(upbeat music) - Stay tuned for On Q, for KSMQ Public Television, I'm Eric Olson.

We're going to meet today, Blake Zimmerli, a young music composer from Austin, and we're going to talk with a married couple who are both very involved in Austin schools, Kane and Andrea Malo will be joining us in the second half of the program, they're both principles.

Figure that out of their schools.

That's all what's coming up next On Q.

♪ Local ideas that matter to you ♪ ♪ Sharing our regions unique point of view ♪ ♪ Telling the stories that you never knew On Q ♪ ♪ On Q ♪ ♪ On Q ♪ Blake Zimmerli started playing piano at a very young age and after a while added percussion, then he started writing songs for the piano, and that turned into writing little symphony songs for orchestras.

Blake joins us today to talk about his love of music.

Blake's from Austin, welcome, sir.

- Hello.

- A lot of artists tend to speak through their art form, like music or painting, they don't speak a lot about what they do.

So I appreciate that, we're gonna hear from you a little bit, but first let's hear how you create.

We have some video captured of just a few of your performance pieces and then we'll come back and chat, okay?

Let's have a listen.

(upbeat music) All right, so wonderful there.

Those are just two little snippets that we had of some of your work, and we should point out those were not your compositions, right?

- No, they were not.

- Those were recordings for contests that you've entered in the past.

So those aren't things you wrote yourself.

- [Blake] Yes.

- But I was at MacPhail in Austin, there was a performance, actually we sang first, I'm in Northwestern Singers and then your ensemble was up and they played one of your pieces and it was just wonderful, so congratulations.

- Thank you.

- Yeah.

When did you start to understand that you had an interest in music?

Do you recall?

- Ever since, well, I can go all the way back to kindergarten, I was always asking my parents to see if I could take piano lessons.

And they were hesitant because they were like, "Well, that's a commitment."

And they didn't want to ruin it.

They didn't want me not to like it.

But then when second grade came around, I finally got the thumbs up so then I started taking piano and then from there, I've just trying more and more new things.

- So parents watching, you did hear that the child asked the parents, "Can I have piano lessons?"

Which is very good, that's not always the situation under which children become musically interested, that's really cool.

And so you're in high school, I bet you at 12th, 11th grade, 10th grade.

- 10th.

- 10th grade, okay.

And so that means you're in the high school band program in Austin with Mr. Dundas, right?

Christoph who's been on our show too.

So what's that like in your day to day class work, you go to school and then is all of this music part of the day or is it extra work in addition to the schoolwork?

- Like the piano and composing I do?

- [Eric] Yeah, all that.

- They're separate, well, we do in band classes.

Well, that's like, that's the class that I'm taking.

Everything else that I do is through MacPhail, or through other music teachers I do by choice and for fun.

- Okay, so MacPhail the fact that it's here it's a benefit for you.

- Yes.

It's very nice.

If I ever have any questions, there's like, I've met with a flute teacher multiple times, or if there's like, I've had french horn questions, there's a french horn teacher.

It's just nice having people there to help you and makes it a lot easier.

- So, you're playing those instruments also?

- No, I'm not that's why I need to learn a bit more about them by talking to other teachers.

- Okay, so that interest is because of your compositions?

- Yes, 'cause I wanna be able to write for them, so I need to gain an understanding for how to write for them and how they work.

- Okay.

- What does what?

- So for a composer, the instruments all have a different, I don't know, you don't hear a song.

Do you hear a song and think, oh, that would be good for a French horn, or is that later in the process?

- Like if I hear a song?

- Yeah, what the compositional process, I guess, what is that?

- Well, it's different for everybody, it's usually for me, like I develop a, like a melody, like on piano.

I instrumentate it into my music software, and then from there I add to it, I'll change the melody some too, you start to add harmonies, you add instruments.

And oftentimes like my most recent composition, the flute and saxophone, I wrote it all on for piano.

And then from there I took it and made it for flute and saxophone.

- And that's the piece that we heard at the performance in Austin.

- [Blake] Yeah.

- So that started out as a piano?

- [Blake] Yes it did.

- And that's how they all do for you?

- Yes, most often.

- And then as you're listening to it, you think, oh, I wonder what this would sound like?

- [Blake] Yeah.

- Or that instrument.

And then is there a point at which you go, yeah, or, oh, that's good enough.

Or I'm curious about that the melody, does it end up sounding great with a French horn versus some other instrument?

- Well, it's experimenting like when that flute and saxophone, it started on piano, and then it was actually flute and clarinet, and I was like, well, I wanted more harmony in the accompanying part because the flute had melody most of the time.

So then I experimented with instruments, then I stumbled across saxophone and it was nice 'cause you could sustain notes all the way through and they can play more notes at once rather than just one, like a clarinet can only play one note at a time.

- I have a friend who does composition in Los Angeles and he has a vast array of captured sounds from instruments.

Do you think in your mind, does the natural instrument sound better than a one on a computer, or is there no difference, discernible difference in your mind?

- There is, I find there to be a very big difference.

I very much prefer hearing it live, 'cause you know, live is better than what the computer has.

And also the computer is only capable of so many things.

When you work with a real performer, there's more they can do to it 'cause you're limited.

- I don't understand that, can you explain that a little more.

- The software on the laptop, so you write music, I write my music on a laptop and it will play it back for me using a flute or a saxophone, but there's only like so much you can do with it with terms of how you want something, that's 'cause you put a staccato on it doesn't mean they're gonna play this staccato the way you want it.

- Okay.

- So when you work with a real musician in person, usually you can make those changes.

- And what do you hope to do more with the composition?

It sounds like if I were to think, okay, piano composition, that seems to be something you're more interested in, is that correct or not?

- Yeah, performing and writing music is what I enjoy.

- Okay.

So at this point, are you starting to think about career or is that too early?

- We've been thinking about it.

I know no matter what I do for a career, whether it's music or not I'll still keep doing music.

Just not sure if I wanna pursue it or not, but I know it'll be relevant in my life either way.

- And computers definitely help the human aspect because as somebody my age, I always think of computers as quashing the creative of people, but that's maybe not, I should be thinking of it in a different way?

- Yeah, and composition, it's so nice we have these softwares back when music was first, when they started writing it out, they're writing it by hand.

I know some even did it like on a typewriter, so it's very nice to have, we're very spoiled to have this music software.

- And are there classes for composition that you can do online or is that in person?

- There's there's both, it depends what you're looking for.

I've read a lot of things online about composition, what to do, what not to do, but there's also teachers you can go to, I've chosen to kind of be more self taught 'cause I enjoy it.

And I feel like, you know, having a teacher can sometimes take that hobby away, you know?

'Cause it's more for fun, nothing serious yet.

You know, I kind of wanna do what I wanna do.

And then like I said earlier, if I ever have questions about specific instruments, then that's when I reach out to other people.

- Okay.

- To learn more.

- So there's an online community about composition that you're able to tap into?

- Yeah, there is.

And you can just look stuff up too and there'll be articles, videos.

- And what about the western style of music versus other forms in the world?

Eastern or different tone, have you looked at that at all or?

- A little bit, it's everything instruments vary the way they write style, everything is usually a little different.

- Yeah, Eastern musicians too, I can tap that on online.

I look on YouTube a lot for music from the east that sounds tremendously diff just otherworldly.

Well, I guess it is other, it's the other part part of the world, but you're sticking mostly with the Western, the, you know, the standard musical tones right now that we would consider here.

What about music that you like to listen to?

Modern music or old, what do you like?

- It varies, I listen to a combination of everything.

I've listened to things from band scores to current music.

Like it kind of just varies.

And also when I listen to music, it depends when it is, usually I'm trying to listen to it, to like learn something, get something out of it, you know, like see what they did 'cause music there's only so many options.

So it's always nice to hear how people took that and found many different ways to do it.

- I think it's really wise that folks you're listening to think, don't think so much about it that you end up not liking it, you know?

So it's fun to be playful with music also, so what's on your playlist, if that's a question.

- I don't really have a playlist, it's kind of just whatever, it's really, it's very random.

- Well, that's good too, you know.

If folks are watching this and wanna hear more of what you're doing, is there a place for that on the internet or not yet?

- Like my compositions?

- Yeah.

- Not yet, hopefully soon we'll have something.

People can go and check that out, but not yet.

- Great.

Well keep working on it and keep having fun, Blake, thank you very much for joining us.

- Yeah, thank you.

- Yep, fun to see what's going on right here in Austin and we'll be right back.

(upbeat music) Kane and Andrea Malo are partners in education.

Literally, they're deeply involved with the school systems here in Austin, different schools.

And get this, Kane is principal at Pacelli Catholic school in town.

His wife, Andrea has held different roles at Austin High School, but is principal of Austin High.

Two principal under the same roof, I thought we'd chat about that a little bit.

Welcome Kane and Andrea.

Before we get going, can I see your hall pass?

(all laughing) That's school humor, I guess.

How is that to start off?

- [Andrea] Yeah, that's pretty good.

- Okay.

So this has to be unusual, do you know other couples who are both principals at school?

I can't imagine, but... - I know different couples that are principals in the same school district or to public schools.

I don't know any that are a public school principal and then a private school principal.

- Yeah, that's wild.

Did you set out when you were starting in your career, you grew up in Albert Lea.

- [Andrea] Yep.

- Andrea, did you start in education thinking, "Boy, I just want to be a principal?"

- I never thought I would be a principal.

I always wanted to be a teacher and I think I will always have the heart of a teacher.

I think a lot of it was actually through Kane's encouraging and the encouragement of those that I've worked with that asked me to go and get my administrative degree and work towards that.

But never really thought I would be a principal.

- Kane?

- You know, it was always something in the back of my mind.

I've, you know, growing up, playing sports, I was always kind of a leader on the different teams and things like that.

[Eric] In Albert Lea?

- No Fairmont.

- Fairmont.

[Eric] Fairmont, Minnesota.

- Yeah, I'm sorry.

- But playing sports, just being a leader, natural leader with those sports teams.

And as I got into education, I thought that, you know, being a leader inside the school building would be something that I would like to do.

- And what did you also come up through teaching ranks?

- I did come up through teaching ranks, I am an elementary teacher by degree.

I have an El licensure that I have, and then I got my administrative license from Southwest State university, no, administrative through the University of Minnesota, my master's through Southwest State university, my (EL) license through Mankato State University, and my undergrad through Concordia University.

- My goodness.

- I was counting up the other night with kids.

I took kids to the cities last night and I counted up, I went to seven different universities so far.

- And being principal, how long at Pacelli?

- Starting my third year.

- [Eric] Andrea?

- This is my fifth year as principal at Austin High School.

- Biggest surprise?

Good or bad, do you have one stepping into that top role there?

- I think it's always interesting just to be in the position.

I think I was working with an intern as someone who's aspiring to be a principal a couple weeks ago and I was kind of walking him through some different things that we were doing.

And I think it's just amazing all the different ways that you get pulled during your day.

So you have kind of your scheduled agenda, but as I'm walking through with him, the different aspects, they're just like, well, you're doing this and this and this.

There's just so many different things that you're responsible for in a building in the day to day.

- [Eric] That's unpredictable, is that what you mean?

- Yeah, some that's.

- But you didn't know when you came in that X, Y, and Z was gonna happen.

- Right, right, so, I mean today working on everything from curriculum alignment, with a social studies department, working on planning for Big Nine Music, stopping in and working with counselors on some registration pieces.

And this is all in the first, you know, hour and a half of the day, so there's different things going on.

- You were nodding your head too, same story at Pacelli.

- It is, you come in with a game plan how the day's gonna go, but when you're working with kids, things change all the time and you get pulled one way or another and you just think on your feet and you move and you do what needs to get done, and you work through your day.

- Yeah, thank you for all that work.

It's so important that people lose sight of I can take it for granted, I guess how important the work is.

I was a big fan of extracurriculars when I was a kid, talk, talk, talk, talk.

I did forensics and choir and stuff.

Talking to educators, those numbers were impacted by COVID at least a little bit to the extent that they kind of have to rejuvenate.

I mean, even in Northwestern Singers, I sing in a volunteer choir, our numbers are way down because I think because people found other things to do or they were living, staying at home and they just don't wanna do it.

Are you finding that at the high school, among them like the choirs and debate and so on?

- Well, I think that, you know, for a period of time, we have seen some of our numbers go down, but at the same time, our speech team at Austin High School actually started during COVID, and they're having a lot of success, and it's a great group of students, an advisor that's really passionate about it that's really trying to get kids involved.

This week, we on April 29th, we're hosting the Big Nine Music Festival.

And you know, last night walking through the building and seeing hundreds of kids there ready to perform.

So, there are some schools that have been impacted, I would say our music programs really haven't been negatively impacted by it, a lot of kids still involve there.

Some of our athletic teams, yeah, we haven't seen quite as much involvement.

And I do think you're right that, you know, people found some other things to do, but you also follow out a routine, right?

And so falling out a routine a little bit, you just have to kind of get back into it, and we have some great coaches and advisors that are out there recruiting kids, talking to them and really trying to get them involved again.

- In smaller institutions such as Pacelli, that's always kind of an annual challenge, probably having enough folks to do ensembles and stuff, so this probably didn't help it or are you seeing no drop off?

- It didn't help it, I'd have to be honest, I started in the, my first day of being principal at Pacelli was the day the governor came out and said, "We're closing schools because of COVID."

So... - Oh my.

- So, my entire administrative career at Pacelli has been under the dome of COVID.

So it hasn't helped, but I can say that, you know, when the masks came off the kids, they were able to express themselves differently and they started coming outta the shells that they kind of were put into when COVID started.

And just seeing the change of the attitude amongst the kids, the smiles again, their comfortability with what's happening with COVID and how things are changing is really changing their perspective as well.

You can see that in the different ways that they're interacting in the hallways and with other kids.

- To the extent like we understand what it was like being alone, is that what I'm saying, what I'm hearing sort of, or?

- I think so, you know, there are some kids that, you know, on the other side that are still struggling with that idea coming back as well.

I mean, some kids that were on that verge of, you know, I kind of like being by myself, COVID kind of helped reinforce that behavior that they had and they're struggling coming back into larger communities, I think.

And some of the kids really struggle, and it's just putting a little bit more of an emphasis on mental health for everybody and realizing that it was more than just a mask on the kids, it was more than just a virus that went around.

It's how do we help these kids who struggle growing up and trying to figure out who they are at the same time, come back out and realize that it, you know, we're all here to kind of going through the same thing, but we're here to help you and get you back to where we need to be.

- We don't need television work in your world, but we kind of work in media world, so I really appreciate that when an educator during COVID has to do a lesson plan when they're planning for COVID, you know, remote work is so different, must be than the in person it's really a whole different skill set that they have to develop the educator.

- Yeah, I think our teachers really rose the occasion during COVID.

They were asked to do things so differently and so quickly that they really had some patience with themselves and with kids, even though, you know, you wanna continue to move on and do what you do, but they really had to think differently.

They had to plan differently how they interacted was so different.

How we as administrators worked with our teachers was different because, you know, we're not always in the same building either at that time.

And so I really respect the work that our teachers did to adjust, modify, and work with kids in so many different ways.

- So you're sitting in your office, you got a meeting coming up, "Oh, it'd be so easy to do it on Zoom, "can't we just not get together, can we just do it?"

- Yeah.

- Are you trying to force getting together 'cause that socialization is important?

- It is so important just in the last two months we started to have in-person staff meetings again.

And again, we meet in an area where we can still spread out if we want to, but it's honestly been the best thing ever, just to be able to have people in the same room together, sometimes in a big building, you get kind of isolated anyway into your departments or hallways or things like that, and so just being able to bring everybody back together was so very, very important.

I mean, we laughed with one another again and you know, doing some of those staff socials that we haven't been able to do and be in that same space, I think has really been important for everyone in our building.

- Same thing.

- Same thing, especially with the elementary teachers coming at it from that point of view, you're used to getting down on the student level, on your knees, you know, bending over, talking with them, hugging your younger ones when they need to be hugged, and for a year and a half not being able to do that, that took a toll on the teachers and on the students, just not having that social interaction, the things that you were used to, it was tough.

- What are the one or two number like top line new issues that folks like us wouldn't know anything about that's coming in the world of education of young people?

Is there anything either good or bad?

I mean, phone, multimedia, is it a Netplus or negative?

Are we learning to live with multimedia or something else?

- You know, I think maybe the most pressing issue right now and part of it's maybe from COVID and I think some of it's just from, you know, development as well, is that I think mental health is really something that's on the forefront.

How are we meeting the needs of our kids?

Who are growing up in a very different world than what we grew up in.

And just with social media, with different pressures, you know, thinking about, am I gonna get into the college I want to?

Or what do I wanna do after high school?

Focusing on that, but also just issues and the things that they're dealing with personally.

I think that mental health is probably one of the things that as I look at our building and think about things that I'm most concerned about and wanting to meet the needs of our kids.

- As far as we need more counselors or inculcating into curriculum or what can you do?

- Yeah, I mean, there's definitely things that you can do.

And I know Kane's doing some things in his building too, but there's some socially emotional learning strategies and things that we can use and work with our staff with, you know, we have an amazing counseling staff and I would always say that, you know, there's more needs for that, but we have some really nice opportunities in our community too that will support us with that, but there's always a need.

- Social, emotional, learning strategy, I mean, that just came out, but that sounds like a whole genre of something we don't know about here.

- It really is, it's getting kids to learn how to deal with the emotions that they have in a proper way.

And we started a socially emotional learning curriculum this year with our K through sixth graders called Frenzy.

It's a biblical based socially emotional learning, but just having the kids have a base in their faith and then understanding that, yeah, we all have these feelings.

How do we deal with the feelings that we are having in a positive manner?

Not all the feelings we have are positive, but we can still deal with them in a positive manner.

And just 'cause we start our day with those feelings doesn't necessarily mean we have to, that's our entire day.

I might have had a bad morning, but I can still have a good afternoon.

So, our present emotions doesn't fit our entire day.

- That's a great way to leave it and thrilled that you're here helping in our community.

And thank you for sharing some of that today with us, Andrea, Kane Malo, principals, husband and wife in Austin, Minnesota.

Thank you.

- Thank you.

- Thank you.

- So that's it for today, thank you for joining us for On Q, here on KSMQ Public Television.

I'm Eric Olson, see you next time.

(upbeat music)