VOCAL MUSIC CAREER ENDS IN RETIREMENT

As junior high and elementary students rush from the doors of school Thursday, May 25, not only will they bid farewell to another successful year in the chain of education, but to a teacher that has been a part of that process for over 27 years. Tom Searcy, vocal instructor at the Junior High and East Elementary, will retire following these few final days with his students.
Searcy began his teaching career in 1971 at West Central in Menard, soon after his graduation from Upper Iowa University where he earned a bachelor's degree in vocal music education instruction. Just two years later, he accepted an opportunity to work with students in the Allamakee Community School District, where he has faithfully remained since.
"When I started teaching, my students were seventh through ninth graders. Then, in the mid-'80s, the high school vocal music department absorbed the ninth graders, and I began to work with a slightly younger group of students, fourth through eighth graders." He adds, "It was a good change for me and a win-win situation for students and instructor. I really enjoy working with the middle group of students, upper elementary and junior high specifically."
Searcy says that the redistribution of students has not only helped him build his own vocal music program, but the department at high school level has thrived, as well. "Department-wise, we are all where we can do our best."
As he speaks of his students, Searcy adds, "I really like to come to work, and feel fortunate to be able to say that. Not everyone can."
In his nearly three decades of vocal music instruction, Searcy has developed a very extensive and effective curriculum. For fourth through sixth graders, vocal music is not an elective, but a required course. Students highlight their talents and progress each year through spring and winter vocal music concerts.
"Music is fun for the students, and fun for me," says Searcy. The two annual concerts are the pinnacles of the year, he adds, and an opportunity to demonstrate what students have learned throughout the year. "I try to teach good chorale performance ideas all the way through the program," says Searcy. "You can't assume that, because kids listen to music, they will be good vocal performers. It's a skill that must be taught.
"Students are very willing to learn. As the saying goes, 'You never have a second chance to make a first impression' in performing," he continues. "My students take pride in their performances and are willing to work very hard. Each is an important element to the team, and each must keep focused on the quality of the final product."
Once students reach the seventh and eight grade levels, music education becomes an option through the general music program. "This course is mainly for students who don't want to be in a choir performance situation," says Searcy.
The course, he adds, includes a six-week unit on learning to play the guitar, a pastime that students may choose to pursue throughout their lives, as well units on basic music terminology and music notes. Highlight of the course, however, is an opportunity for students to learn first-hand the process by which songs are recorded and aired over the radio.
"Kids actually build their own studio in the music room. They design radio scripts, establish their own radio shows, set up props and design costumes." He adds, "They learn that there's more to being a deejay than sitting back and playing their favorite music. It takes a team effort to make all components of a radio station mesh together smoothly, and serves as an experiment in teamwork for some 25 students."
Searcy says the students are graded based on their work with the radio station, and their dependability on the job, as will be the case once students graduate and enter the “real” world. Searcy serves as station manager, while students each hold their own intricate positions within the station's workings. "Some students consistently do more than is expected, while others do just what is necessary to get by," points out Searcy. "It's a little slice of real life."
Students also have the opportunity to try their hand at writing - songs that is. "It's an opportunity for them to find out what they can do; most have never written a song before, but have written poems. Essentially, a song is a poem set to music."
Searcy says that he promotes creativity in writing the music and gives the students the opportunity to choose the topic, asking only that the songs be in good taste and three to five versus in length.
Students then properly record their music on hard copy, designating the notes and designing their own album covers. Stored in a box, Searcy has copies of music created by students throughout the past 27 years.
Searcy, too, has taken an interest in song writing and performing in his personal life. Throughout his lifetime, he has composed some 300-400 musical pieces and performed before clubs, festivals, churches, libraries and many other audiences, a pastime he plans to pursue throughout his retirement.
“Music offers a balance in my life,” says Searcy. “There are a lot of song left that need singing - and writing for that matter.”
He adds, “I hope that when I leave these kids, I’ve instilled the idea that it’s okay to make music a big part of their lives; that they will participate in life, rather than sit back and not become involved.”
"When you look at all the kids that are actively involved in 'things,' you see that there are not many kids that aren't involved in something,” he continues. It takes a team effort to provide school age youths with activities they can enjoy and participate in, and I'm one small part of that team.
"I'm proud of what I've accomplished throughout my years, and that I've had the opportunity to help kids realize that they are winners," says Searcy. "When they leave my program, I can only hope that they have a smile on their face and a song in their heart."