CENTER STAGE
Excellence at The Dallas School of Music is earned through discipline, consistency, and a genuine commitment to growth. Each month, our faculty recognizes one student whose dedication to the craft of music reflects the highest standards of our school. To be featured Center Stage at The Dallas School of Music is a distinct honor — a formal acknowledgment from our educators that this student has demonstrated focus, perseverance, and a meaningful pursuit of musical excellence.
Claire Funke
Center Stage Honoree
OBOE
Poplar Bluff, Missouri
May 2026
“Recognized for discipline, growth, and musical excellence”
FOUNDATION
TIme at The Dallas School of Music
“Two years of consistent study created lasting growth.”
2 Years
Musical Beginning
“Music study connected me to a larger musical community”
I noticed that many of my peers who were very successful often took lessons, and I had many of the same goals as them, such as being in All-District band. We weren’t able to find an oboe teacher where I live, but we found that I could do online lessons with The Dallas School of Music.
PRACTICE
A Weekly Practice Approach
“Daily consistency matters more than perfect practice days”
Once I learn my All-State audition materials for the year, I use them as my warm up. They consist of all major and melodic minor scales (which I use flash cards to memorize) as well as scales in thirds and arpeggios, and two contrasting etudes. For my main set I will break down sections of a solo or a band piece, and I like to play through the entire piece with accompaniment or the score once I can play the whole thing. I practice on oboe most of the time during the school year but I also like to play fun songs on my flute to keep up my skills. I also don’t like to skip any practice days when I’m regularly playing, but I use weekends to catch up when I haven’t been able to put in enough time working on what I’m focusing on at the time.
DEVELOPMENT
On Challenge
“Learning to embrace mistakes helped me grow as a musician”
I’ve had to learn to be okay with making mistakes. I often have an idea of how I want something to sound in my head, and when I can’t match that, I get frustrated. I haven’t ever had a performance that I’ve been completely satisfied with, but I have learned to analyze them for things I can focus on instead of avoiding it because I don’t like how it sounds. I recently played at state for the last time with my oboe solo, and I was so concentrated on soaking up the memories of my last band trip that I didn’t have time to stress out about the technical and musical aspects of my song. I was having fun with my friends that day and went into the performance very relaxed, and actually ended up doing really well! So I think that my perfectionist tendencies have definitely been challenged.
On Achievements
“Steady preparation led to meaningful musical accomplishments.”
Since starting lessons, I’ve taken an oboe solo to districts every year as well as a woodwind trio my junior year and an English horn solo this year. I made first chair oboe in All-District band my junior and senior years and got a callback at state auditions this year, which I was super proud of!
Growth Beyond Lessons
“Music became a bridge to connection, confidence, and community.”
I have definitely become a more outgoing person since beginning to learn an instrument. My friends in band are my biggest supporters and they’re always cheering me on, literally. My friends from all around the state will meet up to see each other and watch each other perform at events, and it’s so sweet! Having people so supportive gives me a lot of motivation to pass it on to others, which I’m very grateful for. I also see music as a connection between people of all ages. I play in a community band and I get to see people with all types of jobs still passionate about music. I often show my gratitude by giving back, and I have recently given lessons to junior high oboe students; they were also just super fun to work with as musicians. Music has been a bridge between me and many others in all kinds of circumstances.
PERSPECTIVE
On Discipline and Consistency
“Growth became visible through consistency, reflection, and persistence.”
It’s kind of a full-circle moment for me when I think about my growth between the time I began lessons and now. Almost five years ago, I sat in the auditorium after my eighth grade All-District performance and watched the high schoolers play. I was in awe of the high school oboe player, because she had a solo in one of the songs and she made the instrument sing so beautifully. I had a solo in one of our songs this year, and of course, it wasn’t as perfect as I wanted it to be. But I have made so much musical progress between then and now that I hope my playing sounded beautiful to the eighth graders like it did for me at that age. Looking back on my accomplishments has helped me realize how much growth I’ve had through lessons and the help of my teacher. It’s shown me that the expectations I place on myself aren’t always realized until after I’ve gone beyond them. I don’t always think about the connection between the hard work I put in to practice every day and my achievements, like making district band. But there was always the help and patience of my teacher, my directors, my parents, and my friends.
Beyond the Instrument
“Music study strengthened confidence far beyond performance.”
My teacher is always asking about my life and he’s very genuine and excited for all of my accomplishments. It’s kind of a break from the stress I get when playing with a large group of people or by myself when I’m practicing. I am much less nervous now and I have a great relationship with my teacher. I’ve also been very comfortable talking to professors while touring colleges, and I can be articulate in speaking with them about my skills and about music.
On Teaching and Learning
“Meaningful learning requires honesty, effort, and patience.”
I would say to have an idea of what they want to improve on, because it’s helpful to be able to articulate to your teacher what skills you want to work on. I would also tell them that taking lessons will be a very valuable experience in music if they are ready to put work in, because you generally get out of lessons what you put into them. I would make sure to emphasize that their teacher will likely be understanding of mistakes and bad days, and to not be afraid to mess up or have inconsistencies.
MUSICAL IDENTITY
On Artistic Direction
“Clear artistic goals help shape meaningful musical direction.”
I’m working on a bunch of orchestral excerpts right now for ensemble auditions at college in the fall, so I’d say I’m pretty focused on classical right now! I think the instrument I play dictates the genre of music I study, for the most part.
On Goals and Aspirations
“Growth begins when goals are matched with courage and opportunity.”
I’m planning to work on my skills over the summer so that I can go into college ready to successfully audition for an ensemble. A goal of mine for the next year is to take advantage of all my college music program has to offer! I’m planning to step outside my comfort zone and try to say “yes” to as many opportunities to play as I can.
On the DSM Experience
“A strong environment supports meaningful growth.”
The Dallas School of Music has provided an environment centered on consistency, encouragement, and long-term musical growth.
FAMILY PERSPECTIVE
Parent reflections are included when available.
On Growth and Development
She is much more confident in her playing abilities and has actively looked for ways to improve her skills. She is more confident in her musical abilities all around and has even started playing different woodwind instruments.
On Independence and Confidence
Claire has taken an active roll in helping teach and guide the jr. high oboe players in the last year, which would not have happened if she wasn’t confident in her own skills. She has also set goals and focused on achieving those, which she did not do before starting lessons. She has also played several solos and duets at church in the last two years because she knows she can read the music and play well.
On Structure and Support
Eugene always made it fun for Claire. He got to know her as a person and learned what interested her. He was always there and Claire always looked forward to her lesson. He gave great feedback, helped her set specific goals, and listened to her to know what she was struggling with and what she wanted to improve.
Advice to Other Families
Do it! Music bleeds into so many different areas of life and helps with academics, leadership, and creativity. We don’t have a woodwind instructor in our area, so we sought out online lessons to help Claire improve her skills. She has absolutely loved her time at The Dallas School of Music and we recommend it to any parent or child wanting to take lessons. It’s been a fantastic experience for our family.