attraction of being in a position to influence the preparation and training of future music educators . Within two years , the ensemble program at USM was revived , and for the first time the school had both a concert band and a select wind ensemble . Rowell cultivated and nurtured community / school relationships making the latter a reality .
In 1980 , at age 38 , Rowell was appointed Director of Bands and Professor of Music Education at the University of Massachusetts , Amherst . Lynn Klock , soon to be professor of saxophone at UMass , observed a rehearsal of the USM Wind Ensemble preparing for an All-State performance and alerted the UMass band search committee of Rowell ’ s work . An audition followed and , 24 hours later , Rowell was headed to Amherst .
TL : “ What did you find when you arrived at UMass ?”
MR : “ The University of Massachusetts Amherst concert bands had seen four conductors in four years and the program was crying out for new energy , podium stability , vision , and artistic leadership .”
Rowell was charged with establishing a nationally recognized university wind ensemble and symphony band program as well as a wind ensemble for area high school students . He stated that the Youth Wind Ensemble served as a wonderful training ground for graduate conducting students as well as a recruiting pipeline for potential music majors .
“ Early on , my energies focused on musical excellence . I set out to create a model program defined by performance and programming of high artistic quality . I felt it my responsibility to create performance experiences for future teachers and performers entering a competitive national climate . Not only did this mean high performance standards , but it also meant studying and performing literature of artistic merit by the most creative composers of our time . Programming was an important aspect of my teaching that exercised creativity .”
He said that as his knowledge of literature broadened , he placed greater emphasis on programming while seeking to expand audience awareness , understanding , and overall appreciation of music . Rowell stressed that the selection of literature is among the most important decisions facing music educators for it serves as the foundation of the curriculum . Music of high artistic value holds within , the inherent capability to nourish one ’ s soul .
“ I have always been blessed with wonderful students who challenged my musicianship while giving the best of themselves . Their performances were heartfelt , projecting joy and beauty in their every response . Want to be a great teacher ? Surround yourself with great students !”