According to the 4-digit serial number, my Selmer/Paris Series 10 clarinet was manufactured in 1967. In 1968, my hs band director told my mother I had to get one. Not optional. He might as well have told her I needed a Mercedes for my first car. Dad made me a 50/50 deal, and after selling lemonade to golfers and hanging ad papers on doors … I got it.
I used it all through hs. It got me Solo/Ensemble medals, traveled with me and Holmes Band to KMEA and MENC, to Murfreesboro, TN and Virginia Beach, VA…. to All-State Orchestra, to band clinic and select bands, to summer music camps at Eastern Kentucky and Morehead State Universities, and followed me to Europe/U.S.S.R. with the United States Collegiate Wind Band in the summer between hs and college. I had to replace it at UK bc the clarinet prof kept saying things like,
“That was awful. I can’t tell if it was you or that crappy clarinet.”
Anyway, I just opened packages of cleaning supplies, including swabs, key and bore oil, silver polish, swabs, disinfectant and more….. I want to see if it still has all the notes and speed it once did. Students have heard me talk about instruments with “speed buttons”.
Oh, working on my 1973-ish Buffet R-13 also. Both are considered “vintage” at this point.
A few years ago, probably the last time I played thru a top-tier piece, I was alone on the local hs stage using Smart-accompaniment on a laptop and audio recording via phone…. I was probably preparing to assign it as I had made cuts for solo festival limits. I did flub the final 38-note run up to that high Ab (couldn’t hold onto it)…. but the rest of the 7-pages went well and fast, phone audio microphone considered.
Anyway… I recently shared the online link for someone to listen for some of the things we’re working on … (scales, arpeggios, chromatics, articulation, ornaments, etc). Told the parental I was going to look for the music. FOUND IT, well Joan did. No, not going to assign (yet), but do intend to use it for the above-mentioned fundamentals.
I was rehearsing one of the concert bands on Pep Band music. One ensemble tended to lose tempo. To reinforce my point, I started them with a metronome — and then stop directing. After some time, I would restart the metronome. I described what they were doing:
“Sounds like a gradual ritard. You’re slowing down.”
No one in the ensemble said anything and I gave it no additional thought.
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But then, one of the building admins confronted me about a parent call. The parent was upset because the daughter came home telling him I said they were retarded.
I asked if the Admin had a quote of what I was accused of saying. She pulls out a piece of paper reads;
“Sounds like a casual retard slowing down.”
Admin instructed not to confront the student, but to talk to the band.
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Following is my followup with the band…
One of the agenda items on the board was “music term of the day” and next to it was:
Ritardando Ritard. Rit.
I asked the ensemble what those three terms mean.
Numerous correct answers.
Then I asked them to think back to the pep band music rehearsal last Tuesday — and I asked them what the overall group’s problem was (especially) that day…..
[We were slowing down]
Good answer.
Then, I shared the quote I was accused of saying…..
“I didn’t record myself, and I don’t think I said the word casual because that just doesn’t sound like something I would say. But let’s go with that for now. If I used any form of those three terms in the context of last week’s rehearsal, what do you think I was saying?”
[That we were slowing down.]
Good answer.
Now, let me tell you what I absolutely didn’t say — and would NEVER say….. I was NOT calling you retarded.
[Collective eye roll and OMG kinda responses.]
One four-year ensemble member, said….
“You would never say that.”
We went on to talk about what should have happened….. That if/when I said something that an individual thought was offensive, out of line, or even unclear — that this individual should come and talk to ME first.
[Collective yes nods.]
And that if your parent needs to call someone, who do you think they should call FIRST?
Good answer.
Then…we went on into rehearsal. I responded to the Admin the results of our conversation. Admin calls the father to explain Italian music terms.
The parent apologized, the daughter spent the next four years maturing as a productive ensemble member, and as far as I could tell, a respectable supporter.
A few years ago, I was tasked with putting together a list of responsibilities of the head director at my school. This is a generic approximation of the band director position in a moderately large high school.
(c) VirtualMusicOffice.com
Note: 150+ extra trips to the school for over 700 hours, equivalent to 18 – 40hr weeks.
Although there is some overlap, the above chart does NOT include the 180 school days of time/teaching.
Major decisions
Show Theme / Colors / Logo
Show Shirts; including color, design, vendor.
Basketball Shirts; including color, design, vendor.
Summer Parade Shirts; including color, engraving, design, vendor.
Color Guard Outfit(s), Flag design + performance props
Marching band uniforms; color, style, material, accessories, company, when + financing.
Competitions
How many
Which ones
What class / Contest Classifications, i.e. Scholastic, Festival, Open, BOA, MidStates
Hosting
Overseeing all contest logistics
Marching Band, Winter Guard, Indoor Percussion
Photographer for Band Pictures
Major Trip. 3 Hotel nights. Last trip cost @$83,000. Includes decisions about who could go/not go based on payment levels. Refunds? After trip collections? Also 22hr bus travel and night-time hotel supervision during stay.
Show Props. Organizing, overseeing design, construction, implementation.
Assembly of carts for front ensemble.
Music and design adjustments and rehearse and clean a Class A competitive marching show.
Recruiting, hiring, funding drill designer, music arranger, Color Guard choreographer, specialty coaches and field instructor.
Communicate/coordinate with the middle school directors.
Overseeing Instrument Purchase Plan and Repair Contract for the Corporation
Seating Charts / Part Assignments
Parade Block
Marching Band inside
Pre-Game Marching Assignments / Select Music / Write Drill
Marching Drill Assignments
Multiple Fall and Spring Concert Bands
Basketball Bands (2 bands x @6 games ea)
Music Selection
Multiple Fall and Spring Concert Bands
Fall Marching Band for Holiday Concert
Jazz Band for 4-6 performances
Spring Concert Band Tour
ADDITIONAL TASKS
Band office work
Retrieve/file music.
Take care of reeds, oils, sticks, and other supplies students purchase.
Make minor instrument repairs. Coordinate more significant repairs with the music store rep, including pickup, return — and keeping students/parents informed of status.
Reserve buses for all band trips; parades, contests (see above).
Complete Facility Use paperwork for each time during the year that you need the gym or auditorium for rehearsals and performances.
Collaborate instrumental purchase plan with other directors and the corporation’s financial person
Register and arrange payment for all competitions, plus acquire field trip approval and buses.
Maintain grade book.
Write weekly schedules / TWIBs. (This Week In Band), plus daily Band Camp or rehearsal schedule.
Write and publish band handbook.Register for all contests, parades and festivals.
Keep attendance records for school plus rehearsals, performances.
Make Accompaniment and practice mp3’s for individuals and for playing test practice
Write, transcribe, transpose music to fill in special parts for marching, concert, jazz music
Grant writing School Policies Compliance
Oversee school budget, complete paperwork for both deposits and withdrawals and pay vendors
Design and print programs for concerts and banquets.
Determine and create awards, plaques and other recognitions for end of year awards banquet.
Maintain “needs” list for when someone asks, for grant-writing, or when opportunities arise
Publicity: Newspapers, school announcements, website, email blasts, etc.
Maintain online calendar for rehearsals, performances
Scan, post all pep band music for download to student iPads
Maintain social media sites: web/blog, Facebook, twitter, YouTube, instagram, google+, etc.
Maintain band data base with home and cell phones and email addresses for multiple parent/guardian families plus students with separate contact info.
Design reports/seating charts (marching band, 5 concert bands, combined bands, graduation band) / parade block assignments/drill chart assignments/pre-game assignments/squads/basketball band assignments…or labels for music folders, shirts, mailings.
Organize a pre-solo/ensemble contest practice recital
Organize free piano accompanists for students unable to pay
Classroom Activities
Schedule, conduct and analyze playing tests or challenges. Assign seating for ensemble balance.
Update daily classroom announcements: Include standards, birthdays, calendar updates and enough jokes to keep students watching. Music accompaniment a plus.
Keep classroom presentable and clutter free for use by a variety of classes, ensembles and outside groups
Find ways to meet state and/or national standards without sacrificing the performance expectation overload
Create, distribute, collect health forms and ensure 100% compliance and that forms travel with the band.
Specialty Ensembles
Supervise some of the auxiliary ensembles; drumline, sideline ensemble, winter percussion, color guard, winter guard
Approve creative recommendations for specialty uniforms, flags, props, etc and oversee construction.
Collaboration with other Staff
Coordinate with choir director for rehearsals involving students in both groups
Sharing instrumentalists with show choir backup ensemble, school musicals
Share room and equipment (i.e. keyboards, megaphones, uniforms, instruments) with other teachers, classes and groups
Guidance Counselors for student scheduling and to encourage promotion of the band program
Attend meetings
School required faculty meetings, including mandatory training, department collaboration
IEP and other school meetings on behalf of individual students
Band Parent Organization, including Executive Board, Officers Only and General meetings.
Fundraising projects
“Director Reports”
Collaborating with individual fee collection
Dealing with personality clashes and chaperone issues
Overseeing special committees; i.e contest, uniform, major fundraising
Design teams (drill/choreographer, music, uniform/equipment design) for marching band, winter guard and indoor percussion shows
School mandated parent/teacher conferences
Meetings requested by students or parents
School Board meetings involving related budgets and programs
Make emergency judgment call decisions / calls when a student is injured or having medical issues in rehearsal or away at competitions.
Select Drum Major(s): Includes training, practicing, recruiting judges and providing selection criteria
Organize conducting, college prep or leadership classes/seminars
Attend Solo/Ensemble festivals at District or State.
Encourage and organize solo and ensemble participants, recruit pianists, ensure adequate practice and provide most participants free individual coaching sessions
Assist in individual (participation fees, pay-to-play, fair share) collections.
Write letters of recommendation for scholarships, college/job applications
Assist with auditions for area honor bands and specialty groups
I’m confident this list is NOT exhaustive, and would love to add to this list with other activities/responsibilities you experience or know about in your school.
The first time this came up, I was working with a group of 9th grade clarinet students on finger dexterity and breath control. To do that, we were using a simple, one-octave scale they could all play. I didn’t often model my clarinet but had it with me for this rehearsal. We were working together, but I was also having them play individually. The progression of instruction:
Play the scale up and down, one octave – in one breath. Good.
Go one octave, two times in one breath. Got it.
One octave, three times, one breath. After a couple times – good.
Now, let’s go two octaves, one time, in one breath. Not too hard.
Two octaves, two times, one breath.
Two octaves, three times, one breath. “But Mr. Gardner, we’re going to have to go faster to do that.”
Ok. Your choice. Go faster and/or breathe deeper.
Here we go….
Two octaves, four times, in one breath. “Mr. G, a clarinet can’t go that fast.” (I loved hearing that).
I took my clarinet, played a THREE-octave scale up and down about 6-7 times in one breathe.
“How did you do that?”
Without any pause, I answered,
“My clarinet has a speed button.” I expected them to laugh, or to ask more questions, but every one of them took that answer at face value as in, ‘Oh….well, that explains it.’
I could not let them get away with that acceptance. I ripped off a 3 octave (or so) chromatic scale up and down multiple times, and then we talked about how I did that.
Did it look like I had to stop and think about what the next note was? Why not?
Did you see how close my fingers stay to the keys?
We discussed how we took that simple scale and worked on speed. Using that technique, and breaking runs into smaller groups, I was trying to help them grasp the concept of “Play Every Note.”
On Thanksgiving Day, 2023, I received the following note from a student I had over 40 yrs ago. We are both now retired teachers. I print his note, unedited, and with permission. Name withheld. This husband/wife team were both in my band at that time.
Hi John, (Mr. Gardner, it’s hard to address a former teacher by his first name.)
I’ve been meaning to write this for a while now, and today is the day. I just want to let you know how much I appreciate the years we had as teacher and student. I can remember the many times a couple of students would stay after school and you would get out your instrument and play with us for a few minutes. I could never get enough of making music! Also, I wasn’t in a hurry to get home.
My parents started divorce proceedings during the spring of my Senior year, and the stability of band class helped me through that. You felt more like an older brother or friend than a teacher. I appreciate you putting up with my immaturity and craziness. I’m still crazy, but your former trumpet player has to deal with it now. Of course, I have to deal with the ego of a 1st trumpet player.
I truly believe that for me, music is one of the greatest gifts God gave us. You did so much to help me love music even more. Thanks again for everything you have done for me and thousands of other students. God bless you and Joan. Happy Thanksgiving.
There is more to school life than what happens during the academic day. Some academic teachers are also coaches or extracurricular sponsors. Coaches develop strong bonds with their athletes. Music and theater arts teachers spend considerable extracurricular time with students – evenings, weekends, summers. These teacher/student relationships are significant and life long impacting.
Is it ever ok for a teacher to LOVE students?
In a reunion with some of the students from my first teaching job, as they were sharing memories, one person put it this way:
“Come back to teach the students of the students you taught.”
I expected to hear some of the heart-warming stories and did, but one comment caught me off guard a little. As one was listing attributes he appreciated, he included…..
“…and your smile.”
What teachers do you remember most 10-20-30 years out, and for what do you remember them?
Band is the ultimate team.
Unlike a basketball team with its starting five, there is no bench in band. Everybody is in. Everybody is a starter. Few other types of groups will involve people from such varied backgrounds. There are children of doctors and lawyers performing with children of single-parents working multiple jobs or utilizing government help. There are the students who have their own cars and those who need rides, those with the iPhones and the free phones or no phone. You will find students in most bands from every church in the community and others who have never been inside a church.
High school provides a memorable time for teens and parents to be on the same team before graduation and the empty nest.
If only it were like that for all teens.
At this most critical time in their decision-making years, if teens can’t find love, acceptance, encouragement and support from parents, teachers and mentors, they will search for it elsewhere, often with disastrous results leaving them with consequences that change lives and crush dreams.
But even more than TEAM, band is FAMILY…
Most high school athletic teams are together for a “season” — maybe six weeks with a few more for preparation. Band meets in the summer, including band camp which can be 8+hours a day. Then there is every day at school with additional rehearsals in the evenings, plus the Friday football/basketball game and the Saturday competition.
…and more functional than some.
As I stood outside Door 34, she jumped out of the passenger side of the car and ran past me, teary-eyed, crying,
“I’m sorry. I’m sorry.”
As she went by I saw the papa, for the first time, approaching me and angrily waving a piece of paper.
“How much of this schedule is mandatory?”
I paused, if only for a moment as I thought through his reaction to my answer…
“All of it.”
After grumbling something that I probably couldn’t repeat, he returned to the car and didn’t quite lay rubber in his exit. The daughter was waiting in my office, still crying and apologetic. I hugged her. How does such a sweet daughter have a parent like that?
There are loving parents who are working 2-3 jobs each, going to school and dealing with the challenges of large families – and it is somewhere between difficult and impossible for them to spend a lot of time at football games, parades and competitions. I get that. But what do you say to this parent?
“We need to pull [Benjamin] out of band because he won’t clean his room and he needs to learn respect. He loves band and so this is the only valuable thing we can take away to make our point.”
Or this one?
“Why should I pay money for her to spend time spinning a flag. There are no colleges that will offer scholarships and besides, what job is that going to prepare her for?”
Or to these students?
“Can you please give me something to do. I’ll straighten the library….anything….just don’t make me go home.”
“I have a job so I can earn the money for my band fee, and I keep hiding it, but my mother keeps finding it and taking it.”
“I have to quit music lessons. My dad found out I was using some of my job money for music lessons and says that if I am going to waste my money on that – I can start paying rent.”
“Please don’t try to introduce yourself to my dad. Please don’t. Please, please, please don’t. He is not a nice man.”
I want to share the LOVE they may be missing.
Educationally, the L-word is dangerous. Administrations encourage admiration and respect, but love is conspicuously absent. Understandable. Inappropriate teacher student relationships make national news and destroy lives. Elementary teachers can hug students, but by middle school it is to be a touchless relationship. I disagree.
Sometimes an appropriate touch, handshake, high five, tap on the shoulder or even a hug – can be powerfully effective in mentoring, consoling or encouraging. It doesn’t have to be physical. It can be listening and responding when others won’t.
C.S. Lewis in his book, The Four Loves, divides the Greek vocabulary for “love” into four categories: Storge (στοργή storgē) -affection, Philia (Philia (φιλία philía) – friendship, Éros (ἔρως érōs) – romantic love, and Agápe (ἀγάπη agápē) – charity.
None of those match completely what I’m trying to define. Storge (affection) can include the physical. Philia (i.e. Philadelphia – brotherly love) comes close but can include the sexual. Éros is obviously not appropriate, and Agápe, often interpreted as the love between Christians is also close, but gets into spiritual and that is not quite it either.
I “L” my students with a parental type. I see their potential and their youthful enthusiasm and I love that. I love their willingness to share with me things that they can’t comfortably share anywhere else.
“You are always the one to trust with issues like this because you treat us like people and not just another bunch of “teenagers”.”
juggle the extra rehearsals and activities with job and homework — and go for the best grades without parental encouragement or expectation
keep a positive attitude when others have parents involved and but they don’t
Nobody said life is fair. Those who endure hardships can be the better for it later. Trust me on that. As the oldest of five children raised in a single parent family by a polio surviving mother (and if you have no idea what that means, thank God), I understand poverty, but also how to work through it, with it, around it, and above it …. so cut me some slack when I don’t expect less from the less fortunate.
Students often impress me with friend choices and for the way they support and encourage each other. It is moving to see how friends and band members surround one who is hurting, physically or emotionally. With proper relationships established, teachers can be included in, or involved separately in similar support and encouragement – even of some personal issues.
I RESPECT students …
who work through moderate pain or discomfort without complaint
who have the musical ability to thrive, but can’t get the new instrument, or the private lessons, or go to the summer camps….or even stay in band, because of a parent who doesn’t see the value of band or color guard
expect more of themselves than their parents do
endure custody battles and try not to allow it to interfere with band
I hope these students appreciate how hard I try to make their situations work out.
And we have students whose parents are their biggest cheerleaders and amazing supporters…..
helping them earn the highest of Boy or Girl Scout honors
supporting their garage band
encouraging out of country mission trips
inspiring them to pursue the same vocation as the parent
or spending countless hours volunteering for band (committees, sewing, cooking, feeding, chaperoning, driving, etc)
We have CARING students who….
stand outside Wal-mart when it is below freezing to ring bells and play Salvation Army brass ensemble music
volunteer in nursing homes and with church youth groups in a host of different types of volunteerism
help raise money for those sick and injured
I am a retired high school teacher who appropriately loves, admires, and respects students.
The Meme (below) about putting students on a stage, because….
Our Christmas Concerts are next Fri/Sat, and
A recent discussion involving music teachers and an administrator
In a recent Professional Development event discussion involving middle and high school music teachers and an administrator, one of the question prompts had to do with what we expect from our students. The admin was mildly surprised when the nearly immediate response from multiple music teachers was – 100%. I saw him write that response in his notes.
But it is true. I’ve sharedthis video before, but it is a good demonstration of our level of expectation from our students. In a math or english class, for example, if you miss one out of one hundred, that is still a high ‘A’. When this director gives everyone in the band the opportunity to miss one (only one) note, you can hear the tragedy. Then he goes for the second note, which would still be a high ‘A’ in any other class.
Periodically, as the band is playing a new piece of music, they tend to put their focus on getting the right notes and maybe the right rhythm. Dynamics, key signature, accidentals, etc…… are often missed. Two quotes I use in situations like these:
“If the notes are on the paper it is your job to play ALL of them.” and “Play EVERYTHING you see.”
And sometimes, especially with the younger band where many of the students are not yet driving, I will compare playing an instrument to driving a car.
“You want to turn the key, start the car and go….. and hopefully, no one is coming up beside you;
You think you’re good as long as you stay on the road, but what about how fast to drive, that school zone sign or crosswalk?
If you drive the way you’re playing, you’re dangerous, you’ll hurt yourself, or someone else, or you’ll get the cop’s attention and get a ticket.”
If time, I’ll go into some detail.
BEFORE STARTING THE CAR You fasten your seatbelt, adjust the seat and mirrors. Make sure you have your license. Put the key in the ignition. Do you have enough gas?
BEFORE YOU PLAY Check to ensure your instrument is ready; (reeds, valves or slide moving freely). Look at the music. Observe the tempo, time signature, key signature, dynamics — and listen to the conductor’s instructions.
AS YOU DRIVE Make sure it is clear to pull into traffic. Don’t just look straight ahead, check your mirrors. Watch for other traffic, watch for signs (speed limits, road curves, stop signs, traffic lights, railroad crossings, etc).
AS YOU PLAY Be award of the others around you. Blend in. Watch the conductor. Note any accidentals, articulation, dynamic or tempo changes that come along. Follow the road maps; fermata, cesura, DS, DC, Coda, repeat, etc.
Some additional comparisons during the rehearsal might include:
Wrong note/accidental – You hit that pothole
Missed cesura – You ignored the railroad crossing and got hit by the train
Dynamics/tempo changes – You missed that curve in the road sign and just crashed
Have you ever watched someone learning to drive? They are super cautious and focused on everything. Pretend like you’re learning to play this piece and focus on ALL the details.
Some larger competitions can involve dozens of bands with thousands of students with nothing resembling the level of supervision in a high school before or after school or as classes change. For the most part, band parents and the directors are the only ones with direct oversight….. and after a performance, most students are free to congregate back at the stadium to watch the other bands as they mix and mingle.
In uniform, before a performance, you’ll see focused faces as students prepare to do what they are there to do. You might see them move quietly and in formation from the bus area to visual and musical warmup and then to the stadium.
Band students learn dedication, commitment and
that striving for excellence is a worthy goal.
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Most marching band operations are very structured with responsibility and accountability. There are seniors, section leaders, drum majors, staff, directors (where do I put parents in this list) all with authority over the band student. Participants appreciate compliance and cooperation.
Band students learn the value of,
and respect for chain of command.
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Unlike a basketball team with its starting five, there is no bench in marching band. Everybody is in. Everybody is a starter. Few other types of groups will involve people from varied backgrounds. There are children of doctors and lawyers marching with children of single-parents working multiple jobs or utilizing government help. There are the students who have their own cars and those who need rides, those with the iPhones and the free phones or no phone. You will find students in most bands from every church in the community and others who have never been inside a church. And yet, with all these differences, when they put that uniform on (actually, even before they dress)…..they are all on the same team, all equal. A good result requires the best from everyone. Students learn teamwork and cooperate with those outside their friend circle.
Band students learn to cooperate and collaborate
with those from different backgrounds and capabilities.
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You will see students cheer and applaud for good performances of other groups, including those with whom they compete. You’ll see them wishing each other good luck, especially when a band is transiting through the pre-show stages and passing others who have either already performed or have a while yet to go. At a competition, I saw a band applauding the same-county rival band and the new band that their previous director had transferred to. When our band was relaxing and enjoying a band-parent-provided soup & chili bar supper following a recent performance, a competitor band passed by, still in uniform, returning from the field following their performance. Our students applauded their rival until the last one had passed. One of their directors found me to tell me that, “Your students are a class act.” That is sportsmanship….or should I call it bandsmanship?
Band students learn good sportsmanship.
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Marching band is a time-consuming extreme weather sport. Summer rehearsals are in extreme heat and often go 8+hours a day for multiple weeks before school starting in the fall. Think about the temperatures in September and then imagine putting on a winter coat, hat and gloves and running around a football field at a fast pace. But then, by the time mid-October comes, it gets cold enough that students are wearing under armor and other garments under the uniform to try to stay warm. Then, add periodic rain. Sometimes they have to move rehearsals in and outside to avoid it and other times they get wet. When school starts, add 8-10 extra rehearsals Mon-Thur, 4-5 hrs for a Friday football game, then 12-14 hours on Saturday for a rehearsal, travel and competition — sometimes two.
Band students learn to commit, persevere and endure.
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You’ll see both excited and disappointed students as the results are announced, but they will display professionalism many adults would be good to observe and learn from.
Band students learn that there are no shortcuts to success.
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Many students, seemingly for the first time in any significant way, are given tasks and responsibilities and held accountable for them. The band student is responsible for loading and unloading his/her equipment; instrument, gloves, show shirt, correct socks and marching shoes. Some students have “section leader” responsibilities, which for most is a first time they’ve had management and oversight responsibilities for others. They have to learn leadership and people skills. Often, at the end of a 4-5yr career, graduating seniors will talk about how
band “taught them” responsibility and accountability.
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Band students learn that they are individually important.
There is nowhere to hide in a marching band. All students are active participants. In a typical Indiana marching competition, there are six judges watching and listening; four in the press box and two walking around the field going eyeball to eyeball with performers. Band students understand that a trained judge’s eye automatically goes to what is different; someone out of step, out of line, out of tune, and that an individual performance reflects on the total ensemble score. Seniors and section leaders learn how to balance their role as a mentor and teacher/trainer for the newbie members, while also ensuring that even the newbies get up to speed in time for performance.
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Students are trying to follow the ‘dots’ from their chart/dot books that tell them where they are going. It is difficult to see the big picture from that spot on the field, so there are directors or instructors watching from farther back (and sometimes higher up) who will adjust a form or shape. Or perhaps it is to point out that an individual is playing too loudly and needs to balance and blend better with others around them. This is contrary to much contemporary educational philosophy which emphasizes only the heaping of praise on what students are attempting to do. Band students know better, and expect to hear how to improve individual performance. Achievement through excellence enhances self-esteem . The challenge for the individual is to “not take it personally”. I describe to students regularly that I highly value them individually, but that when we are trying to improve a marching performance, that they are but one small moving part of a larger machine and that my job (as a director) is to fix the part to improve the machine….no matter who the part is. Nothing personal.
Band students learn to accept criticism, and that self-esteem is raised through the achievement of excellence
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With the extreme time commitment a marching band requires, students must learn to prioritize their time and use it efficiently, especially when it comes to getting homework done.
Band students learn time management skills.
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When you ask people who were in a marching band years ago, they may remember how their overall band performed or competed, but probably not likely that weekly score or placing that seemed so important at the time. But they will remember the values they learned, which is why former band students encourage their children to participate in band as well. This is not the article to argue that band utilizes academics, multiple arts and significant athleticism….. but they get all that as well.
According to the 4-digit serial number, my Selmer/Paris Series 10 clarinet was manufactured in 1967. In 1968, my hs band director told my mother I had to get one. Not optional. He might as well have told her I needed a Mercedes for my first car. Dad made me a 50/50 deal, and after selling lemonade to golfers and hanging ad papers on doors … I got it.
Anyway, I just opened packages of cleaning supplies, including swabs, key and bore oil, silver polish, swabs, disinfectant and more….. I want to see if it still has all the notes and speed it once did. Students have heard me talk about instruments with “speed buttons”.
A few years ago, probably the last time I played thru a top-tier piece, I was alone on the local hs stage using Smart-accompaniment on a laptop and audio recording via phone…. I was probably preparing to assign it as I had made cuts for solo festival limits. I did flub the final 38-note run up to that high Ab (couldn’t hold onto it)…. but the rest of the 7-pages went well and fast, phone audio microphone considered.
I was rehearsing one of the concert bands on Pep Band music. One ensemble tended to lose tempo. To reinforce my point, I started them with a metronome — and then stop directing. After some time, I would restart the metronome. I described what they were doing: 
