I have a great job. I really do. I coordinate competitions for elementary, middle school, junior high school and high school music groups such as bands, choirs, orchestras, etc. I travel as part of my job and I get to see students from all parts of society that come together to make music and compete against other groups. While the competition is a great measure for the directors and schools to see where their program rates, we have one award that we give out that has nothing to do with on-stage performance. We call it our “Esprit de Corps” trophy. Anyone at the festival can win the award. The staff at our event watch the groups. They watch and listen. Did the choir from this school behave in a positive manner? Did the orchestra from that school stay and listen to ensembles from other schools? The staff notices if the students acknowledge kindnesses like door-holding and then if they go on to extend kindnesses to others. The staff looks to see who followed directions and who cheered for the school that might have edged them out in competition.
In our experience, we have noticed that schools that exemplify our “Esprit de Corps” message influence other groups. Their behaviors are contagious. In a sense, our exceptional groups act as transformational leaders within the 10 hour event that is our festival. They inspire other ensembles to elevate to another level of behavior and decorum. How did the groups learn this behavior? What are the chances that all of the students from a certain school were born with the leadership traits to make them successful transformational leaders?
Much of what they know, they learned by watching their leaders – their band, choir and/or orchestra directors. These men and women inspire and teach their students to reach just a bit higher and expect just a bit more from themselves and each other. In fact a recent study from the University of St. Thomas indicates a positive relationship between band director leadership and student leadership. Leaders beget leaders it seems – and if the band director exhibits facilitative leadership, the students are more likely to respond in kind (Davison, 2007).
These students also tend to exhibit great emotional intelligence. They are keenly aware of controlling their emotions to maintain poise in a competitive situation. By cheering enthusiastically for underdogs or competitors, they also are aware of their ability to cheer up other people, enhancing the moods of students in other groups (Psychology Today, 2015). These behaviors also lend themselves to the concept of social intelligence – in particular the idea that the “Esprit de Corps” students understand that others will react to them in kind. If they cheer one group, the others will likely cheer for them. If they say “thank you” when someone extends a courtesy, other students will be more inclined to say the same to other groups as well.
Watching students as young as elementary school exhibit these leadership skills is heartwarming and encouraging. Knowing that I have assisted in providing an environment for them to practice and hone their leadership is extremely rewarding. It no doubt has a ripple effect into my personal life and how I exercise my own emotional intelligence and social intelligence.
Works Cited
Davison, P. D. (2007). The Effect of Band Director Leadership Style and Student Leadership Ability on Band Festival Ratings. Research & Issues In Music Education, 5(1).
Psychology Today. (2015). Emotional Intelligence. Retrieved from Psychology Today: https://www.psychologytoday.com/basics/emotional-intelligence