Maine Motif Issue 3, Vol. II (Spring 2018) | Page 21

welcoming rehearsals and continued group-learning outside of school. He has faith in
camaraderie.”
Michigan State University bassist Duncan Tarr (‘12) agrees, “Schumacher had a special
gift for…building relationships within the jazz program that made it feel more like a
family than an extracurricular…Relationships based upon mutual respect and
mentorship, rather than more hierarchical teacher-student relationships.” Once that
respect is established, your students will find a sense of ownership over their studies.
Alden Slack declares, “Schumacher’s mentorship proves that it’s better to be loved than
to be feared. The only fear I ever felt around (him) during a lesson or a rehearsal was
that he would know when I hadn’t practiced enough—not because I’d be scolded but just
because he’d know. I think that’s the only incentive you need from a teacher you really
admire.”
Building that respect includes maintaining your own professional presence. Whether
you perform, compose, conduct, or publish, it’s vital that your students see evidence that
you’re living the music, not just teaching it. Sharing those experiences cements your
authority on the subject and serves to draw in your students. Spellman says,
“Schumacher's work as a composer is of the highest caliber, and his multi-faceted life as
a