Master Teacher Interview With Norm Yamada

By Renee Rademaker

Please tell us a little bit about your background.

I grew up in Platteville, WI where I studied piano, organ and trombone. I attended elementary and middle school at UW-Platteville’s lab school and then graduated from Platteville High School in 1967. I attended Lawrence University and graduated in 1971 with a degree in Music Education/Applied trombone. I taught for one year with the Osseo-Fairchild school district where I was responsible for the grades 6-12 band program. I then taught for Barron Area School District (BASD) until 2005, teaching instrumental music from beginners through high school, and a music technology course. The majority of my time was at the high school level, with an emphasis on concert band, pep band, jazz band and pit bands. My wife, Kathee, was employed as an early childhood teacher for students with special needs in Rice Lake School District, and we have two adult children, Jon, a golf professional at Rolling Oaks and Holly, a buyer with Whole Foods. Presently, I keep busy giving beginner lessons at Riverview Middle School, coaching BASD band students, playing accompaniments for area students and working as a WSMA adjudicator. I play piano and organ at Barron First United Methodist Church, and participate in two regional orchestras and play in occasional pit bands. I also install sound systems for area churches so that worship is enhanced. Lastly, I bring music to assisted facilities and shut-ins with a vintage combo several times a month, prior to the pandemic.

What does music education mean to you?

To me, it means helping students experience the basic elements of music through a variety of musical genres, such as classical/traditional, world music, jazz, popular, folk and blues. This in turn helps students express or feel the emotions of music through participation in various ensembles as well as solo work.

Did your definition of music education change as your career advanced?

I always tried to incorporate a variety of styles into my program and bring in various artists in rock, jazz and “traditional” classic. I improved in my ability to support students’ diverse interest levels and this was rewarding because it instilled in many of them a lifelong love of music. Some went on to various careers using their love of music, with a classic example being a rock band that worked with USO to bring music to the troops in the Middle East.

How did you realize your definition of music education in the classroom on a daily basis?

I always had a wide variety of selections in the folder, some new to sight read, some that were being prepared, some old favorites, some pep band music, etc. We did rhythmic exercises by playing and clapping, or playing scales by ear. I believe this helped all learners stay engaged, and created good memories. It was always important to me that students perform to the best of their ability, but yet have a rewarding emotional experience.

What did you do during your career that you are most proud of?

My favorite was when a struggling student had an “aha” moment with their instrument! They began to see what they were capable of, and their skill level and confidence improved. Some later told me they never dreamed they could achieve what they did – that is gratifying for an educator to say the least.

What was your biggest struggle during your career?

As a music educator, you are always adapting to changes in scheduling and expectations from students, parents, the public, and the administration. Often it was difficult for people to understand that you needed a specific time frame for best programming and an open schedule to allow for lessons.

What qualities of influential teachers affected your teaching career?

One of my past directors always said “never settle for ‘that’s good enough’.” There is always something that can be improved on any project. Also, a good piece of advice was to be a lifelong learner, open to new ideas and never be afraid to seek answers by asking questions.

What would you change if you did it over again?

As a young teacher, I would probably be more patient and understanding with my students. It’s easy to assume that all can conform to your expectations but I grew to understand that students learn in many different ways. I also learned strategies for communicating with those people that helped to enhance our program such as parents, civic groups, administration and colleagues.

What direction do you think we need to go as music educators in this century?

Start every concert with a Sousa march! Seriously, I see an increased emphasis on technology, although I must say that music educators were always some of the first teachers to embrace the computer. I hope that school districts will address the expense of instruments because it may prohibit students from being in instrumental music. I am hopeful that we will continue to understand that all learners should be able to participate in music and with the use of technology this should be more accessible. My hope is that schools will understand the need for staff development so that curriculum has a scope and sequence to acquire skills. We need to continue to expose students to a wide genre of music as a natural way to learn about diversity.