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The Beat Goes On
Published: August 2010
PDF Version AvailableRepresentative Mark Shelton was elected to the Texas House of Representatives in November 2008 and is one of only three physicians serving in the Texas Legislature. He represents District 97, located in southwest Tarrant County. During the 81st legislative session, he was appointed to the House Public Education Committee. Representative Shelton grew up in Arlington and is a graduate of Lamar HS. As a Baylor University graduate, he attended the Texas A&M University College of Medicine receiving his doctor of medicine degree in 1983. He is double-boarded in pediatrics and pediatric infectious diseases. We thank Representative Shelton for sharing his story and for offering us insight into what each of us can do to ensure the legislature’s continued support of music education in the schools.
What is your music education background?
While in the first grade, I began taking piano lessons. For several years, I played in all the school talent shows and in too many recitals to count. After entering junior high school, I dropped the piano for the alto saxophone—you see, it wasn’t cool to be a 13-year-old boy taking piano lessons. In the seventh grade, I couldn’t be in the woodwind class because it conflicted with my math class, so I took private lessons and practiced in the instrument storage room during the beginner percussion class. At the end of the seventh grade, I won a medal in a solo competition!
As a student at Lamar HS in Arlington, I had two hours of band daily. I participated in the top concert band and the jazz band for four years, and I loved it! I was also drum major for two years. My high school was fortunate to have a great band director, Robert G. Copeland. We also had a good jazz band director who regularly took us to jazz contests.
Actually, academics were sort of a sideline to being in the band. I seriously considered a career in music education, but since the age of about 14 or 15, all I really wanted to do was be in the band and become a pediatrician.
Did you continue music study in college?
While I was in high school, my older brother was in the Baylor Band and my family went to football games to watch him march. When I graduated from high school, a major goal of mine was to be a part of a good college marching band. At the time the choices were, in my opinion, Texas Tech, Texas, and Baylor. My brother was at Baylor, and that influenced my decision. I remember being worried about making the Baylor Band, so I practiced daily all summer. When I got to Waco there were 24 altos trying out for six places. I have always felt fortunate to be a member of that band. I loved participating in the Baylor marching and concert bands. There is just something about being in a music ensemble that stirs the soul.
I had a great band director in Richard Floyd. Mr. Floyd was excellent with time management of rehearsals. He realized that we had to study, so each rehearsal had goals and when those goals were met, the rehearsal was over. Throughout the entire four years of rehearsals, I can remember only three times when a rehearsal went beyond the scheduled end time—and two of those were years when we put on seven completely different halftime shows.
I was drum major at Baylor my junior and senior years. Standing in front of 240 of my peers and leading them while being at the focal point of that incredible sound was extraordinary—thinking about it today still gives me goose bumps. Despite the time commitment, being in band was important to me. I think I was the only pre-med in my class who participated all four years.
Do you believe music education contributed to your success in college, in medical school, as a physician, and, more recently, as a legislator?
Being able to perform on an instrument requires discipline, and I believe the discipline of practice and preparation for performance is the key to success in any field. For example, I prepare speeches like I prepare for a performance. As a legislator I think I have enough self-discipline to stay on task. This focus really started at age six when I was studying piano.
Do you still have opportunities to make music avocationally?
I still play the saxophone, and I was a part of a garage band (actually an attic band). We played rock and roll for block parties, weddings, and such for about 10 or 12 years, so we actually became fairly good. I have played with a couple of big bands. This spring a local church had a big band concert and I played bari sax. I then played alto with the church orchestra for a July 4 celebration. Every Christmas, one of my sons plays piano and I play alto and we do a medley of Christmas songs.
What have you enjoyed about serving on the House Public Education Committee?
Being on Public Education is a real honor. I have enjoyed hearing about the diversity of Texas public schools and the creative ways educators approach issues surrounding teaching our children.
The upcoming session, the 82nd of the Texas Legislature, is going to be challenging for our public schools as well as every other aspect of state government. We are going to have to work smarter and harder to think of ways to spend our school dollars more effectively. A realistic goal for this session is to keep the music programs intact.
As a member of the House Public Education Committee, what would you say to our readers?
It is my perception that music educators have friends on the Public Education Committee. In the last session, we changed curriculum in hopes of creating more flexibility for those involved in music programs.
It is also clear that many members of the committee, particularly Chairman Rob Eissler, are aware of the correlation between music education and overall academic success and are committed to translating this into public policy.
With the great focus on preparing students for entry into the technology-driven 21st-century workforce, some assert the solution is to increase emphasis on math and science. Others, such as Dan Pink, believe the key to a well-trained workforce rests with creative right-brain thinkers who are enhanced by study in the arts. Given these divergent views, it is important for music educators to continue to share their knowledge and experience with their legislators.
What is your perspective on the place fine arts study has in this preparation?
I believe that students should be well-rounded. Music goes hand in hand with science and math. I would maintain that some of the greatest scientists and thinkers of the ages were also accomplished musicians. Although important, there is more to life than being a cog in a well-trained workforce, and the ability to create music for one’s own joy and satisfaction enhances life and creativity.
What would you advise readers about communicating their concerns regarding laws that affect fine arts education?
I think it is very important that TMEA members get to know their representatives and to do it before the legislative session. Invite them to a concert, a football game, or a rehearsal. Let them hear the importance of music education from TMEA members and the students. In a state where football is king (not that I have anything against football), it is important for school board members and state representatives to understand the importance of music education. For them to gain this understanding, you have to get to know them.
Is there is anything else that you would like to add about music education and/or your work on the House Public Education Committee?
Yes, I am still looking for suggestions as to how to involve more students in band, orchestra, and choir programs. I don’t think it could be mandatory, but I suspect we could come up with some programs to increase participation and to give students the opportunity to participate in an activity they can enjoy the rest of their lives.