Director of Bands
Claudia Taylor "Lady Bird" Johnson High School, TX
Jarrett Lipman is the Director of Bands at Claudia Taylor “Lady Bird” Johnson High School in San Antonio, Texas, where he has taught since 2008. Mr. Lipman is also the Brass Caption Manager at the Boston Crusaders, and before that was on staff at the Cadets Drum Corps from 2010 to 2016. As a clinician, Mr. Lipman enjoys sharing experiences and strategies from his time as a high school director in an effort to help others improve at their craft. He enjoys seeing students respond with enthusiasm when they have a musical break through or successfully achieve their goals.
Mr. Lipman graduated with degrees in Music Education and Euphonium Performance from the Mason Gross School of the Arts at Rutgers University in New Brunswick, NJ. He is currently pursuing a Masters of Public Administration and Urban Planning Certification from the University of Texas at San Antonio.
Under Mr. Lipman's Direction, the Claudia Taylor Johnson Marching Band was named the 2020 UIL Class 6A State Marching Champion. The Johnson band is also two-time Bands of America San Antonio Super Regional Champion and a three-time Grand National Finalist. In 2014, the marching band earned the Bronze Medal at the UIL 6A State Marching Contest and has been a consistent state finalist since 2012. The band earned the John Philip Sousa Foundation Sudler Shield for excellence in marching band performance in 2014. The Wind Ensemble is a consistent TMEA State Honor Band Finalist and performed at the Midwest Clinic in 2019.
In 2014, Mr. Lipman was selected as the Phi Beta Mu International Bandmasters Fraternity Texas Chapter's “Outstanding Young Bandmaster” of the year. In 2020, Mr. Lipman was recognized by Yamaha’s “40 under 40,” program designed to celebrate the impact of younger music educators on the profession.
This session explores a variety of daily drill exercises to build instrumental and listening skills. Directors can build their daily routine in a way that doesn’t just warm-up performers, but develops their ability as musicians. A great “daily diet” of exercises is essential for any student to have the tools to make wonderful music.
We know the benefits of sharpening our students listening skills. This session looks at the nuts and bolts of working on aural skills with HS and MS students who may not have a background in singing. Participants will learn exercises and techniques to build confidence when first working on singing and how to grow these skills over time.
Often, we perform for diverse audiences who respond differently to stimuli presented during a marching show. We can keep shows accessible and enjoyable will still pushing the limits of intellectual sophistication. Participants in this session will learn strategies on how to select music to support a concept that is engaging for a variety of different audiences.
This session focuses on strategies to manage the pressures and anxieties associated with band for staff and students. The pursuit of excellence is worthy but can also become overwhelming. We are taught to begin with the end in mind to help focus our preparation but there is a great benefit in also learning to break things into smaller pieces. Participants in this session will examine challenges associated with middle and high school band, and how to improve longevity by taking things one day at a time.
A clinic that explores strategies to keep kids in band through their time in middle school and high school. Finding a way to make band a home for everyone and providing different opportunities will keep kids engaged. High School Directors spending time at the Middle Schools can hook kids early. Allowing kids to participate in other activities outside of band and finding compromise will encourage kids to stay in music longer.
This session partners looks at what is possible when band students learn to sing expressively as a part of their band experience. Students will enjoy working on the choral version of a piece they are playing in band, learning to develop expression and then transfer it to their instruments. Participants will see examples of how to first approach singing with students, and can use this information with aural skills exercises to develop students without a singing background.