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[ Music ]
>> Professor Jean Martin-Williams: I wanted to be
in the band in the 4th grade and I was already playing the piano
so my family felt like it would be a little much
to be in the band.
And finally they let me do it in January
and the only thing left was a very musty old horn
in the closet, so the rest is history.
[ Music ]
It's very important to me to be a performer;
it's part of who I am.
I think it gives my teaching more credibility for me
to be able to demonstrate something to students,
but even more importantly if I can say to a student,
"Last weekend I was in such and such concert hall
and I played this piece and this is how it went;
this is what the conductor asked me to do," that's going
to be much more meaningful to them.
[ Music ]
Well one thing I really stress with my students is
that they are musicians; they're not horn players.
And that really the music is within them and it's just my job
to help them learn how to be most expressive.
That was perfect.
[ Music ]
The way I can really assess how they're doing has to do not only
with how they're playing and whether they're getting
to harder literature and just having more success
when they perform, but also how they are really maturing
as musicians and as students.
[ Pause ]
If you've been here long enough
that you've had some students graduate,
are they working in the field?
Did they go on to a good graduate program?
One reason I like working with the Lilly Teaching Fellows is
because in order to be in that program,
you have to be a wonderful researcher, scholar,
and also have a real affinity and love for good teaching.
And to me, I don't see that research
and teaching have to be fighting.
In other words, I think the two are very intertwined and I think
if someone is enjoying their teaching and has found ways
to really pull their research into the classroom or the studio
or the lab, it's going to make them a much happier
individual also.
Yes. Good, good.
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