz band), chamber music, and individual performances have led
to Lassiter’s recognition nationally as one of the most comprehensive high school band
programs in the country. Topics covered include Watkins’ philosophy of the program,
band curriculum, organization, and other unique qualities that have contributed to the
development of the program. Data collection for this qualitative inquiry included direct
observation, participant observation, video observation, study of documents and artifacts,
and systematic interviewing to describe the history, philosophy, structure and
organization used by this exemplary teacher and this exemplary high school band
program. Observations from this study can inform practicing high school band directors
and their programs and can also be used to shape curriculum for undergraduate music
education students.

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Acknowledgements
I would like to express by deep gratitude to the many people who have supported
me throughout the completion of this project. Dr. Kimberly Walls of Auburn University
was particularly helpful in guiding my research, as were the other members of my
committee, Dr. Nancy Barry and Dr. Richard Good. I consider these professors as
wonderful advisors, respected colleagues, and high quality individuals. I must also thank
my excellent colleagues and students at the University of Alabama at Birmingham for
their patience and support throughout the completion of this project. So many terrific
colleagues and friends assisted in this project by willingly spending precious time with
me in interview sessions for this project. I must express my gratitude to Gary Gribble,
Catharine Sinon Bushman, Ginny Ferrell Markham, Cara Morantz, Laura Borchert,
James Thompson, Carol Doemel, Bob Cowles, Andrea Strauss, Boyd McKeown, Gary
Markham, and Don Roberts for their thoughtful contributions. Alfred Watkins--
colleague, mentor, and friend--was as open and generous with his knowledge and talents
throughout this project as he has been since I met him when I was 20 years old. I will
always be grateful for his friendship and guidance over the many years since that time.
Finally, I must thank my family for their continuous love and support. My parents, Alan
and Barbara Samuels, are the ultimate role models for demonstrating high expectations,
character, and perseverance.

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Table of Contents

Abstract..........................................................................................................................ii

Acknowledgements.......................................................................................................iii

List of Figures...............................................................................................................vii

Chapter 1 - Introduction...................................................................................................1

Chapter 2 – Review of Related Literature........................................................................5

Music Teacher Effectiveness................................................................................6

Group Cohesion and Efficacy.............................................................................10

Music Education Curriculum..............................................................................11

Historically Significant School Band Conductors...............................................15

Summary of Relevant Literature.........................................................................19

Purpose Statement and Research Questions........................................................20

Chapter 3 - Methods......................................................................................................21

Organization of the Study...................................................................................26

Chapter 4 – Personal Background of Alfred Watkins.....................................................27

Early Influences.................................................................................................27

Musical Influences.............................................................................................29

Education...........................................................................................................29

Murphy High School Years................................................................................31

Transition to Lassiter High School.....................................................................33

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Chapter 5 – Program Structure and Organization...........................................................37

Curriculum Balance...........................................................................................37

Organization of Teaching...................................................................................45

Chapter 6 – Pedagogical Approach................................................................................48

Learning Readiness............................................................................................50

Private Lesson Approach....................................................................................54

The Daily Routine..............................................................................................56

Video Observation of Daily Routine..................................................................58

Pedagogical Planning.........................................................................................61

Repertoire, Performance-based Education, and Comprehensive

Musicianship......................................................................................................66

Personal Musicianship .......................................................................................68

Communication..................................................................................................70

Chapter 7 – Group Cohesion..........................................................................................72

Leadership Curriculum.......................................................................................72

Fostering Collaboration......................................................................................74

Social and Emotional Connections.....................................................................79

Chapter 8 – Symphonic Band Camp..............................................................................82

Chapter 9 - Discussion...................................................................................................88

Recommendations..............................................................................................92

Implications for Further Research......................................................................96

References.....................................................................................................................98

Appendix A: Outline for Initial Interview...................................................................109
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Appendix B: Transcription of General Interview #1 with Alfred Watkins...................110

Appendix C: Transcription of General Interview #2 with Alfred Watkins...................165

Appendix D: Lassiter Band Handbook Excerpts.........................................................215

Appendix E: Human Subjects Consent Form..............................................................226

Appendix F: Outline for Colleague Interviews............................................................227

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List of Figures

1. Lassiter Marching Band, Bands of America Grand Nationals, 1998...................41

2. Lassiter Symphonic I Band, Midwest Clinic, 1989.............................................41

3. Backstage after Sudler Flag Concert, 1989.........................................................42

4. Lassiter band program musical structure............................................................43

5. Sample marching band rehearsal timeframe.......................................................63

6. Alfred Watkins in rehearsal, 2009......................................................................64

7. Goal planning based on differentiated abilities...................................................65

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CHAPTER 1
INTRODUCTION

With more than 15,000 public high schools in the United States (NCES, 2009), it
seems that more than a handful of exemplary high school band programs should exist.
Band directors look towards several nationally recognized awards as indicators of
significant achievement for high school band programs. Performing at the Midwest
International Band and Orchestra Clinic, receiving the Sudler Flag of Honor or Sudler
Shield from the John Philip Sousa Foundation, reaching the finals competition at the
Bands of America National Championships, or being selected to perform at a major
parade (e.g., Macy’s Thanksgiving or Rose Bowl) are some milestone achievements by
which the high school band profession measures a program’s success. While it is
extraordinary for a high school band program to achieve any one of these recognizable
successes, only five schools in the United States have attained all five of these significant
achievements as of this writing: Duncanville High School (Texas, Tom Shine, Director
of Bands), Lassiter High School (Georgia, Alfred Watkins, Director of Bands), North
Hardin High School (Kentucky, Charles Campbell, Director of Bands), Owasso High
School (Oklahoma, David Gorham, Director of Bands), and Westfield High School
(Texas, Philip Geiger, Director of Bands). Of these five nationally recognized high
school band programs, the Lassiter High School Band is exceptional because of its
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unparalleled level of achievements sustained over an extensive period of time and
because of the personal attributes of its Director of Bands, Alfred Watkins.
I first met Alfred Watkins in the spring of 1987 when I interviewed for the
Assistant Director of Bands position at Lassiter High School. I had a vague idea about
how lucky I was to be offered that job, but there was no way to know how much I would
grow and develop as a teacher because of Mr. Watkins’ influence. While I believe
strongly in the quality of my undergraduate education, I would most certainly not be the
same teacher I am today had I not worked side by side and shared an office with Alfred
Watkins for 12 years. His skills in developing and maintaining a comprehensive band
program, consistently creating outstanding performances, and instilling tenacity and a
love for music-making for decades of students merit study beyond the cursory glance.
What is it about Alfred Watkins and what he has done as a teacher for nearly three
decades that has brought incomparable success to the Lassiter High School Band
program? Is it the overall organization and structure he has created? Is it the daily routine
he has established? Is it his musicianship and rehearsal skills? Philosophy? Personality?
Motivation? What has he done and does he continue to do on a daily basis in the
classroom that has consistently fostered a depth of musical learning for his students?
What can we learn through an in-depth study of Mr. Watkins’ philosophy, leadership, and
pedagogy that can be passed on for others to emulate?
As a music teacher educator, I am interested in discovering what happens in
Alfred Watkins’ classroom that can be extrapolated and crafted into creating a more
effective curriculum for future music teachers. This research project represents an attempt
to create greater insight and understanding about the composition of the Lassiter Band
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program including the history and development of the program, the philosophical
approach of the teacher, the construction and organization of the program, and the
educational and musical events that occur regularly in the program. In order to learn more
about this unique teacher and program, a qualitative examination utilizing direct
observation, participant observation, video observation, study of documents and artifacts,
and systematic interviewing was used with the intention of creating a rich descriptive
portrait of elements that other band directors may replicate with their own school band
curricula (Creswell, 2007).
In the field of music education, there has been a great deal of research about
effective teaching, with characteristics and skills being broken into three primary subject
areas: musical skills and knowledge, teaching skills, and personality traits. Additionally,
while much research has been undertaken to define important skills and dispositions to be
included in the undergraduate music education curriculum, there is no clear agreement on
which specific pedagogical knowledge and skills make the difference between ordinary
teaching and truly extraordinary, iconic teaching. Neither is there clear agreement among
music teacher educations regarding how to incorporate the knowledge and skills into an
already overcrowded four or five-year curriculum. Furthermore, the creation and
organization of an exemplary program requires more than excellent teaching. In order to
gain a better understanding of what is involved in the creation of a program with
longstanding excellence, music teacher educators must also examine the philosophies
behind the choices made in the classroom, the organization and structure of the overall
program, and the combination of these elements within the context of their natural
setting.
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