Course Syllabi
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Course Evaluations
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Recital Programs
| 04.21.25_brass_area_recital.pdf |
| 04.11.25_brass_area_recital.pdf |
| rcf_commencement.pdf |
| fhbq_public_library.pdf |
| pbq-fhbq_holiday.pdf |
| f24_brass_area_recital.pdf |
| s24_brass_area_recital.pdf |
| s23_brass_area_recital.pdf |
| s23_brass_area_recital_2.pdf |
Reflections
I have greatly enjoyed coaching chamber music ensembles each spring, as well as coaching the Frackenpohl Honors Brass Quintet (FHBQ) during one fall semester. Feedback from chamber music students has generally been limited; however, I received one detailed evaluation during the FHBQ semester that warrants reflection:
“Overall, it would have been more beneficial if we could have gotten more performance experiences throughout the semester. We as students did make the effort, by performing at the Public Library, but we were all hopeful to be able to perform more with more assistance from Dr. Spence specifically. We've had two performances that were introduced to us through Dr. Spence. It would be nice to have better communication overall.”
During that semester, FHBQ presented six performances: a full recital at the Potsdam Public Library, a performance for the Riverview Correctional Facility commencement, an appearance on a brass area recital, performances on two student recitals, and a collaboration with the Potsdam Brass Quintet for the annual holiday concert. In addition to facilitating these performance opportunities, my primary pedagogical focus was on developing ensemble sound, balance, and cohesiveness, with the intention of establishing a strong foundation for continued growth and expanded performance activity in the spring semester.
Part of my approach with this ensemble was to encourage the students to advocate for themselves and take an active role in creating performance opportunities, with the goal of fostering independence and professional skill-building. In retrospect, I should have had more explicit conversations about this intention, as well as clearer discussions of my expectations and long-term goals for the group. While I was always willing to assist and support the ensemble when needed, this was not communicated clearly enough. This experience reinforces my broader goal of soliciting ongoing, structured feedback, as these concerns were not communicated until the end-of-semester evaluation.
“Overall, it would have been more beneficial if we could have gotten more performance experiences throughout the semester. We as students did make the effort, by performing at the Public Library, but we were all hopeful to be able to perform more with more assistance from Dr. Spence specifically. We've had two performances that were introduced to us through Dr. Spence. It would be nice to have better communication overall.”
During that semester, FHBQ presented six performances: a full recital at the Potsdam Public Library, a performance for the Riverview Correctional Facility commencement, an appearance on a brass area recital, performances on two student recitals, and a collaboration with the Potsdam Brass Quintet for the annual holiday concert. In addition to facilitating these performance opportunities, my primary pedagogical focus was on developing ensemble sound, balance, and cohesiveness, with the intention of establishing a strong foundation for continued growth and expanded performance activity in the spring semester.
Part of my approach with this ensemble was to encourage the students to advocate for themselves and take an active role in creating performance opportunities, with the goal of fostering independence and professional skill-building. In retrospect, I should have had more explicit conversations about this intention, as well as clearer discussions of my expectations and long-term goals for the group. While I was always willing to assist and support the ensemble when needed, this was not communicated clearly enough. This experience reinforces my broader goal of soliciting ongoing, structured feedback, as these concerns were not communicated until the end-of-semester evaluation.