B is for beginning, a system that was unique.

B is for brilliant, a mind that never slept.

Oh, B is for Boardman, Oh, B is for Boardman, a woman of so much depth. (Marlene Ego)

C Consistent

While Eunice articulated an approach to learning with the term generative that implies growth and change, one need only compare Eunice’s most recent writings to the introductory material in her first Exploring Music teachers’ editions to understand both the generative nature AND the consistency of her philosophy and approach to learning. Like the layers being added around the grain of sand that produces a pearl, Eunice added layers to that solid foundation. Is it any wonder that in Asian culture the pearl represents wisdom? (Jill K. Anderson)

And another “C”:

C Crusty Whenever I had to describe Dr. Boardman (which is the only way I dared refer to her), this was the adjective that emerged. She wasn’t an explosive teacher who allowed shrapnel to pierce the soul, nor was she a buttery teacher whose approval could be scooped up with the blunt spoon of acquiescence. She was crusty the way really good bread is crusty—when a poorly asked question tore her open, bits of her tough exterior flicked about the room, landing on our heads and lodging into our ears. We would peek up from behind our notes to see the warmth rising from a dense interior, ground from whole kernels of truth and leavened with critical experience which we had ripped open with our dull insights. As the years passed and I heard her speak at symposiums and conferences attended by her peers I would have the privilege of seeing her intellect artfully catered out by sharp, steely people asking finely honed questions, but back in our classroom we who had been served white bread sandwiches for our entire academic lives were finally asked not simply to swallow something whole, but to chew and, if need be, to spit it out for something better. (Laura Ferguson)

D Determined Eunice always seemed to be a lady that was determined to get her thoughts and strategies communicated to her students. That's how we all became the teachers we are today! (Barb Robertson)

E EUNICE - who was held in highest ESTEEM by her students and colleagues. She was ELOQUENT, ETHICAL, EMOTIONAL and ENERGETIC. EXCELLENCE was achieved in every aspect of her life. A prime EXAMPLE of ultimate dedication to her students and to Music EDUCATION. (Dick Wolf)

And another “E”:

E is a great letter to use in describing Eunice Boardman (if that is even possible). How do you adequately review a life that is full of so many accomplishments? Perhaps one letter in her name can generate other words that describe the Eunice we all knew and loved.

EU-NIQUE is how I would describe Eunice. No one ever came close to her independent and individual style. She loved people but hated bureaucracy. She was never gentle in her criticism and her criticism was never personal. Still she had vision and that vision made her truly “eu-nique”.

ENERGETIC is a mild word for someone who overflowed with ideas and who loved to meet people. She was never afraid to accept a challenge. She could argue with the best of them and win. She could be sweet – but not for long if she thought she was being marginalized.

ENTHUSIASTIC is one important way of describing Eunice’s work as an educator. In all ways she was passionate about her field. She was never afraid to press hard for the very best. She knew what children needed to know and she went about her task with abandon. She did not suffer fools gladly and that is what gave her a tremendous integrity. She was without peer.

EFFERVESCENT is something she could do well when the situation required that. She rose to the occasion as Head of the School of Music at UW and charmed her way through the campus and still was able to articulate the needs of the school with great clarity.

ENLIGHTENED is a very good word to describe Eunice. She has a great vision for how young children learn music. This came through in her many books and it manifested itself in her analytical approach to how children learned and what they needed in their personal development. She challenged her doctoral students so they moved from “mini-me’s” to unique individuals in their own professional right. She was able to pose the best questions, even ones that did not have clear answers. (Gerard McKenna)

F Fearless and Frank: In my own experience, I will be eternally grateful for her input at a meeting of Wisconsin College and University Directors of Performance Groups at the Wisconsin Conservatory in Milwaukee. As President-Elect of WMEC, I had been given the onerous task of telling them that their traditional performance night no longer existed in its previous form. This information was greeted with great indignation. Eunice then asked how many of them actually held memberships in MENC. When only about three of fifteen raised their hands, she asked why they felt their groups deserved any time at all at the convention. Needless to say, the meeting's mood changed drastically. (Wayne Jipson)

G Eunice Boardman was a champion of parity for General Music. She believed that general music teachers (G) should have the same standing as band (B), orchestra (O), and choir (C). She was a strong member of the pioneering group that created equal certification for General Music in the State of Wisconsin. So even today when I hear someone talk about BOC, I am quick to add the G that Eunice helped us earn. (Will Schmid)

H Hand drum. Give Eunice a hand drum and she could teach her lesson on music to any grade level, at any time, at any school. H is also for the hope she brought to all of us, that there was an understandable, reasonable way to teach our students to read music that made sense to them. (Hope Fenske)

I Integrity. Eunice made it okay for us perfectionists to care about everything, and want everything, always, to be excellent and thoughtful and well done. (Randy Swiggum)

And Another “I”:

The letter ‘I’, I thought, would be a good letter to choose to describe Dr. B. Let’s see, ‘intelligent’, quite definitely. ‘Impressive’, of course. Intense, inquisitive, interrogative, interested, involved, inclusive, insider, influential, illustrious, inventive, invaluable, inspiring, informative, incisive, imaginative…oh, my! I can’t write about her in the context of all those words, although they all do describe her! There are, after all, 25 other letters in the alphabet that want their turn! I’ll choose a few “I” words that speak to me most about this woman who influenced teachers from Illinois to Indonesia.

First, there is “intense”. Her intense commitment to her own work and also to my success really impressed me both during and after my time at Illinois with her, but it is also what intimidated me in the beginning. Once, early in my first term, she and I were walking down the hallway talking. Suddenly she stopped, turned toward me, and emphasized her words by tapping me on my forehead several times with her finger. I don’t remember what she was saying, but I do remember her intensity (and my urge to flee)!

I was always impressed by her intelligence. She read so many papers and dissertations, yet she digested and remembered them all at once. Her office door was open much of the time, and she welcomed the stream of drop-ins who asked, “Do you have a minute, Dr. B.?” Although she’d just been deep into another graduate’s introductory section, I could open with, “About that paragraph in the fourth chapter we were discussing yesterday…” and she would be right with me!

Putting several “I” words together, Dr. B. inspired me with her own inquisitive nature and her interrogative method of teaching. She was able to learn from many people’s ideas, do her own insider research with classes of real children, and see what worked. Her question to herself was always “why?” Not stopping there, she did not settle for simply sharing her reasons and methods with her graduate students. Instead, she challenged us to defend our teaching decisions: “Why use that teaching method?” or “What is the theory under girding your decision to do that particular activity with the students?” In the years since I graduated, my own teaching has been constantly guided by her voice in my head asking, “Why are you doing that lesson in that way?” Both personally and professionally, I’m ever grateful to have known her. (Beth Ann Miller)

J She was a jewel who pulled no punches. She could be judgmental – judicious, often jarring – but ultimately she was JUST EUNIE – and we loved her! (Barb Andress, Fred Willman and Mary Pautz)

K Eunice had a KEEN sense of how young people learn. She had a KNACK for helping struggling students at all ages. KNOWLEDGE was always her goal whether in written material, i.e., books, articles, or letter, as well as speaking to the public as KEYNOTE speaker or educator. God bless Eunice and KEEP her close to Your side. (Louise Huberty)

And another “K”

Eunice's knowledge, her determination to share that knowledge, and her commitment to teaching others how to utilize that knowledge has always been an inspiration to me. I attended my first Retreat and Retread with a very trouble heart. I had promised myself if I didn't find some answers at this workshop, I would quit teaching. I had just finished my first year at Prospect Elementary in Lake Mills and was determined that the students deserved a quality music education but felt in my heart that I was missing something. I was teaching the songs, but not allowing them to process, learn and own the music. I learned some very valuable lessons that week and tried hard to live up to them for the next 23 yrs. The "knowledge" and theory of teaching music that Eunice developed gave me the skill to move from someone who just did music with children, to someone who helped children "own" and understand the wonderful language of music. (Betty Oertel)

L Lollipop Tree My fondest memory of Eunice teaching a lesson on how to teach a song by rote. 28 brilliant strategies from a master teacher in 7 minutes. Whenever I teach it to small children, I still think of Eunice every time. (Randy Swiggum)

And Another “L”

L I LOVED Eunice Boardman. Some of my fondest memories involved solving the problems of the music education world with cigarettes in hand at CIC meetings Illinois, Wisconsin and Ohio State. I first met Eunice in 1975 at one of Jackie Boswell's Saturday Institutes in Music Education at Temple University where I was a doctoral student. Jackie and Eunice had been great friends at Wichita and their friendships had a way of spreading bountifully. Many of us, including me, were the beneficiaries of their friendship.

By the late seventies, I was in my prolonged dissertation phase at Temple, when I had yet another memorable encounter with Professor Boardman. Among the many letters I associate with Eunice, one that fits nicely is the letter "L", as in the word, '"Long." She never wanted things to take a LONG time. Her tempo, even considering her penchant for reflection, was always snappy. And so, on the steps of Rackham Auditorium for the second Ann Arbor Symposium in 1979, her first words to me were not, "Hi, Tim," but instead, knowing my dissertation remained unfinished, Eunice skipped the greeting and quipped, "Well, Tim, . . . how LONG is it gonna take you to get that damn thing done?"

From the day I met her, she was always a friend and a mentor. I will savor that relationship for a LONG time, . . . as in forever! (Tim Gerber)

M Eunice Boardman was my (M) Mentor and Colleague from 1981 until her death. Eunice hired me at the University of Wisconsin-Madison, mentored me as a young Assistant Professor, mentored me through promotion and tenure, mentored me in the field of music education research, orchestral conducting, and violin performance. Finally, Eunice mentored me as I assumed HER position as Director of the School of Music at the University of Wisconsin-Madison and finally offered me her heartfelt advise as I took a similar position at

M Eunice was my mentor long before the word "mentor" came into popular use. I continue to describe Eunice as my mentor to anyone who will listen. I hear her voice every day as I teach my students. I hear her voice as I mentor young teachers myself. (Janet Coughlin)

The University of Iowa. The fact be known, Eunice Boardman was one of the major influences in my professional career. My memories of Eunice, and our interactions, go beyond description. (David Nelson)

… And another “M”:

N

What can you say When all has been said When everything NICE Is said more than twice? Eunice was never ever wrong She always sang the very right song Even now Eunice would snort and truly disagree Saying, “No, no, never can you be talking about me! (Barbara Andress)

O Oh My! Teacher, and Author and Generative...Oh My!

TEACHER

Outstanding educator.…… oh yes! Ordinary teacher.…..oh no! Organized.………………………oh yes! Off beat.……………….oh no! Eunice sing an Octave………………………………………………Oh My! One tough cookie.……………..oh yes! Old school.……………..oh no! Offering advice... oh yes! Ordinary lessons……oh no! Producing creative music educators.………………………….…Oh My!

AUTHOR

Original ideas.………………………oh yes! Old way of teaching music... oh no! Opposite of Kodaly.………………oh yes! Off the cuff remarks.………………………………………………Oh My! Open to new ideas.………………..oh yes! Obsolete her work will be. .. oh no! Obstinate in her quest to improve music ed….oh yes! Outrageous at times………………………………………………….Oh My!

GENERATIVE

Obsession for generating, outstanding music teachers... oh yes! Offspring forever………………………………………………………..oh yes! Her Ostinato will live on forever in all she has done ………………………………………OH YES! (Vickie Neitzel)

P, and that stands for Principles. Eunice Boardman stood for high principles — doing the right thing for students, basing teaching and textbooks on the best-known learning theory, and not compromising when it came to moving the field of music education forward. Best of all she was willing to stand up and enunciate those principles in a way that lit a torch for us all. (Will Schmid)

And another “P” Provocative (prə vok’ ә tiv): 1. tending or serving to call forth action, thought, laughter, anger, etc. 2. irritating.

Dr. B—to me she will perpetually be Dr. B— will always be a provocative patron of thought, pushing me to ponder the philosophical underpinnings of my actions. She remains a pivotal player in my personal psyche as I internally hear her powerfully persuasive pleas for a pragmatic, purposeful approach in my own pedagogy. In many powerful ways, she was a prophet preaching a plausible paraphrase of Bruner’s Process of Education and became a prominent pioneer and promoter of cognition in music education. Never permitting her philosophical ideas to petrify, she continually percolated new possibilities for engaging students in musical problem solving. Many who were fortunate to benefit from her prolific, persistent, and progressive thinking became a sort-of professional progeny for whom she was proud. I propose that we, who have been privileged to prosper from the principles she set forth, continue to promote the potential power of music in the lives of those within our sphere. May we too discover our own propensity for persuasiveness and provocation in the pattern of our own dear Dr. B. (Rod Loren)

Q Quiet? Our Eunice? NEVER! She took on challenges and championed causes at the drop of a hankie, but always for the sake of children, music, education and the teachers. She had a few things to say and let them resound! (Kari Veblen)

R Resourceful - Eunice could always take simple ideas and materials and use them to create wonderful teaching/learning resources. She helped us all to realize that we are surrounded by opportunities to develop in ways that help children learn music. (Mike George)

S She was: Strong, Sensitive Self-determined, Supportive, Sophisticated, Sagacious and Smart.Skillful, Scholarly, Sensational, Snappy, Sower of Seeds and Sharp. Her teaching was:Student-centered, Sequential, Symbolic, Substantial,Standards-based, Solid with Song. Sensible, Structured,Serendipitous, Synthesized Significant, Satisfying and Strong. Shalom Susan Kenney)

T Twinkle. Whether enjoying a good time or good company I'll always remember the special "twinkle" Eunice had in her eyes. It simply lit up her face and made me feel so comfortable and welcome as I'm sure it made all others who met her. (Barbara Flunker)

And another “T”

T is for Teacher—A tough, yet tender-hearted,Tenacious, not timid or taciturn,Timely, talented tactician,Who sang Taffy, taught tambourine, triangle, timpani, tonic,texture, tempo, and tonality,She hailed taxis, had terrific taste, and drove a Taurus. At times her temperament and truthfulness made me tremble.But…she was on target, and did not tarry to temper the tension.I trust this tribute ties together those she taught, It is time to toast Eunice, our teacher, our treasure. (Mary Lemons)

U Unrelenting in urging perfection in her own work and that of others. The “uh-uh-duh” mentality couldn’t be tolerated because her students were in charge of the next up and coming generation. (Barb Andress, Fred Willman and Mary Pautz)

V is for that incomparable voice. I will never forget it. I can still hear it--its timbre, its rhythm, its authority and sardonic humor in a unique orchestration. Rarely have a voice and a personality been harmonized so perfectly. (Randall Swiggum)

W What W's describe this Wonder Woman?She was Witty and Wise, Welcoming and Warm, Well-known, Well-informed, Well-disposed and Well-balanced. A Warrior at times, yet Warm-hearted, Wholesome and Wholehearted. She could Weave a Web that Worked, Write Worthwhile and Weighty Words And with a Watchful Wince, she never Watered down the Worthwhile Eunice Boardman was a WINNER! Thank you, Eunice, for your Wonderful Work! (S. Lorna Zemke)

And another “W”

W: Wonder Eunice always created a sense of wonder about music and teaching that spoke to me. As a new teacher I was awed by her scholarship, but while she spoke and wrote with a profound sense of leadership and knowledge, she was always ready with a wonderful example of imparting this knowledge to children in the classroom. It inspired us to plan for the learning in our classrooms but to never lose the simple sense of wonder at the beauty that music brings into our lives and the lives of our students". (Jackie Vandenberg)

X is an Xcellent letter to describe Eunice Boardman and to Xtoll her many virtues. While I never had the privilege of studying with Eunice, I certainly knew her Xemplary work. I so admired Musical Growth as a pre-service educator and later as a college instructor with my first elementary music methods classes. The book was Xactly what we needed to put an order and sequence to our teaching.

But it was through Xploring Music, and later, Holt Music, where I really came to appreciate Eunice’s Xtraordinary mind. These outstanding music textbooks changed the face of elementary music, as we know it. The music strategies, theories, and Xperiences that she developed continue to impact music education today.

Eunice always Xuded an energy and a passion for providing the very best in music education for all children. Eunice always stood for Xcellence in all things. She also inspired us to do our best when we worked with our students.

Eunice’s Xceptional memory for music, ideas, and people was legendary in the music education world and our memory of her is one of great fondness. I am grateful for this opportunity to help celebrate the life of Eunice Boardman and to Xpress my appreciation for all that she did for music education. (Diane Cummings Persellin)

Z Zealous to encourage education and the aesthetic beauty of music (Rachel Chou)

… AND TO CONCLUDE:

Eunice with an X, Y and Z.

Eunice Boardman was a great mentor and friend. I would like to think she would enjoy some of these words given her continuous working of crossword puzzles. Something she enjoyed as a way to keep her mind alert and keen.

In my work with her, I always found Eunice to be full of xenia (hospitality and welcoming) to a xenos (a guest or stranger). Her xenogenesis (spontaneous generation) was always inspiring and rejuvenating. She also had a bit of xenophilia in that she had an attraction to strange, foreign, and new things.

Eunice was always yare in her work and life. That is she was prepared, quick, active and often brisk. Her mind was always yauld, that is active and nimble. She was not one who liked to yatter (talk idly or foolishly about trivial things). She was one who would yield good ideas, suggestions, and ways to stimulate your thinking.

On Mary and my last visit with her in hospice, I will most remember her eyes, as they were young-eyed. That is they had the clearness and keenness of a younger person. Over the years she showed an almost youthful (vigor, freshness, and activity of the young) approach to thinking about the yird (earth.)

Eunice approached her work with a zeal that provided excitement and enthusiasm for her process of teaching young people music. She was zealously devoted to improving the teaching of music in the schools. While zealous, she was no zealot to the extreme put to the point of moving us forward in our thinking and approach. For many of us, she was our zaddick or spiritual leader in terms of how we moved forward in applying the principles she espoused. She provided the zest to our thinking and could zap us with zing when we went astray.

Mostly I choose to remember her as a ZEPHYR, a gentle breeze that challenged our thinking and processes of teaching. (Richard O Hearn)