Klarinet Archive - Posting 000234.txt from 1996/06

From: "Michael D. Moors" <mdmoors@-----.US>
Subj: Instrumentation concerns
Date: Sat, 15 Jun 1996 14:27:55 -0400

In regards to Gene's comments,

As a public school band director I have seen all sides of the
instrumentation issue.
I have seen the flute craze of the Jethro Tull years. In recent years I
have walked into a class of 30 with 25 students interested in playing alto
sax (This is no exaggeration). Thanks to Kenny G, I presume. If MTV had
trombone groups on the channel you would see a trombone craze (unfortunately
this will probably never happen). The point I'm leading up to that it
doesn't do anyone any good to have a "glut" certain instruments in a band.
Public education is the first goal but your can't have 15 saxes and 1
trombone in your band and have any respect from your colleagues. More
importantly, everyone else suffers from a substandard musical experience.
The saxophone player that would normally excel at another instrument has a
poor chance for future advancement in a big school district like ours.
Recently we hired a new beginning band instructor. In her adjustment period
she started 15 oboes in 5 schools. That was great except no thought was
given to what happens when these students reach 1 junior high school.

In closing, I am used to a few parents a year taking me to task over the
instrumentation issue. You get it in two ways: 1. The attempt to balance.
2. Trying to put students on instruments they are suited for. We give an
aptitude test to check to see if a student has a good sense of pitch for
instruments like oboe, french horn and a school tuba. It also isn't to any
one's advantage to put a kid on percussion that has little sense of rhythm.
By using the testing process, knowing what kind of student you have,
checking physical characteristics, taking the students choice into
consideration, and last balanced instrumentation. The student will be more
happy then letting them automatically play what the had as a first choice.
Why?? They will be successful.

Concerning the jazz issue

I am a clarinet player that wanted to be able to teach jazz. I learned how
to play tenor and did a good job soloing on soprano sax. A horn player can
easily play a trumpet as a secondary instrument. Baritone and trombone is an
easy switch for example. The learning how to double is an education in
itself. A working clarinet player should be able to play sax and flute.
This is a good way to begin to learn.

People tend to be critical of the band director but there are many issues
that aren't known by parents or students. I hope I brought some of them out.

Willing to take the heat......

Mike Moors

At 09:01 AM 6/15/96 -0400, you wrote:
>Thanks Adam............perhaps more band directors should realize that their
>first responsibility is to teach and involve their students. We'e talking
>about a public school program...........not music majors in a University
>setting and not a professional musical organization. There are too many
>band directors who put their concert programs before the needs of their
>students. It's kind of like the coach who has to win at all costs.
>
>So what if the the balance is not absolutely perfect or if the sound is not
>precisely what the the composer intended. Have you ever seen a parent walk
>out of a program because there were too many saxophones in the band? The
>musical expeience could still be rewarding. You don't nurture interest and
>participation by telling a student that there is no place for him or his
>instrument. If there is a way to do it, you make a place for a kid like
>this and encourage him. Let's keep in mind what PUBLIC SCHOOL EDUCATION is
>all about. The performance is not the sole reason for the existence of a
>school music program.......it provides motivation (for student and teacher)
>and ideally should be an outgrowth of what goes on in the
>classroom.............gk
>Gene Keyes
>gene@-----.net
>
>

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