attraction of being in a position to influence the preparation and training of future music educators. Within two years, the ensemble program at USM was revived, and for the first time the school had both a concert band and a select wind ensemble. Rowell cultivated and nurtured community / school relationships making the latter a reality.
In 1980, at age 38, Rowell was appointed Director of Bands and Professor of Music Education at the University of Massachusetts, Amherst. Lynn Klock, soon to be professor of saxophone at UMass, observed a rehearsal of the USM Wind Ensemble preparing for an All-State performance and alerted the UMass band search committee of Rowell’ s work. An audition followed and, 24 hours later, Rowell was headed to Amherst.
TL:“ What did you find when you arrived at UMass?”
MR:“ The University of Massachusetts Amherst concert bands had seen four conductors in four years and the program was crying out for new energy, podium stability, vision, and artistic leadership.”
Rowell was charged with establishing a nationally recognized university wind ensemble and symphony band program as well as a wind ensemble for area high school students. He stated that the Youth Wind Ensemble served as a wonderful training ground for graduate conducting students as well as a recruiting pipeline for potential music majors.
“ Early on, my energies focused on musical excellence. I set out to create a model program defined by performance and programming of high artistic quality. I felt it my responsibility to create performance experiences for future teachers and performers entering a competitive national climate. Not only did this mean high performance standards, but it also meant studying and performing literature of artistic merit by the most creative composers of our time. Programming was an important aspect of my teaching that exercised creativity.”
He said that as his knowledge of literature broadened, he placed greater emphasis on programming while seeking to expand audience awareness, understanding, and overall appreciation of music. Rowell stressed that the selection of literature is among the most important decisions facing music educators for it serves as the foundation of the curriculum. Music of high artistic value holds within, the inherent capability to nourish one’ s soul.
“ I have always been blessed with wonderful students who challenged my musicianship while giving the best of themselves. Their performances were heartfelt, projecting joy and beauty in their every response. Want to be a great teacher? Surround yourself with great students!”