We recently connected with Ron Castonguay and have shared our conversation below.

Ron, looking forward to hearing all of your stories today. We’d love to hear about a project that you’ve worked on that’s meant a lot to you.

Hi, for those of you who don’t know me, my name is Ron Castonguay. I am a music educator, conductor, composer, performer, clinician, and most recently, an author, with over 31 years of experience in the rehearsal room, on the stage, and in the classroom.

The pandemic was a challenging time for everyone. During early 2021, I found myself at an all-time low. I had just changed jobs in late 2019, moving my family from Miami, Florida, 1500 miles north to Washington, Connecticut. A few short months later, I was in a new place and a new career in the middle of a global pandemic. It wasn’t easy. To climb out of the slump and fill my proverbial cup, which was drained from a lack of in-person musical experiences, I began to think about what I could offer to the music education world.

For about ten years, I had wanted to write a book on a universal rhythmic sight-reading method I created and used with all my music ensembles for over two decades. This method was affectionately referred to as “The Tik-A Tee Method.” In March 2021, with the support of my good friend and former colleague, Adrian Gordon, I mustered up the gumption to start writing. I gathered my thoughts, created a table of contents, and jumped right in. With Adrian’s long-distance emotional support and help, and my dog, Asher, by my side, I worked on the book every night. Adrian and I inspired each other, as he was also working on his book, Note To Self.

Fast forward to today. My method book, “Rhythmic Sight-Reading: The Tik-A Tee Method,” was released on March 15, 2024. It is available on my website and www.jwpepper.com. I am so proud to begin the process of leaving a legacy to the profession that has been so good to me for many years.

Let me share a bit about the book itself.

My book introduces a universal rhythmic sight-reading method I have developed over decades of teaching music. Over 90% of melodic sight-reading mistakes happen in rhythm. This is the entire premise of the book. “The Tik-A Tee Method” is the result of decades of adapting and refining established techniques. With research-based applications, I am confident in stating that this method works. It’s fun, easy to learn, and practical.

This book is intended for any and every ensemble type–or private instruction–from upper elementary, middle school, high school, college, and beyond; hence, the reason I consider it universal. The 168-page book is formatted as a cumulative and scaffolded 36-week curriculum, covering beginning to advanced rhythms, and uses a language-based learning system utilizing the vocalization of rhythms. There are over 346 practice exercises, all accompanied by MP3 “answers.” There is no teacher manual, so everyone in the room will literally be on the same page. A large poster for the classroom is also available, so students can easily remember the rhythms and associated verbiage when sight-reading.

I will also be introducing a YouTube channel and an Instagram platform to supplement the book.

Book II is already in the works and will include more exercises and more advanced rhythmic concepts.

This method book has the potential to help music educators and students across the country–and beyond–change the way we think about teaching melodic sight-reading by emphasizing the importance of rhythmic sight-reading. This system works in any time signature and at any tempo, fast or slow, using less than five words! This method book aims to help music students become more proficient, independent, and literate in reading music. The fear of reading music is often a primary reason students quit or don’t start playing an instrument or singing in a chorus. Music is a language. It should be taught like a language. Once teachers and students go through my method book, they will never think of sight-reading music–especially rhythms–the same way again!

Awesome – so before we get into the rest of our questions, can you briefly introduce yourself to our readers.

An innovative music educator and accomplished musician, composer, conductor, author, and performer, Ron Castonguay was named Director of the Arts and Music Director at The Frederick Gunn School in 2019. Ron teaches all levels of Vocal Ensemble, String Ensemble, and Concert Jazz Band as well as AP Music Theory and provides private music instruction. He is responsible for the leadership and development of the school’s Visual and Performing Arts programs and champions the growth and integration of the arts and community through the new Thomas S. Perakos Arts and Community Center. As a result of these efforts, the school has developed collaborations and maintains partnerships with local arts organizations, including Pilobolus, Sherman Chamber Ensemble, the Litchfield Jazz Festival and Litchfield Jazz Camp. Prior to his arrival at Gunn, Ron served for 23 years as Department Chair for the Performing Arts and Music Director for grades 9 through 12 at Gulliver Preparatory School in Miami, Florida. There, he created and directed the school’s String Ensemble and Symphony Orchestra, Wind Ensemble, Jazz Ensemble, Jazz Combo and Vocal Ensemble. His ensembles performed at Lincoln Center, Carnegie Hall, Walt Disney World and Universal Studios, the Strathmore Center for the Performing Arts and other notable venues, and consistently earned top marks at district, state and national music festivals. Ron holds a bachelor’s degree in music theory and composition from the University of Miami (Florida). He is a professional saxophonist and studio musician, experienced conductor and published composer. He conducted the professional run of “Into the Woods” at the Adrienne Arsht Performing Arts Center in Miami in 2015 and performed an alto saxophone solo with the Miami Symphony on Gershwin’s “Rhapsody in Blue.” One of his choral works, “Trust In The Mercy Of Your God,” was debuted by the University of Miami Chorale under the direction of Jo-Michael Scheibe, and a concert of Castonguay’s compositions and arrangements were presented at the University of Miami’s Gusman Hall in 2009. His most recent accomplishments include the release of his new method book, “Rhythmic Sight-Reading: The Tik-A Tee Method” on March 15, 2024. This book is available on Ron’s website, www.roncastonguay.com, as well as www.jwpepper.com. He has since published four more low content books, all dedicated to assisting musicians, educators and students achieve greater success in their goals. These books are available on www.amazon.com. He lives in Washington with his wife, Melissa, and their two daughters, Siena and Summer. Ron hopes to leave a legacy in the music education industry as an author, composer, conductor, and clinician, while continuing to play saxophone as often as possible.

How about pivoting – can you share the story of a time you’ve had to pivot?

One of the biggest pivots of my life came in the spring of 2019. After living in Miami for 30 years and spending 23 of those years at a prestigious private school in Pinecrest, Florida, I accepted a position at a boarding school in Northwest Connecticut. This change was more significant than I could have imagined for several reasons—and not just because of the weather!

Having grown up in the public school system in Massachusetts and spent most of my teaching career in private day schools (three different schools between 1993-2019), moving to a small boarding school was a culture shock. The Miami school where I spent the majority of my career was a K-12 day school with approximately 2200 students. The boarding school in Connecticut has fewer than 320 students in grades 9-PG (postgrad). The music programs of these two schools could not have been more different, presenting a true challenge. Since my arrival in 2019, we have made significant strides in the quality of our music program. However, given the size of the student body, there is only so much that can be done about the quantity of musicians in the program. I have adapted in many ways and continue to do so, having just completed my fifth year at the school. Onward and upward!

The primary difference between day schools and boarding schools is the amount of time teachers are expected to be “on.” I have learned that teachers at boarding schools operate under the mentality that they are always on. There is very little time to separate from the job and recharge, which can be quite draining. Even with all the extra sectionals, rehearsals, and performances at the day school, the 24/7 feel of boarding school life can still be overwhelming. I am still adapting.

The most beneficial pivot for me has been in terms of my personal branding, goals, and aspirations. I have been able to step back and focus on what I want to leave behind when I complete my career in music education. I strongly believe that everything happens for a reason. My identity in Miami was “Mr. C., the music director.” My new identity is “Ron Castonguay, the educator, author, composer, clinician, and saxophonist.” Although it was difficult to see at first, especially with the impact of the pandemic, I now have much more clarity and feel my purpose has shifted in a positive direction. This past school year, I finished my 31st year in education. That’s a lot. This pivot has been critical to my ability to stave off burnout. Burnout in education is real, and anyone who has been teaching for multiple years knows the feeling all too well. Today, I feel reborn and reinspired to accomplish new goals and strive for new levels of excellence in everything I do. I believe strongly in my goals, and that they will ultimately help future generations of music teachers and students for years to come.

We’d love to hear a story of resilience from your journey.

​​As mentioned previously, the pandemic hit me hard. Without wanting to sound cliché or redundant, I believe my journey through the pandemic demonstrated a period of great resilience. The music program at my new school in Connecticut was small and fledgling, requiring significant effort to grow. The onset of the pandemic occurred just as I was getting to know my students and the school.

From March 2020 through 2021 and into 2022, I faced two choices. I could either do the absolute minimum and hope to get through the pandemic with only minor setbacks to the music program, or I could dive in deeply, helping my students and learning new skills myself. Thankfully, I chose the latter.

I spent countless hours researching and mastering Final Cut Pro, Logic Pro, and creating virtual ensembles. I maintained high standards and expectations for my virtual musicians throughout the pandemic, and, as students often do, they surpassed my expectations. I produced numerous virtual ensembles and concerts during a time when we couldn’t meet in person or rehearse together.

My resilience in this challenging circumstance helped my students, which is the essence of why we teach. Between creating virtual ensembles to maintain a meaningful music program and writing my method book, I take great pride in how I handled this difficult situation, both professionally and personally.

Contact Info:

• Website: https://www.roncastonguay.com/
• Instagram: @roncastonguayjr
• Facebook: Ron Castonguay
• Linkedin: Ron Castonguay
• Twitter: @roncastonguayjr
• Youtube: Ronald Castonguay

Image Credits

Lindsey Victoria Photography
Bob Falcetti