Hi everybody, and welcome back to Season 3 of the Common Time podcast. We're so glad to have you here to continue bringing our conversations, insights, and inspiration for music educators everywhere. Each week, we'll highlight voices from across the music world and share ideas that you can bring directly into your classroom and to your ensembles. And now let's turn to our guest. Our guest today is Miguel Redo. Welcome, Miguel.
Hi everybody, so awesome to be here. Thank you so much.
We're so glad that you're with us, Miguel. So Miguel is in his is, he's the 60th drum major of the Michigan March man. He's a student at Michigan and he is from East Stroudsburg, PA. And he's also the first student that we've had on the Common Time podcast. So I'm excited to dig into his experience and band and all those things. So, John, why don't you get us kicked off?
Yes, hi, Miguel. It's always so good to see you. I am so proud of you and all that you do. So I want to start by asking you about your high school band experience. What are there any moments of that had a significant impact on you as a musician or the kind of leader that you currently are or how did that shape you as a person?
Yeah, it's a great question. And I do want to say it's an honor to be on the podcast as the first student here. So, you know, my high school experience was overall a really great one. I come from a really small program in Pennsylvania, East Stroudsburg High School. The band director there is Katie Clogg. And I would say some experiences that really height that I that I'd like to highlight with my time in high school. Immediately when I got in to high school, I remember being really just in awe of the work ethic of my drum majors. That's where it really started for me. First was my freshman year drum major and just really, really being inspired by how on point he was and how on top of the details he was especially, you know, at such a young age. And then going in, going, you know, further on. I would say the most formative leadership experience I had from a drum major in my high school was my two drum majors, Frank Cloak and Katie Young. We were going into the kind of, you know, COVID time, people were thinking that maybe we might go out of school and they just in case delivered all of our instruments, just them to every single house to make sure that we can keep playing just in case school went out. And that was something that was, you know, kind of simple, but that sort of servant leadership really was something that I realized was really, really important. And so that really shaped me in the middle. And then obviously my band director, I give so much, you know, gratitude to her for everything that she taught me throughout my time. I would say the biggest thing that I take away from her because, you know, there's always sayings, I think that you pick up on, on any educator and things that you remember at this point. Now it's been five years out and a lot of those things I've forgotten. But the one thing that I do remember is really that in a lot of the lessons that she taught us in the classroom, she would always connect them to just being a good human being, you know, listening to each other, you know, having your details on point. All of these things are just related to being a good member of any group. And that was what I really took away from that, from that experience with her and from that band program.
That's fantastic. What her name again was, was a Kitty. Katie. Claude. Katie. Katie. Well, shout out to Katie. Well done, Katie. Those were great lessons. I love the servant leadership as well as just the idea of teaching, you know, humanity. That's what we do as teachers. So as kind of looking back again, so we're going to just talk again about, you know, your experiences, but what first drew you toward leadership in the band? You mentioned obviously the current drum majors, but I'm curious, when did you realize that being a drum major was something you genuinely wanted to pursue?
Yeah, so when I went into my band program, I had in middle school always seen the drum majors conducting and I thought that was very cool. I'd never knew that I'd really be able to do that, but I did think it was a cool thing, but that never really was, I think, the big draw for me. I mentioned when I came in and just being inspired by my leaders, the biggest thing that I saw and really what resonated with me was that when you are a drum major or just really any leader in any organization, you have the opportunity to care for a group and really, really make it your goal to meet all their needs. And that was something that was really, you know, hit close to home. I come from a really tight knit family and it was almost modeling that and that, you know, we all are there for each other. We're always making sure everyone is good and has everything, you know, together. And that was something that really, really was enticing for me to be able to help a large group and really put my care into them and then see that impact in real time happen. Whether that be a better environment for the students to operate in or you know, other results on the field. All those things I think were really, really awesome to look at and something that I really wanted to be a part of. When I came into the University of Michigan, I met my freshman year drum major. I had no idea who he was in line getting ready to measure our uniforms. And I remember just that fact that I didn't even know who he was until way later in the conversation. Him being down to earth and humble and then just seeing the way that he served the band, the way that he taught everything, the way that, you know, he had everyone's needs in mind and the way he made me feel during that leadership, that was what really did it for me. And that's really when I started pursuing it at Michigan.
Yeah, that's excellent. So then just to speak a bit more broadly and then just to kind of give some thought to the current teachers that are out there, you know, because as we all know, the teaching profession right now is under a lot of scrutiny and pressure and stress. And it's a very challenging profession. It's a fabulous profession, but it's very challenging, you know, and sometimes we just need to hear the little things that inspire us to keep going or, you know, because so many teachers are really good at their job, right? And I know your high school band director and she is fabulous. And her students are successful all over the world, which is awesome. So are you able to talk specifically about how she prepared you or how a teacher can prepare a student both musically or personally or culturally to transition to the next phase in their lives? Keeping in mind that the majority of students aren't going to study music, right? So you're going to do all kinds of things in every profession. So do you have any thoughts on that?
Yeah, absolutely. You know, I want to first say that obviously with all the challenges, I have many friends now graduating and starting their careers as band directors and I get to hear those challenges with that. I think that there's just such an opportunity every single day, especially in music education, to change someone's life, change someone's perspective on something and make someone really a better person every single day. And so that opportunity is something that I really look up to. I think that was something that my band director kind of had at the forefront. She never really said it, but I could tell every day we were always learning something and it was connecting the music to some kind of life lesson, some kind of story that made it really, really awesome for the students to be able to connect that to their lives. I would say something that she did to really prepare me. I mentioned that, you know, a lot of the things that we did in the band was just related to being a good human being. I think a really big thing that really helped me for the next stage was understanding when it's time to have fun and when it's time to work hard. And those two things can exist. And it was really important for her to emphasize that. It's good to have fun, but it's also really fun to be good at something. And so, you know, we have moments in time during rehearsals, either marching band or concert band, where we would, you know, goof off a little bit or laugh about something. But when it was time to work, we knew it was time to work. And I think that separation is something that I've taken with me, something that I've found great success in. You know, it's really important to have that balance of having fun. And that's something that I've done at Michigan. But then also really understanding that when it's time to work and it's time to get something done that, you know, to really lock into that attitude and that demeanor. So I think that was a big thing that she did that I really appreciate.
Yeah, absolutely. I think when you go to college, there's a lot of fun to be had in college, but there's also a lot of work to be done. But I love that she was setting you up. It sounds to me like she really did create a culture in your program, like she specifically had a culture in mind of the kind of, I would say musician, but really the kind of humans she was hoping to graduate, which is that's something I think about and talk about a lot with people I work with, is like, who do you want to graduate? What does that person look like when they leave your program? And it sounds like Katie did a fantastic job of having that vision, but also then sharing that with, you know, students like yourself where you enter college prepared to do the work as well. So that's pretty exciting. John, were you going to add something?
No, no, I just, I was just, I'm always struck by the culture piece, just like you just said, right. And David is one of the smartest people I've ever met. And his instructional philosophy is it's people and process. And I've been talking about that a lot since we spoke about it a couple months ago, because it's so true to have a successful band program. I truly, and by the way, doesn't have to be band program. It could be anything. But specifically for us, it's about people and it's about the process, right? And so dealing with both, and it sounds like Katie did both either intentionally or unintentionally. That's just a recipe of success, right? Because you have to build the environment, build the culture, but then the process has to be there, including knowing the content matter, right? So we've been talking for seasons now about the importance of teachers knowing the content that they are teaching. So important, but that's not the most important. Having to build the culture with the people and the process is so important. So that was just what was on my mind.
Yeah, it really is. And that people process, I've actually expanded that. So people and process are sort of the two inside pillars. But I now have the first pillar, which is purpose, which is the why, which is really the vision of what that student is going to look like when they graduate. And then that leads to people and process. But then the back end, I've added presence, which is sort of the anchor of joy that we can use and we should be using in our rehearsal spaces. And I say rehearsal, it's not, it could be a business. It could be anything. We're watching this show on television, my wife and I, about Michelin stars and how restaurants get a Michelin star. And sometimes I'm looking at these kitchens going like, you know, they need to listen to my course because the presence of the space is so angry or so tense or there's no joy happening. And what they're trying to do is win a star, which is going to create joy for someone at a table eating their food, which is like, wow, there's just a disconnect in that. At least I think that when I'm watching this show, but it always kind of goes back to the culture and people and process. So kind of glad that came up. I want to talk a little bit about like going from high school to college, like what the path was like arriving on campus to ultimately becoming the drum major. Like what was that like for you, your experiences? I'd like to hear just more about it.
Yeah, absolutely. I will say it's been a, you know, wild journey and a lot of things have happened that I never expected would. But when I came on campus, I'm the first person from my family to really pursue a degree in this country. And so my parents really didn't know much about the college process. So nothing against them. They just didn't understand. They brought me to college, kind of just dropped me off and they were like, good luck, have fun. So there was a lot of things I had to discover and learn on my own. I distinctly remember moving into my dorm all by myself. Thankfully, the marching band had a moving company that I was able to get all my stuff, you know, to the dorm, but that was just kind of on the sidewalk. And that was an experience, a lot of learning things along the way. But the biggest thing was on day one, besides those little challenges, I had a family on day one with the Michigan Marching Band. I had a bunch of friends that I could rely on, people that were just looking out for me in general. And that was very, very helpful for me to acclimate to the, you know, university and university life. I was a freshman playing tenor saxophone in the band, played the entire season and loved it. I was also inspired by my leaders in the way that they really took care of all of us. That was something I wanted to pursue. I ended up being a ranked leader, which is another leadership position in the marching band, and a section leader. And all throughout that time, I was doing lots of other things on campus, like ballroom dancing.
I love it. Yes. Oh, did I saw you dance with the dancers? This is on television like a couple of weeks ago, right?
Yeah. That was quite impressive. So much fun. Great, great crossover. And so, yeah, just developing as a leader within the band was something that was really, really fruitful and meaningful to me. It really developed me as a person and honed my skills in a lot of different things. Throughout the middle of my time in college, I went through some significant struggles. I would say we went through some deaths in the family and some just health issues with some parts of my closer family. And during that time, you know, I think this is the case with a lot of college students where they have a point where they're really questioning, you know, is this for me? Like, can I make it through? And so, you know, I can't lie. That was something that was on my mind definitely through the middle. But there was always something especially related to the band that just kept telling me in the back of my mind, like, just keep investing in this, like keep giving it your best shot. You know, there's something good at the end. And so with that, I continued to train all throughout that to be a drum major. And during that time, I think it reflected in the audition that I had and I didn't get the position. I'm someone that always says that any of those little setbacks and failures are really, really awesome opportunities to grow and improve. And so I left that position after having gone through it a few times, not making it through and just saying to myself, you know, this is a great opportunity to grow and move forward and really put myself into something. And so in that last opportunity that I had, I knew I was going to be returning for this semester of school. So I'm going to give it one last shot. And things turned out well. I distinctly remember after the audition being as happy as could be. Not after I was named, just right after the audition, because I felt that I had finally put my full effort into this and that I really was able to show everything that I had. And so that was awesome and it was a great opportunity. And yeah, the rest is history for me.
Yeah, that's great. So you mentioned your parents and not having gone to college before, not really familiar with that experience. Mine were the same. They dropped me off and waved goodbye. That was it. But I'm curious what drew you to go to college? Like, I mean, obviously you're in high school band, but what was the mindset of like, hey, I have to go to college or like, and then continuing in band? I'm kind of curious, was there some catalyst that said, hey, I want to do this and I want to go continue being a, you know, a musician as well?
Yeah, absolutely. You know, when I was growing up, I'd always like to tinker with kind of small electronics. And so it was something that I always wanted to do, really just messing around with electronics, doing engineering kind of things. So when I was growing up, I was figuring maybe I'd like to be an engineer. And so in that research and with my parents kind of supporting me, they were like, hey, you probably should go through this. And so Michigan was on my radar. I remember when I was doing research on all of the different colleges that I wanted to go to, one thing I knew I wanted to do was marching band. I wanted to continue doing that because it was so much fun in high school. And then I remember seeing a video of all those maize and blue people in the Michigan marching band entering the big house and just holding it out into the big block. And I was like, OK, I have to go there. I need to be in that van. So it was those two things. I mean, one, Michigan's a great university and two, the band was amazing. It is amazing after having experienced it for so many years. And so that was something that really drove me to be in the marching band and in the university.
That's great. Go blue.
Go blue, go blue.
So hey, thanks. You know, I'm sitting right here. But so Miguel, making the transition from high school to college, when I talked to prospective students, I would argue one of the biggest question or one of the biggest concerns that they have is the experience between the two, right? Because it's obviously vastly different. I mean, you still have an instrument, you're still wearing a uniform on a football field. Everything else is different, right? It's a high school experience on steroids in a way, right? And sometimes that can be overwhelming, right? So one, are you able to talk about any kind of surprises that you had or anything that was like, well, I didn't expect that from a high school to college band transition? And do you have any advice to teachers on how they can help prepare their students? Because I do believe, well, I want all the students to come to Michigan, of course, but they should continue playing. I want every student to continue music in some part of their life, right. So do you have any advice to teachers and did anything surprise you through your own journey?
Yeah, absolutely. So I think that my band director did a really great thing throughout our time in the program and that she always had scheduled visits or kind of field trips to college performances. So anything that was local, she would have us get exposed to that. We'd go all on a bus, which is great. Bus trips are awesome with all the friends and really just see what it's like. And so I got to see very early on what college bands look like, what they sounded like, what the people in them were like, what the directors were like. And that was really something that was amazing. I couldn't even believe that would be an opportunity for me in the future. Like I said, I came from a really small program. So my program was around 50 people, including our guard, which was very large. And so, you know, being able to see those bands and see how they operate was something that was amazing. So I immediately had that exposure. I think another thing that she did really well, so she was a member of the Penn State Blue Band, just telling stories and giving her experiences with college marching band. The lessons that she learned during that time. Also the really great things that she got from it. You know, things like bowl trips are kind of really not, you can't really understand what that's like until you've done one, but really just understanding that and like, you know, the college football space, all those things that she shared with us, I think really gave me a good taste and good perspective on what college marching band would be like. I think when I got to Michigan, a huge thing that I was surprised with was just the scale of everything. Even thinking about it now, like I'm getting goosebumps. But like the very first time I went into the big house, I had never seen anything that large in my life ever. And so performing in that space was something that was just a shock for me. I remember really kind of almost blanking the first time I was performing and Doctor Pasquale was like just play every note, just play every note. So I was like, OK, I'm just going to play every note. And so that was really great. I think the biggest thing that surprised me though, coming into this program was just how much of an effort the student leadership team, especially with having such a large program, having so many resources to be able to bring up a great leadership team. The amount of effort that they took to obviously one, care for the students, but two, make them better. We have a system really in the marching band where we're always constantly improving throughout the entire year. And so having that candid feedback loop always with the student leaders and the student leaders always seeking to better not just the people that they're helping, but also themselves. You know, the feedback loops that we have in our leadership team as well, like meeting with the directors every week and just talking about different things. That was really something that was amazing to me and really inspiring. And it was surprising to me that the student leadership team at the college had such a, you know, identity of its own and how self-sufficient and how well it was able to run as a team. So all those things together, I think were, you know, big surprises for me at the university.
Those are great. I especially like, I just want to point this out that your high school director took the initiative to take you to see and hear collegiate performances connecting those dots between — this kind of goes back to what we were talking about earlier, like what's the student? What kind of student do I want to graduate? Hopefully a lifelong music person, whether or not you're going to be an engineer, but still look at you, you're leading the Michigan Marching Band and being a huge component of that family and also the future, the history and the future of the program. How cool is that? That the genesis of that was with your high school director. I think that's amazing. Like I just really think that's pretty awesome. So let's talk about being drum major. When you step on the field, I want to know a little bit about what that's like. I know the big house is awesome. So I want to know a little bit about what that experience is like for you. But then I want to flip it a little bit and ask you, what do you feel is your responsibility in terms of carrying forward to future leaders, and then also kind of being responsible to the people that came before you as well. Like you're in a really unique position as the drum major of the Michigan Marching Band. I know it's a long question, sorry.
Yeah, absolutely. You know, it is completely surreal. It's the only word I can say when you enter the big house. I've said this before to, you know, some of my family and friends, but I wish I could just download my memories and put them in someone else's brain because it is so amazing. And, you know, I'm really grateful to be a person that gets to experience that. Performing with the band is amazing. I think one of the most awesome things about game days is that I get to interact with our fan base and people who enjoy the band and support the band. Those are just some of the most wonderful and some of the most just very human interactions that I love. You know, you mentioned what kind of responsibility I might feel towards the leaders that came before me and the leaders that will come after me. And I think we talked a lot about the amazing legacy that we have in the marching band and that every year we're always building on the previous iteration. And so something that my predecessor, when he was, you know, helping me, training me and getting me prepared for this position, he told me, I want you to be better than me. And so here's how I'm going to do that. And here are the things that I'm going to give you to make you better. And so I feel that responsibility to carry that on to the next person that's after me. I've tried my best in this role and I have, you know, one more home game left, a couple more performances. It's a big one coming up.
It's coming up. Big one, very big one.
But you know, I've always got my mind on the future of, you know, who's going to come after me and how are they going to, you know, be better and do better than I've done. So that's a big thing that I carry with me, something that I'm always thinking about like constantly throughout the season. If there's something that happens and I'm like, huh, I think the next person can be better prepared in this way. I'm writing that down. I'm noting that and I'm making sure that, you know, the next group of leaders, and that's not just drum majors, can have that. So yeah, that's my answer to that.
That's great. So we talked about this a bit ago, but now do you have any advice for high school students who are considering participating in college music in any form?
Yeah, absolutely. OK. So I will say for any high school student out there that's thinking about doing anything music related in college, first, just go for it. Absolutely go for it. College is a time where lots of things change. And if you have experience with music, you probably know that it's a really great community to be in and a really great thing to do just personally. And so that's one thing that can carry over into your college experience, something that can really help you just, you know, have a group of friends, have a good community and have something to work towards besides, you know, academics, whether that's, you know, going to music school or whether that's doing other things. So I would say that's a big thing. I would say second, I would also say, at least personally, when I was looking into the college space, when you're in your high school program, there are so many opportunities for you to shine, especially if you're in a smaller group. And so I had experienced a lot of success in my program, and I remember being really afraid of failing, honestly, going to a college program and not being the best or the most talented musician in the room. Looking back on that, I wish I would have just told myself to not be afraid of that and that it's OK. Eventually that's going to happen. Eventually you're going to be in a space where there's amazing people. And when you're in that environment, again, it's an opportunity to bring you up. So many of the amazing leaders and so many of the amazing smart individuals that I met at the university, so much, you know, on paper, better, smarter, better at their instrument than me, that really brought me up and really made me someone that is so much better on all those fronts than I would have been. And so just don't be afraid of that. Don't be afraid to put yourself out there and put yourself at risk of falling short and failing because again, all those things are really just givens in your future and all those things will make you so much better than you ever could imagine that you could be. And I guess last little point with that, something that I really took away from my time in the Michigan Marching Band was actually a conversation with Wynton Marsalis. He was talking to our entire group and he told us that your instrument will take you so much farther than you ever think. And that is so true. Just continuing to play your instrument — that will put you in spaces that you never thought you'd be in. And so I would also say that to any high school student.
So I do have a follow up question before David takes the last one. Do you have any thoughts about things that you think that college band directors should know from a student perspective that we don't? What do we need to know to do better? Do you have any thoughts on that?
That's a really great question. I mean, obviously nothing here because you know — not that there's anyone here. I mean, you know this, but for people that don't know, we take student feedback extremely seriously. And I mean, we have a pretty rigorous method to kind of collect and curate that because at the end of the day, it's all about student experience. But I'm just curious, Miguel, from a student perspective, do you have anything that we need to know to improve your experience?
Yeah, absolutely. Obviously generally there are specifics, but yes.
So I think a big difference, at least in my mind, from what I see in high school programs versus, you know, when you go to university is that in high school, a lot of students might almost feel obligated to continue doing their band education or continue being a student in band. Once they get into university, there are so many things, a wide plethora of things to invest their time into. And so one, understanding that a student is in your ensemble to enrich their life and to, you know, enrich their experience at college and university, I think having that in the forefront of how you care for your students really matters. So giving them an experience that's enriching, giving them an experience that makes them feel like they're supported. College students are going through some of the most challenging times in their lives, either personally or just academically. All those challenges make doing extra things a choice. And those things can be difficult. Something that made the marching band really just seamless to add into my life was that it's got really great culture. And like you mentioned, student experience is first and we really feel that. And so a student body that feels that their experience is first really flourishes and I think really is willing to dig into that experience. So I know that's kind of a broad answer, but I think that's important.
And then just as a follow up to that, I mean, times right now are complicated across the globe in every aspect from the student experience on a college campus right now or even as a high school experience or middle school, I mean any kind of student experience. Do you have any thoughts about what we need to know as teachers to help our students thrive in this very challenging environment that we currently live in?
Yeah, I think with all of the uncertainty, just all kinds of things going on in the world, something that students will kind of hold on to and something that I think students will need is just that constant support. And that in the band, you know, any leadership or organization that you have, that group of people is always there for them no matter what, no matter what's going on in the world, that this is staying constant and this experience is something that we're going to continue to have. This is a safe space for you to be in. And you know, this is going to continue to be a good thing for you no matter what goes on.
That's great information, Miguel. Thank you for sharing that. It also makes me want to talk to John a little bit more about your culture there. John, this sounds like another episode we need to put into the future. Like let's really get into the granular, the nuts and bolts of like what it is that you're providing the students. So that's later, but now I'm just socking that away. To wrap up, Miguel, I'm curious, just looking ahead, how do you see the lessons that you've learned from marching band — we say marching band, but music specifically — that is going to shape your life beyond college? And that could be professionally and personally, musically, just what have you learned?
Yeah, I've learned so many things and interestingly so, I'll be working in the consulting space after I graduate. And having worked as an intern and worked in the industry for a brief amount of time, I've seen that a lot of those lessons that we learned, especially on the leadership side, translate over. One, just a big thing, and something that I've talked about is not being afraid to put yourself out there or giving yourself risk to fall short and fail. I think those things are really important. That's a really important thing to do in any kind of working environment. And when you're trying to solve problems, things aren't going to work out. And so just not being afraid to do that I think has brought me really much further than I would have otherwise. Another one is knowing how to operate within a group. When you're in an ensemble, what you're really doing is interacting with a group of people all the time. You're working in a large group to get one goal done, and there's not many other experiences that, you know, allow you to do that. And so I think just being in the music space for so long, I've gotten good at knowing how to work towards one goal as a group together and knowing what groups of people need in order to do that. And so that's a big thing that I take with me, whether the teams are small — like when I'm on a small team, I'm like, this is like a small rank leadership team on the band, and these are the things that these people needed — or whether the groups are larger too. Those are big things that I take away.
Yeah, great information. You are so impressive, Miguel. Man, I love it. Here's a point in the conversation where we ask all of our guests the same three questions. So I'll go first and it is: do you have a soapbox topic? Now that can be about anything in your life. We talked about music education, but do you have a soapbox topic that you want to talk about?
Oh my goodness, that's a good one to spring on me, man. OK, I think that everyone should move their body to music more. I think that's something coming from, you know, a Latino, Filipino background — we move our bodies to music a lot. And I think that a lot of early music was meant to be moved to and that's kind of being lost a little bit. And there were stuff, not that's an issue, but it's really great thing to be able to move your body and be able to dance and, and, and work with music and interact with it in that way. And I think it's another thing that brings people together. So I think that's something that everyone should know how to do is dance with someone or dance to music.
Love it. I love it. You know, we don't, it's really interesting when you think about the culture of dancing, it's, I don't know, we're kind of digressing here, but like the culture of dance has been lost. I mean, there was a time like where it was part of culture to have balls and to go to dances and to learn specific dances that go to certain kinds of music. And everybody knew how to do it. Like you were taught it. And that's not really in different cultures. The same way like you would have like, you know, like salsa or moringa, like there's, you knew these things, you grew up doing them and that has kind of gotten lost in our society.
I've not thought about that until you mention it. But what that's a great soapbox to get on the next question. I'm just curious, do you have any, is there been a particular book or books that have inspired you just in your life journey?
Yeah, absolutely. So I will preface this by saying that I'm really great at starting books and I'm terrible at finishing them. So there's a few books that I haven't read fully through. I think a really great one that's leadership oriented is Leaders Eat Last. I believe that's the title of the book. That's a really great one just tied and, and related to servant leadership. And there's so many examples within that book of, you know, things that the author went through, but also just things that you can pull away and, and apply to leadership generally. Another one that I've liked is Thinking Fast and Slow. I believe I'm forgetting the full title of that one, but anyway, just breaking down, you know, how to think about the way that you think in a positive way and break that down. And so I think those are two main books that in the leadership space that I really enjoyed.
Great. And finally, Miguel, and arguably the most important question we have for today, and that is what is your favorite time signature?
Oh man, OK, I think I really like 6-8. I think 6-8 is wonderful. I've played lots of songs that I've really enjoyed thoroughly in 6-8. So that's my answer.
That's a great answer, Miguel. I'm afraid that the correct answer was common time.
I see. So. It's terrible.
We have time. We did. I know, I'm so sorry. It's terrible.
But go, thanks so much for your time today. It's been really, it's been inspirational to hear you talk about your experience from high school through college and how that's affected you and how you're going to honestly lead your life. So I appreciate you sharing that with all of our listeners and for being on today.
Thank you so much for having me. It's been a pleasure.
Thank you so much. Thanks, Miguel.
That's it for today's episode of the Common Time Podcast. And thank you for spending time with us. We hope that today's conversation will give you something useful to take back to your students and your program. And if you enjoyed this episode, make sure you subscribed so you don't miss what's coming up. And if you know another director who might benefit from this, please share it with them. Also, don't forget you're able to nominate a music educator for our Standing Ovation program. The link to submit is in the show notes below. Thanks again for joining us on the Common Time podcast. As always, keep making music and keep making a difference.