The George R. Brown Award for Superior Teaching honors six of Rice’s best professors each year. The recipients are determined by the votes of alumni who graduated two and five years ago.  One of this year’s recipients was Anthony Brandt, associate professor of composition and theory.

What's your favorite class to teach, and why?
My favorite class to teach is Music 312, 20th-Century Music Analysis. There is a barrier between the classical repertoire and modern music that is very harmful to our profession; I would like to help break that barrier down. Recently, a famous virtuouso came to town to play with the Houston Symphony.  During a radio interview, he spoke of how difficult it was to play the "same old chestnuts" and make them sound fresh.  The solution: Please don't always play the same old chestnuts.  There's one hundred years of recent music waiting to be championed.
 
What made you want to become a teacher?
I like to tell my students that if someone asks them what their profession is, they should answer, "protecting consciousness."  Consciousness is humanity's greatest gift, but it is often under assault in today's society. Thinking is frequently considered a waste of time: We're not talking on the cell phone, or buying something, or watching television.  The role of art -- and of teaching -- is to celebrate, explore and develop that most private, essential and powerful part of our humanity.
 
How does teaching at Rice compare to other universities?
A great effort is made at Rice to promote a sense of community.   
   
Describe one of your most rewarding experiences or fondest memories as a teacher.
One day a few years ago, two composition students came to my office, uncertain whether they should continue. I told them that they shouldn't expect me to tell them whether they had any talent. Instead, they should ask themselves if they heard music in their heads and didn't feel it was a satisfying day unless they wrote it down. If they didn't miss writing the music, there was absolutely no dishonor in trying something new. On the other hand, if it wasn't a good day until their musical thoughts were on paper, then they owed it to themselves to keep trying.  One student left my office and decided to change fields. The other decided to stay, and has since gone on to graduate work at Columbia and fellowships at several major festivals. I've always felt proud that I helped the students answer that very essential question for themselves.