By Rob Shaver; Angela Shaver, editor
This article first appeared in Keynotes Magazine, Spring, 2006
“OK, band, let’s start eight measures before measure nine.”
I watched several students count backwards from measure nine to measure one and then look at me with sheepish grins as they realized what I had said.
“Now that you’re thinking, let’s begin.”
I wish it were always this easy to get students to “engage their brains.” But, as every teacher knows, many students have a hard time concentrating, and it is our first job to help them focus.
What follows are some suggestions for getting students to think during band rehearsals. Specifically, I have chosen to focus on ideas that can be used during the warm-up time. After all, the first few moments of any rehearsal are critical for setting the right tone.
Also, while these ideas come from my experience with middle school students, I hope they will help you find ways to keep students mentally involved at every age level.
Making the Most of Warm-up Time with…
…Variety
You’ve probably heard it before, but it is important enough to repeat: use warm-up time wisely! Teach new material, isolate troublesome technical issues like rhythms and articulations, adjust intonation, and review. But above all, remember that warm-up time is as much mental as physical. Get the students focused by giving them goals and challenges.
To accomplish this, it is useful to have a variety of warm-up materials in the students’ folders. While scales are essential (there are several ideas for working with scales listed below), don’t start every rehearsal with the B-flat scale. This will only encourage students to zone out and go through the routine in a state of mindless bliss, which, of course, is counterproductive.
Therefore, in addition to scales, include various chorales and rounds; have the percussion section work through a list of rudiments and mallet exercises; design lip slur exercises for the brass on which the whole band can play along.
Then, each time the students play, they should be given a goal to achieve. For example, if you are rehearsing a chorale in order to improve balance in the band, tell the students to listen for the basses or the melody, etc. Then, once they have played the piece, ask them to tell you which section was the easiest to hear or the hardest. Or assign different dynamic levels to the sections of the band. Ask them to describe what effect this has on the overall sound. The point is to get them thinking about what they are doing.
…Musical Games
Do you want to get your students’ attention? Tell them you have a game for them to play. Musical games are a great way to address specific technical issues. For instance, to improve your band’s ability to watch the conductor, play a game like “Musical Instruments.” Give the students an exercise to play, perhaps from a method book, and tell them that the last person playing when you stop conducting—whenever that may be—is out of the game. Then, stop frequently. The last person still in the game wins.
Or try the game “Play What I Do.” Using an exercise the students know well (like a scale), tell them to play in the manner being conducted. This game challenges them to see how well they can respond to changes of dynamics, tempo, articulation, etc. being directed by the conductor.
Also, occasionally allow the students to direct the band on a warm-up exercise. This activity gets everyone’s attention and usually gives the students a greater appreciation for the work you do.
…Scales
When working on scales (which, of course, must be done), have the students name and finger the notes before playing them. Then, encourage the students to think the name of each note as they play the scale. Remind them that the notes are in alphabetical order.
Here are some other ideas to help make playing scales more productive:
- Use different time signatures like 5/4 and 7/4. This will help the students focus on counting. Also, alternate between different note values like half notes and dotted half notes from one scale degree to the next.
- Divide the band into three groups and play scales in a round. This can be especially interesting on the chromatic scale. Experiment with the intervals to make some spooky sounds.
- Use different tempi. Don’t forget to play scales in a fast tempo sometimes. The students love trying.
- Make a scale sound happy, sad, lonely, tired, jolly, angry, or content. Ask the students to suggest ways to accomplish this.
…Written Work
Give the students written warm-up work from time to time. It doesn’t need to be complicated or time-consuming, just something they can do as part of their setup routine.
For instance, have them copy a rhythm off the board and then write down how it is counted; or draw some notes on the board and instruct them to write down the names.
Perhaps you could assemble a warm-up packet to hand out that would cover several rehearsals. It could include exercises on rhythm, note naming, vocabulary, and history.
…Good Planning
Finally, it wouldn’t do any good to plan a productive warm-up time if it didn’t translate into better performances. So, when planning a rehearsal, it helps to think backwards from the music to the warm-up. Try to choose exercises that relate directly to the music so you can make a smooth transition from one to the other.
For instance, if the piece you’ll be practicing is in the key of E-flat concert, warm up on the E-flat concert scale. If you are going to be working on a march, warm up by practicing marcato articulations.
But, most importantly, tell the students what you are doing and why. They tend to focus their attentions more when they are working toward a goal.
Several years ago a student gave me a big blue poster with just one word in huge white letters that says, “THINK!” Perhaps she thought she would save me the trouble of saying it so often. I don’t know. But it didn’t take long for me to get that poster hung up in the front of my room. Now it serves to remind all of my students that no matter how talented or challenged they may be, they will always do better if they follow its instructions.
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