This study is an examination of the lived experience of competition in high school band. A hermeneutic phenomenological method based on the works of van Manen (1990) and Vagle (2014) was used to investigate what it was like for participants to be in competition. Twelve individuals participated in the study sharing experiences they had both as students and as music educators. Participants lived and taught in communities throughout the United States and brought differing levels of teaching and competitive experience. Data were generated through in-depth interviews and collaborative phenomenological texts. Findings indicate that competition was a meaningful and influential part of participants’ work as band directors and educational experiences as students. Competition was approached with tension as participants acknowledged concerns over the influence of competitions on their students, yet they still chose to engage in the practice. Marching band contests offered a creative outlet where directors could develop custom arrangements and write formations for their ensembles. It was a creative outlet with a competitive motivation as their work was designed to yield more positive contest outcomes. Finally, competition was perceived as an influence on band directors’ professional reputations, feelings of competence, and how band programs were viewed in the community. Findings are discussed in relation to the historical debate on competition in music education, teacher evaluation, teacher concerns, and advocacy.

Students in the United States discuss popular music all the time, but often outside the music classroom. How can music educators bring those conversations into the classroom in ways that students find engaging and meaningful? Podcasts offer a potential solution. By taking on the role of the popular music podcaster, students enrich their conversations by developing analytical skills that theorists, musicologists, and critics use in the process of making a tangible product. This article invites educators to consider the potential of popular music podcasts using pedagogical strategies that include listening, responding, and project-based learning.