Meet the Board of Directors: An Interview with Bruce Walker

The Suzuki Association of Americas is proud to welcome Bruce Walker to the Board of Directors. Bruce’s term on the board began November 18. In addition to his responsibilities as a Board member, Bruce juggles teaching cello lessons, performing in orchestras, conducting, doing homework as a doctoral student at Boston University, and barbecuing. Bruce was recently named the Washington State Music Educator of the Year.

Where are you from? What instrument do you teach, and how long have you been teaching?

I was born in St. Louis, Missouri. I went to high school in Fenton, Missouri, and that’s when I learned how to play the cello. I got into my undergrad, Southern Illinois University, Edwardsville, without cello lessons, essentially. And that’s where I got degrees in music education and cello performance. I graduated from there in 2005, and then went to Central Washington University. From that point, I did my master’s degree in performance, focusing on orchestral conducting and cello performance, and started working in the Sunnyside School District in Sunnyside, Washington. Now I am an associate professor of music at Columbia Basin College. I’m also the music director of the Yakima Youth Symphony Orchestra. From that work, I made ties with Board members whom I hold in very high regard.

That’s wonderful to hear. Let’s take a step backward, chronologically. Why did you take up the cello, and what made you decide to pursue it professionally?

I somehow missed the deadline to sign up for a musical instrument when I was in middle school, so I didn’t do any music in sixth grade. Granted, in elementary school, I always did music, but it was vocal music. In seventh grade, I started playing the cello in a public school orchestra. I credit so much to my orchestra teacher in middle school and high school. She was the one that sort of encouraged me to just love orchestra. Most music teachers are everybody’s favorite teacher, so clearly she was my favorite teacher.

I pretty much just learned by looking at people to my left and right. Growing up as a kid, I was not aware that you could take lessons, and I didn’t think that I could even afford lessons. I didn’t come from a family with lots of money and resources or anything. So when I decided I was going to become a music teacher, I learned how to play the euphonium and I joined the marching band alongside the orchestra. Musically speaking, I was like a running bath faucet. You couldn’t turn it off. But technically, I looked like a platypus. I was so bad. But what was so cool is that my undergraduate professor, Kangho Lee, turned me from a platypus to an actual cellist.

I credit my teaching ability to my professor at the SIUE Suzuki program, the late Glenda Piek. When Glenda got cancer, I was able to teach a chunk of her students. It was a wonderful opportunity for me to apply my knowledge of Suzuki that I consumed and soaked up from her and use it. The students that I taught, even at the youngest age, are now doing some wonderful things and I feel like I’ve had a part in that. That’s pretty cool and legit. So Suzuki is a fundamental core of my teaching philosophy.

What’s your current teaching style like?

My teaching style is very much a blend of the teachers that taught me. I’m very laid back. I’m not a demanding individual, but I do have expectations. I approach teaching cello like you’re a human first.  I can pretty much teach anyone. It doesn’t matter who you are. I don’t care if you’re swinging from a chandelier — I’ll hop on a chandelier with you and teach you at the same time. I will bring you back to center.

Are there any moments in your Suzuki career that stand out to you as particularly formative?

I’m inspired when I see big festivals, just watching all the kids up there doing Suzuki playdowns, starting from the tip-top and working your way down to E string concertos. It’s precious, but it also gives you hope for the future that music education is not dead. It’s essentially up to every musician to try to change the landscape to make the program more fair and equitable and get people that reflect what we want for our future.

Along those lines, 2020 has been a challenging year, particularly for the people who have experienced sickness or loss from the coronavirus pandemic and for those who have carried on their shoulders the loss of victims of police brutality. How do you have complicated conversations with students in your studio about racial justice and equity?

I believe that learning in safe environments is absolutely critical and just vital. When a complicated issue needs to be discussed, we will discuss it. But I’m not going to cast a blanket of judgment. I actively listen and hear, and then repeat what I heard so that I can make sure that I understand exactly what somebody is trying to say. That’s something that’s not done very much.

I also believe we need to not agree passively, but actively contribute to the change. We need to think, “what can I do as an individual to be an active contributor?” Some people believe it’s with finances. Some people believe that if you see something wrong you say something. Some people believe that if you see it, you own it. Some people believe you need to sit down and listen. All of those things are valid in one context or another. Again, if you passively agree, and then go about your life because it doesn’t affect you, well then you’re really not helping.

How do you take care of yourself in such a difficult time? 

I know when to step away. When I feel that I have reached a point where I am physically tired, I know how to disappear. That is a special skill that I have been able to do since the age of five. I am the best at hide and go seek. But I always reappear stronger than I left.

I have a very simple equation in life that has not steered me wrong. Behavior plus belief equals consistent message. So I will make sure that my behavior matches my belief. By doing so, my message that is portrayed out to the world will be consistent. And it means I own it if I did something that was completely off base and I was wrong. I will be the first person to apologize. What I say is, “I said something. It was upsetting. Please tell me how I can do better.”

We’ve talked a lot about your philosophy on life. I’m wondering what aspects of this philosophy you’re excited to bring to the board of directors.

Humor. I’m probably the one that probably giggles the most. I also bring being a genuine individual. I know how to talk to a wide variety of audiences. I’ve never had a problem with public speaking or being in front. I’m typically the first person that wants to answer a question.

I also have a different lived experience than pretty much anyone else on that board. So I try to bring a solution-centered mindset. Too many people are always focused on the problem. Yes, the problem exists, but we can start making solutions. Solutions don’t have to happen overnight. Some solutions can get the conversation started so that we can move in a productive direction.

Another thing I bring to the board is youth. I’m only 38. When we take a look at the reflection of our Suzuki population, it’s noticeable that our population is older. That is not necessarily a wrong thing. This organization has an unbelievable amount of wisdom. But the board should try to attend to reflect our organization.

Our organization is overwhelmingly white. But we’re actively planning to make the board more diverse, more equitable, more accessible, and more inclusive. These are ideas that I have a good feeling Dr. Suzuki would be okay with. As an organization, we must be evolutionary. If we don’t, then this organization will not be sustainable.

The things that we do here at the SAA have implications on an international stage, and if we get it right here, folks in the other four regions may also attempt to be brave and do these things there. Racism, for example, will look different in the United States than in Canada or Costa Rica. However, some principles are applicable regardless of country. If we can get it right, it will positively inculcate our membership to say ‘this is what we believe, and this is where we stand, and this is what we believe we should have for our children.’ If people get on board with that, it can have some really awesome effects on the future of Suzuki and also the future of our students that we teach.

I so appreciate the perspective that you’re going to bring to the board, that’s great to hear. Amid this time of anxiety and unrest, what’s kept you grounded?

That’s an easy answer: barbecue. My folks own a barbecue restaurant in St. Louis, Missouri, called Smoki O’s barbecue. I’ve been eating it since age fetus. I absolutely love coming up with new ideas, new rubs, new seasonings, new spices, new ways of cooking any type of meat. I am a meatatarian. A beef brisket starting at 6 a.m. and finishing it at like 4 p.m. is an ideal Saturday for me. 

Another thing is that I laugh. You have no choice but to laugh. This is one of those things that we can hyper-focus on. But your mind can only handle so much. These things have to run their course. 

The other thing that’s also consumed a lot of my time is that I’m a full-time doctoral student. So, clearly, I have homework. The amount of stuff that I’ve had to write has increased sevenfold.

What advice do you have for aspiring Suzuki teachers?

Just jump right in. Reach out and talk to people. If you are passionate about what you do, and if you find somebody that can help direct or focus your passion, just do it. Will it take work? Yes. Will it be lonely? Yes. Some expectations will come with progress. It will seem very odd to others that you’re spending an unusual amount of time practicing your instrument or learning scores of Beethoven symphonies or reading books to help further your understanding. But that type of small investment that you’re making now can easily pay off. It’s this type of becoming hyper-passionate about what you do that really can have a positive impact on your future.