Differing Priorities

Differing Priorities

William Boartfield

In my multiple years of teaching band, on an elementary and secondary level, I have determined one of the biggest causes of f r u s t r a t i o n for band directors and students is: different priorities

In an effort to solve this problem I have listed the student’s priorities vs. my priorities for your observation and noteworthy. As I discussed this subject with my own band, I notated to them that their priorities were not incorrect, they were just in the wrong order.

In order to assist you, the band director, with avoiding this problem in the future, as well as possibly understanding it presently, I have listed a model of priorities for you to understand-Mine and Theirs-so to speak.

BAND DIRECTOR’S PRIORITIES

Improve Individual’s playing ability

Use of scales / Technical exercises
Fix incorrect playing technique/tone
Provide information on correct playing technique/tone
Performance of Music

Teach Musicianship

Teach the devices of musicianship — dynamics, cresc./decresc., etc.
Teach students to interpret music –shaping phrases by rising/falling with the melodic line, articulation requirements of musical style, etc.
Intonation — “horizontal”(matching pitch) and “vertical”(correctly tuning the interval) intonation, intonation concerns of specific instruments

Improve Band

Performance of music, technical exercises, and chorales
Being active listeners – listening across the band, listening down to the tubas
Teaching students to be aware of balance, blend, and their roles in that process.

STUDENT’S PRIORTIES

1. S o c i a l i z a t i o n – verbal and non verbal communication that is not directed by the director

2. Working to have a “superior band” – learning music and working to make the band sound good

3. Individual playing ability – student practicing on their own to learn to better play their instrument through playing of scales, etudes, non band music.

CORRECTED STUDENT PRIORITIES

1. Individual playing ability – student practicing on their own to learn to better play their instrument through playing of scales, etudes, non band music.

2. Working to have a “superior band” – learning music and working to make the band sound good

3. Socialization – verbal and non verbal communication that is not directed by the director.

Band students can easily grasp this concept. When the teacher explains this method and provides an open forum for understanding, you may be amazed how quickly your bando’s will come around to your ethic of work in the classsroom.and make it into a positive for your rehearsal time.