Well Begun: Beginners, Beginners, Beginners
There is a little secret that the sonority, skill set, and success of many Texas bands lay foundationally in the common practice method of everyday, homogeneous — or instrument-specific — beginner instruction setting. So, a class of just trumpets, a class of just clarinets, a combo for low brass removing tuba if schedule/personnel allows, etc.
Rationale for Homegenious Beginnger Classes
When this is questioned due to class size by a new middle-years campus or central office administrator, the best-described rationale is: 1. Differentiated Instruction to ensure the success of students in 11 distinct instrument groups, and 2. to describe the program as a vertical school within a school — from recruitment out of the elementary grades to completion of grade twelve. Usually, this is a favorable student-teacher ratio. If it is not, recruit more students (which you should be doing anyway; it’s the best place for them to be in the school).
High school directors would help with instrument fitting for incoming beginners when possible. This is also an excellent time to recruit parents, unbeknownst to them, to a seven-year commitment. Also, every director in the cluster taught at least one beginning class in a homogeneous setting; see Band Directors Schedules below.
Not as well known, HEB ISD is in TX, home to L.D. Bell and Trinity is a K-6, 7-9, 10-12 grade structure. That is to say, the beginning band was in grade 7; see also Teach Like Your Hair is on Fire. The trick was to get our players as close by the end of 7th grade as our counterparts, who, at a rate of 98%, would have begun in 6th grade and would be completing a full two years, including one year in an ensemble. The excellent news for 7th-grade beginners is that they are one more year advanced developmentally.
Go Slow to Go FAST
Getting things from day one set up correctly regarding expectations, including how to enter the band room. During those first days when instruments were still being figured out, teaming with the middle-year directors allowed them to deal with the stuff and for me to immediately begin a teaching relationship. Trumpets were my class, the last period of the day. This was on purpose to meet with almost every band student in the building as they exited after school.
I would think about doing these things with no instrument in those days. Treble clef chant, foot pat, counting, practicing being still and calm with proper posture for 30 seconds as we all watch the clock and hope no one moves, or we need to start over again. Also, respecting the metronome (yes, said from a kid from Long Island — more on stealing the best pedagogy ideas later) and matching pitch at first with a hum, and later sung. There are so many games that build skills to be played on days one, two, and three, and they also instill an expectation of a learning environment from bell to bell, which is likely different from many of their academic classes that first week.
Once calm fundamentals were established, we took off, including buzzing or vibrating on the mouthpiece first and daily. We taught to the top and looped around to re-teach and ensure success for all. Why, I don’t know, but we learned all twelve major scales, and the top trumpets had a two-octave range. Everyone sounded good; we were at a grade two ensemble level by April.
At that time, I would think, "Who can we call to show off what we just learned?” We called college band directors, BOA staffers, the fine arts directors, and basically anyone in my phone address book. We had a blast; it was my favorite class of the day!
An aside on the buzzing (or vibrating debate). I have yet to hear anyone play a note or passage, buzz that note or passage, then play it again, and it sounds anything but better. The physics professor French horn player may present a paper on how what you think is happening physically is not really happening — don’t care, it sounds better.
Visiting Middle-Years Bands
During the first few weeks of school in August through September, before the busy pep rally schedules and the inevitable emergencies generated by ramping up for travel to football games, I would be sure to have many touchpoints with each of our feeder junior high school bands. Understanding that not all high school head directors have this flexibility, see what can be done about that…take them this book.
These bands were in period four, the lunch period, as they provided a slightly longer duration for instruction. This informed how we fit other aspects of the cluster schedule together. The visit's point was to build relationships; teaching could come later. We would tell brief stories about what the high school band was up to and entertain any questions so they could see themselves as a member of the Bell Band in their mind’s eyes.
These trips also allowed a touchpoint with campus administration and key influencing teachers. There was a way out if the principal was not around on the way in. I also learned to walk around at least until eye contact was made. Side note: be sure to get to know the folks at the front desk, as they are the ones who know where the principal really is.
Get to the Academic Side of the Building
You simply don’t NOT have time to get to the academic side of the building during the first few weeks of school. Grades are coming, and your first communication should not be about what this student needs to do (spoiler alert, it’s turn in their homework). If you’ve been there a while, focus on the newbies. I recall walking the halls, probably with Nick Thomas, during week three, and there was a new teacher with, bless his heart, classroom management issues. We walked by, and I looked at Nick and said, “Aww…he’s still trying to teach them.” In all seriousness, we were all in on the success of the campus, as it was not cool to have a super-successful operation of our own without everyone being successful. Again, the rising tide lifts all boats.
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