HAPPY,
NOT SATISFIED creating and maintaining a positive program culture
By Daniel Morrison
H
uman nature guides us to yearn for purpose in our pursuits, both personally and professionally. Whether you play a sport, run a business, or lead a band, orchestra, or choir program, the desire for success, fulfillment, and happiness is the same. The question is, how do we establish a culture that fulfills these human desires, for ourselves as teachers as well as for our students? The answers to this esoteric question are plentiful, but through my tenure as director of bands at Ronald Reagan HS in San Antonio, I have found that a specific mindset and approach to each rehearsal, school day, competitive season, school year, and beyond fosters a culture of positivity, success, and fulfillment for students and staff alike. That mindset—the mantra of our program and our entire organization—is to be happy, but not satisfied. Happy, not satisfied goes beyond just a catch phrase or mantra though. It truly is a way of life. It can be described as finding joy and contentment in all areas of our personal and professional lives through the process of growth, development, and improvement. With this mindset, each night we go to sleep feeling proud of the effort we put forth and the growth we experienced that day, while simultaneously looking forward to the opportunity to seek improvement the next. It requires us to accept the fact that there is no end. Embracing the infinite nature of this concept takes practice, but it is incredibly liberating once our minds allow us to surrender to it. Consider Thomas Jefferson’s guiding notion for our nation as an example of this concept. In the Declaration of Independence, he wrote that among our inalienable rights are “Life, Liberty, and the pursuit of Happiness.” Notice the third item on the list is active, not passive.
38 Southwestern Musician | November 2020
Jefferson understood that happiness is not a destination. It is a state of being that requires constant attention and action. Hence, there is no end. Finally, happy, not satisfied is the antithesis of the I’ll be happy once I . . . mindset—a rabbit hole many of us are guilty of traveling down. “I’ll be happy once the orchestra gets superior ratings,” “I’ll be happy once the marching band makes finals at this competition,” and so on. It’s not just directors who adopt this mental approach; students do as well. This can quickly lead to a toxic environment filled with resentment, stagnation, and frustration. Students will align their priorities with their leader’s. If we want our students to feel a sense of purpose within our programs, we must build a cultural foundation that prioritizes our focus on the process. This won’t be accomplished by dwelling on goals often outside their control or by obsessing over competition. It can, however, be achieved through a purposeful approach to each day that prioritizes positivity, growth, productivity, and mindfulness. DEEMPHASIZE COMPETITIVE RESULTS Competition is inherently part of a music educator’s career in some form. It may look drastically different depending on the grade level, location, or program type, but there will inevitably be some type of competitive element involved in our jobs. Competition can bring out the best in students and directors. It can also bring out our worst if we aren’t diligent in our approach as leaders. Consider these important points about competition I believe are worthy of emphasis: • We do not ultimately have control over competitive results.