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Creating a Culture of Excellence in Your Second and Third Bands

Differences Between Non-varsity and The director wins because the students sight-read and are
Varsity Bands excited about it. The students win because they go home
A notable difference between varsity and non-varsity and excitedly tell their parents that they played “Baby
bands is the need for more fundamentals, theory, Shark” in band.
rhythm, and sight-reading with the younger bands. In • Non-varsity band students may take longer to master
addition, as the director of a non-varsity band you must concepts and to pass off objectives. Objective sheets can
know your audience and know with be the same for all bands but have
what details they need additional different expectations for passing off,
help. It is important for such as lower tempos or a longer
• Make essential rhythmic practice students to know that period of time in which to pass off the
more interesting by being creative and all bands are working on objective. However, a beautiful tone,
making it a game! When counting a the same skills. good hand position, correct notes,
rhythm chart, have the students count correct rhythms, accurate articulation,
the rests instead of the notes. Have Similar vocabulary precise intonation, etc. are imperative
the woodwinds count notes and the for students in all bands.
brass count rests. Split into groups and language create • Non-varsity bands require a
and count even/odd measures. Play/ a seamless transition significant amount of time to be spent
count the entire page with different between all the bands on the small details of being in band.
responsibilities for each section. Add within the program. n Young bands need time spent
scales to the rhythm chart: each note on instrument maintenance. Take
or each measure is the next note up/ The same high five minutes in a sectional once a
down in the scale. Students love the month to ensure that brass slides and
team or contest idea—use different expectations should be valves have been maintained. Check
groups each day: brass/woodwind, in place for all bands. woodwind mouthpieces and reeds.
girls/boys, shoelace color, glasses/no n Spend time discussing trip and
glasses, etc. It is imperative that concert itineraries. Can the students
• Make sight-reading more fun with you know your answer very specific questions? Where

variety and by using recognizable non-varsity audience. are we putting our cases? How are
songs. Instead of using the same we lining them up? How are you
method of sight-reading on a daily Where does band rank on carrying your instrument and binder?
basis, change it up: sight-reading your student’s list What is the first thing we will play on
books, exercises written in Finale, new of priorities? the stage? Arming the students with
pieces, etc. By using different methods, knowledge will decrease questions
sight-reading becomes more exciting and anxiety on the performance day.
and less monotonous. A great way to keep sight-reading fun n Spend time with uniform guidelines and
is to put familiar songs into music notation software—BUT, expectations. What does an all-black dress shoe look
put subtle rhythm or note changes into the song. This will like? What does it feel like performing in a bow tie?
ensure that they are actually READING the music and not Wear bow ties during a sectional so that the students can
simply playing what they know. This method is a win-win. experience wearing one prior to the concert!

Bandmasters Review • December 2018 14 Texas Bandmasters Association