TheBeginningBandProcess:GettingTheRightKidsOnTheRightInstrument

TexasBandmastersAssociationConvention:July2011
BrentCannon,LindaleJuniorHigh

Thisclinicwilldealwith:
1.
2.
3.
4.

Somerecruitingideasbutnotmanysinceotherclinicsaredoingthatduringthisconvention.
Typesofinformationtocollectfromandaboutstudents.
Howtostoreandorganizethatinformation.
Organizedapproachtotestingstudents.

QuickRecruitingThoughts:
1. Someplacesdonothavetodomuchrecruitingwhileothersdo.
2. Concertsforyoungerstudentsusingmusictheyknowandcansingto.
3. Theyoungertheplayers,thebettersoletyourbeginnersplayforthegradedirectlybeneaththemseveral
timesifpossible.
4. Directorvisibilityandlikeabilitywiththeyoungergrades.
5. EitherJuniorHighorbeginnersplayinginthehallwaysatChristmas.
6. BeginnerBanddaytrip.
7. EitherJHorHSAuxiliaryUnitsperformforyoungergrades.
8. Goodideatoalsotalkaboutgradesandconductaswell.

Inhisbook,EffectivePerformanceofBandMusic,
W.FrancisMcBethsaid:Pitchisadirectresultofbalance.Sotoachievegoodpitch,goodbalanceisthevehicle.
Iftheconductorcannotdescribetohisbandhisconceptofbalanceandhowtoachieveit,thenheisleavingto
purechancethesoundoftheensemble.HethenbeginshisPyramidofSounddescription
Iwouldaddthisthought:Balanceiseasiertoachievewithgoodinstrumentationandcapableplayersonevery
instrumentinsufficientquantities.

HistoricalInstrumentation:
Standardbandinstrumentationhasbeenveryfluidoverthepast150yearsasyoumightexpect.Numerousthingshave
influenceditinthepast,thepresentandcertainlywillinthefuture.Instrumentsthatwereonceverycommonareno
longerusedandprobablynotevenmanufactured


HistoricalInstrumentation
AHistoryoftheWindBandbyStephenL.Rhode

Instrument
Piccolo/Flute
Flute
Oboe
EnglishHorn
BaritoneOboe
Heckelphone
Sarrusophone
AbClarinet
EbClarinet
BbClarinet
Alto/Bass
ContrabassClar
BassetHorn
Bassoon
ContraBassoon
AltoSax/Saxes
TenorSax
BariSax
BassSaxophone
EbCornet
Cornet
Trumpet
Flugelhorn
AltoFlugelhorn
Horn
Trombone
BassTrombone
AltoHorn
TenorHorn
Euphonium
Baritone
EbTuba
DblBbTuba
DblEbTuba
StringBass
Harp
Marimba
Percussion
Timpani

Gilmore1878
2
2
4

1
3
16
?

Sousa1892
2
2

2
14
2

6
4
1
1
1
1
1
4
2
2

4
3

4
3

2
2
2

4
2

Illinois1938 NSBContest1927
10
4
2
4
2
2
1
1
1
1

24
10
3
1
5
1
7

7
4
2
1
10
5
2

3
2
1
5
1
2
1
2
5

2
24
3

2
2
1
1
1
2
2
2
4
3

2
2
2

?
?


QuestionsYouAnd/OrYourStaffMustDecide:
1.
2.
3.
4.
5.
6.
7.

Isbalancedinstrumentationimportant?
Whatisyourphilosophyofbalancedinstrumentation?
Isspreadingoutthegoodkidsimportant?
Areyouwillingtobehonestwithstudents/parentsabouttheirchoices,preferencesandwhatyouthink?
IssomebodywillingtosayNotostudents/parentsaboutcertaininstruments?
WillyouhaveadministrativesupportwhenyousayNo?
Areyouwillingtoletastudentdropoutofbandiftheydonotgettoplaywhattheywanttoplay?

LindaleBandTargetInstrumentation:
ItisbesttohaveaLeadDogthatalltesterscommunicatewiththroughouttheprocess.Thispersondoesnot
necessarilydoallofthetesting,buteverythingisfunneledthroughtheminordertohelpkeepthingsontrack.
HereIsOurBasicTimeline:
1. Coordinatealldateswithprincipalsinthesummerorbeginningoftheschoolyear.ChristmasConcertsforall
gradelevelsplayedbyvariousgradelevels.
2. February1:letterhomeandmassphonemessageto5thgradeparentsabout6thgradeconcertandthe
instrumentselectionprocess.Seeletterattachedinthishandout.
3. ConcertisusuallytheweekafterTMEA.SeeConcertAgendaattachedinthishandout.
4. WithinafewdayswebeginadministeringtheSelmerMusicGuidanceSurvey.
5. Theaboveisdonebeforeelectivechoicesheetsaresenthome.
6. March:collectionandinputofdata,certaininstrumentsmightbetested
7. EndofApril/FirstofMay:majorityofinstrumenttestingisdone.
8. EndofMay:letterssenthome/postedonwebsitewithinstrumentassignments.Seeattachedletter.

UsingtheSelmerSurvey:
1.
2.
3.
4.

Recommendyoudoitinreasonablysizedgroups.Wedo5075studentsduringtheirPEclassinanauditorium.
Placeinstrumentsoutforthemtoseeandwritetheinstrumentnamesontheboard.
Obtainanypersonalinformationthatyoudeterminewillhelpyoulateronintheprocess.
Therearesomeothermusicsurveysavailabletouse.

FrontoftheSelmerSurveyCard:
1. FirstandLastNameasitappearsonyourreportcard.
2. Somewaytofindthemlateronintheprocess.WehavethemputdowntheirPEperiodandtheir
homeroomteacher.
3. Wehavethemlisttheirtopfourchoicesinorder.PercussionandDoubleReedsarenotanoptionyetat
thispoint.
4. Whentheyhavemadetheirtopchoices,wethenhavethemwritedownPercussionand/orDoubleReedsat
thetopofthecardiftheyareinterestedinthese.

BackoftheSelmerSurveyCard:Thissectiontakesabout20minutestocomplete.
1.
2.
3.
4.

SectionAistwopitchesplayedwiththesecondbeinghigher,thesameorlower.
SectionBistwochordswiththesecondbeingthesameordifferent.
SectionCistwomelodieswiththesecondbeingthesameordifferent.
SectionDistworhythmswiththesecondbeingthesameordifferent.

AfterTheSurveyIsFinished:
1. Gradethemappliedmusicstudentsarequitecapableofdoingthis.
2. GetalistofallstudentsfromthePEIMScoordinator,counselor,etc.IhavethememailittomesoIcan
copy/pasteintoExcel.Igetthestudentsname,ID#andtheirhomeroomteacher.
3. Obtaintheirmostrecentreportcard.Idothisafterthe4thSixWeeks.Itheneyeballthegrades,not
includingPE/GeneralMusic,togetanaverage.Iuseanumberingsystemtoidentifythemacademicallyin
Excel.
1=95+2=90953=85904=80855=75806=70757=failssome8=failslots
Idocombinenumbersifneeded.4,7wouldmeantheymightmakemostlyBs,butmightfailsomething
periodically.A4,8wouldmeantheymakeBs,butalmostalwaysfailsomething.
Ialsoincludeacolumnforcomments,whichiswhereconduct,teachercomments,etc.wouldgo.Idosendalist
ofallstudentstotheirteacherstoaskforthisinformation.Seeattachedletter.
MoreStuff!
1. Itrytoinputthegrades,conductandothercommentswhiletheSelmerSurveycardsarebeinggraded.
2. AsSelmercardsaregradedIgetsomebodytohelpmeinputtheirPEperiod,interestinPercussionand/or
DoubleReeds,theirinstrumentchoicesinorderandtheirtotalSelmerscore.
3. Whenavailable,IgetalistofstudentsthatactuallysignedupforBeginnerBandandindicatethatinmy
ExceldocumentwithaY.Donotdeletethosewhodidnotsignupforbandbecausesomeofthemwill
eventuallydecidetobeinband.
4. IshowthelistofthosewhodidsignupforbandtotheprincipalandthePEcoachforanyinsightthatmight
behelpful.

OurExcelSpreadsheet:
1. FirstName

2.LastName

3.StudentID#

4.HomeroomTeacher

5. PEPeriodtolocatethemeasierwhenwebegintesting

6.Assignmentwhenfinallydecided

7.AcademicGradesperourscoringsystem1,2.3.4.5.6.7.

8.Commentsconduct,etc.

9. Drums?interestedinplayingpercussion

10.DoubleReed?interested?

11.Band?signedupforbandYorN

12.Verify?Yaftercheckingatend

13. FirstChoice

17. SelmerScore

15.ThirdChoice

14.SecondChoice

16.FourthChoice

TheBasicInstruments:
1. Flute: Noteardropordoublejointedfingers.Eventeeththatwillaligninthefront.Straightlipswithsome
cushiontobottomlip.Diamondshapedapertureandfairlylongfingersarebest.
2. Clarinet:Avoidprotrudingtopteethorsharp,jaggedbottomteeth.Avoidathinbottomlip.Longfingerswith
goodpadsonthetipsareadvantageous.
3. Saxophone:Basicallythesameasclarinet,butcanhaveuneventeeth.Largehandsareadvantageous.
4. Trumpet:Eventeethwithapointedchin.Mediumtothinlipswiththetopliphavinggoodcolor.Thethree
fingersoftherighthandneedtoworkwell.
5. Horn:Eventeethwiththinlips.Goodsenseofpitch.
6. LowBrass:Eventeetharenotascritical.Largechinandbigchestcavity.Mediumtofulllips.Gooddistance
fromnosetotoplip.Lookforlongwaistedstudents.Armlengthisimportantfortromboneplayers.Long
teetharefineifthelipscoverthem.Bewareofflatchestedstudents.
7. Percussion:Goodscoreonrhythmchest.Goodcoordination.Pianobackgroundishelpful.

InstrumentSelectionChart:
Teeth:1=Even;2=Uneven
Chin:3=Large,roundorsquare;4=Pointedorsharp
Lips:5=Fullorlarge;6=Medium;7=Thin

1,3,5: Trombone,Baritone,Tuba

2,3,5: Clarinet,Saxophone,Bassoon

1,3,6: Trumpet,Trombone,Baritone

2,3,6: Clarinet,Saxophone,Oboe

1,3,7: Trumpet,FrenchHorn,Flute

2,3,7: Clarinet,Saxophone,Oboe

1,4,5: Clarinet,Saxophone,Flute

2,4,5: Clarinet,Saxophone,Bassoon

1,4,6: Clarinet,Flute

2,4,6: Clarinet,Saxophone,Oboe,Bassoon

2,4,7: Clarinet,Saxophone,Oboe

1,4,7: Trumpet,FrenchHorn,Flute

InstrumentPersonalities:Yes,instrumentsdotendtoattractcertainpersonalities.Thisisnot100%norhasitbeen
scientificallyproven.However,mostofyouunderstandthisstatement.
ThefollowingcomesfromtheKimbroughBandinMesquiteISD:
1. Flute:Goodstudentswithselfassuredpersonalities,overachievers,andarecomfortablewithcompetition.
2. Oboe/Bassoon:Tendtobereliable,generallyindependentandcreativestudentswhoenjoyworkingwith
puzzlesandwiththeirhands.UsuallystraightAstudents.3.
3. Clarinet:Enjoyworkinginbiggroups.
4. Saxophone:Studentshouldenjoycompetitionasthisinstrumentisverypopular.
5. Trumpet:Generallyselfassured,confident,showytemperament.
6. FrenchHorn:Determined,brightwithgoodearforsmallchangesinpitch.

7. Trombone:Determined,brightwithgoodearforsmallchangesinpitch.
8. Baritone/Tuba:Goodsenseofrhythm,responsible,goodnatured
9. Percussion:Comfortablewithintensecompetition,keensenseofrhythmwithexcellenthand/eyecoordination.
A/Bstudentwithgoodorganizationalskills.

NowItReallyBegins!!
1. Weonlyteststudentsthatactuallysignedupforband.
2. Westartwithpercussion,flutesandsaxessincethosearetheinstrumentsthatwetendtolimitthenumbers
andalsotendtobethemostpopular.
3. Studentsareselectedtobetestedbyacombinationofstudentpreference,academicgrades,conductand
Selmerscorebeforetheyareactuallytestedbyabanddirector.
4. Ifoneofthesestudentsqualifiesonmorethanoneoftheseinstruments,weletthemchoosewhichonethey
wanttoplay.
5. Oncedonewiththeseinstruments,itmightbeagoodideatoletallthosewhoweretestedknowwhetherthey
wereselectedornot.
6. Mostlikely,allofthesestudentsareprobablyacademicallyrankedasa1,2,3,or4.

SomeThingsWeDo:Woodwinds
1. FluteSharonBird:Reasonablystraightteeth,mediumtothinlips.Ialwayschecklipsforcupidsboworvon
top.Sometimesthisstraightensoutastheyformembouchureormaymoveslightlytoside.Theyshouldbeable
toproducetwotofourpitchesontheheadjointwithinafewminutes.ItrytokeepstudentswithaBaverageor
above.
2. ClarinetCaseyJohnson:Dotheyhaveanoverbite,underbite?Cantheymaketheembouchureandkeeptheir
cheeksfrompuffing?Cantheyfeeladifferenceintheirchinbeingflatornot?Cantheykeepasustained,
correctsoundonthemouthpiece?
3. SaxophoneSharonBird:checkedonteethandlipstructure.Makingsuretheycanputmouthpieceinmouth
withoutrollinglipsin.Topteethonmouthpieceandjustathinpillowofliponbottomteeth.Ialsocheckthe
sizeoftheirhandstobesuretheyarecapableofreachingaroundthebodyofanaltosax.OfcourseItrytofind
outifthecostisfeasibleforthefamily.Askingafewquestionsaboutfamilyhelpssuchashowlonghaveyou
livedhere,wheredoyoulive,whodoyoulivewith,whatdotheydoforaliving,etc?

SomeThingsWeDo:Brass
1. TrumpetBenDavis:Iaskthemtobuzzonamouthpiecewithverylittlecoachingfromme.Justthebasic
informationthattheyneedtoknow.IbelievethatastudentshouldbeabletobuzzasecondlineGwithlittle
effortinordertobeatrumpetplayer.Iftheycannotdothat,wemovetoabiggermouthpiece.Ialsoaskthem
tomatchpitchsingingwithme.
2. HornSueScott:Humpitchandseehowwelltheymatch.Flatchinandpianobackgroundishelpful.Dothey
haveanaturaldownanglewiththemouthpieceandis2/3toplipacomfortablefit?Blanklooksarenotgood.

3. LowBrassBrentCannon:Iaskthemtobuzzwithouttoomuchexplanation.Ilikeforthemtobeabletobuzz
atleastanFfortromboneandbaritone.Alowbuzzisgoodfortuba,butmanywillnotbeabletodothisvery
well.Sinceweusesizetubaswithourbeginners,sizeisnotasmuchofanissue.Bewareofstudentswitha
pointedfacialstructurefortuba.

PercussionSpecifics:
1. FromBenDavis:OurpercussionistsareselectedfortestingbasedonacombinationoftheirSelmerMusic
Testscores,academicgrades,conduct,andPercussionAptitudeTest.
2. Idorunthemetronome(nottooloudly)duringtheentiretest.Weplaytheseexercisesontheknee.
3. Lines1,3,4,and6aredonetogetherwiththestudent.Idemonstratewhatwewilldo,andthenthestudent
joinsme.Istresstheimportanceofplayingexactlywithme.Iwillaskthemquestionsasweareplaying
someofthesimpleexercises(Lines1and3)i.e..Howoldareyou?HaveyoulivedinLindaleallofyour
life?
4. Lines2,5,and7areacallandresponseexercise.IwillinstructthestudentthatIwillplaytherhythmfor
him/herandtheyaretorepeatexactlywhattheyhear(playitbacktome).
5. Igiveeachstudentascoreoneachlinerangingfrom010points.

SomeFinalThoughts:
1. Duringthisprocess,Iconstantlysortandseewherewearewithregardstoinstrumentationonthe14sandour
targetnumbers.Ifneeded,wedogobackanddoabitofrecruitingforspecificinstruments.Afterthat,we
moveontothe5sandthenfinishwiththe68s.
2. Iadviseusingcaution/discretionwhenassigningstudentswitheitheracademicorconductconcernstoaschool
instrument.Iftheyalwaysfail,theyaretakingupaschoolinstrumentandnotcontributing.Badconducttends
toshowitselfwithcarelesshandlingorabuseoftheinstrumentand/orgoingtoalternativeeducation.Thetax
payersofyourdistricthaveentrustedyouwiththeirinvestmentintheband.
3. IfnumbersonFrenchhorn,baritoneortubaareabitlowdontgettooworriedastheretendstobegood
studentswhoyoucanmoveoverwhentheycannotobtainaninstrumentontheiroriginalassignment.
4. Whenallassignmentsaremade,Ihaveaquickmeetingwitheachstudenttomakesuretheyhavevisitedwith
theirparentsandtoverifytheirassignment.Ifthereisaquestion,Iaddressitasthesituationwarrants.

TheFinishLine!
1) Whenallisfinallyfinished,wesendaletterhomewiththeirassignment,informationaboutthehorndrivethe
nextschoolyear,usedinstruments,etc.Weactuallygiveittothemthroughtheirhomeroomteacher.This
letter,alongwithacompletelistofnamesandassignmentsispostedontheschoolwebsite.Attachedatend.
2) WealsoprovidealistofPreferredInstrumentsandAcceptableInstruments.Attachedatendofhandout.
3) Anytimeyousendoutaletteryouneedtobemindfulofanylocal,smallmusicstoresinyourcommunityand
includetheminanywaythatyoucanifatallpossible.
4) Ifyoufeellikeitisnecessaryandwouldbebeneficial,youmighthaveanoptionalparentmeetingforanythat
mighthavequestions.Wehavedonethis,butnolongerdosincewedonotfeellikeithasbeenoverlyhelpful.
5) Eventhoughyouprovideinformationtostudentsandparentsaboutyourprocess,youstillneedtoexpectthat
somewillactliketheyhaveneverheardanyofthisbeforeandwishtheyhadknown!

IfyouwouldlikeacopyofthisPowerPointorneedacopyofthehandoutpleasecontactmeafterconventionandIwill
getittoyou.ItwillalsobeavailableontheTBAwebsiteafterconvention.
brentcannon@yahoo.com
cannonbc@lind.sprnet.org

Thankyouto: TexasBandmastersAssociation
LindaleBandStaff
FormerCoworkers
ChrisBrown,MesquiteISD