Klarinet Archive - Posting 000881.txt from 1999/07

From: Jack Kissinger <kissingerjn@-----.EDU>
Subj: Re: [kl] school music programs
Date: Sat, 24 Jul 1999 11:07:48 -0400

Jparrette@-----.com wrote:

> I'm probably unique on the clarinet list in that part of my job is marching
> football half-time shows. I play in the Army Band at West Point, and we do
> shows at most of the Army football games. Despite that, after nearly 20
> years of marching band (with a 4-year reprieve at the New England
> Conservatory-not in the curriculum) I fail to see the connection between
> marching band and music. It should be part of the phys ed department.

I am inclined to agree with John, here. It seems to me that, while there are
occasional exceptions, most music played by marching bands consists of
third-rate adaptations of second-rate music. (I think it was Roger Garrett
who challenged the list to name a single piece of highly regarded music, or
music written by a composer famous outside marching band circles, whose
original genre was MARCHING band. To date, I don't remember a single
response. And before you fire up your flame-throwers and load them with
examples like "Carrera Bulema" (made a big impression didn't it?) think about
the other 90% of the music you perform.)

On the other hand, I think people who criticize marching band on the basis that
it is not a worthwhile MUSICAL activity miss the point. IMHO, marching band is
not intended to be a musical event. To me, it is more an athletic event and a
social activity involving musical instruments as apparatus. Viewed in that
light, as many others have already pointed out, when properly structured, it
has valuable aspects and can be a worthwhile experience in its own right. It
can foster leadership, self-confidence, teamwork, physical conditioning,
esprit, coordination, and probably other positive traits that aren't coming to
mind right now. And it can be fun. For me, these are reasons enough for its
existence as a school activity. The fact that people can develop these traits
in other activities does not diminish its value, particularly at the
high-school level. And every once-in-awhile a positive musical learning
experience may even occur.

"But marching band takes time away from the study of serious music!" Aside
from any elitist attributes this argument may have, it seems to me that it has
two serious flaws. First, it assumes that, during marching band season, a
student has no other time to focus on "serious" music study. In a properly
structured program, if a student wants to be a serious musician, s/he should be
able to find the time. (IMHO, Ed Lacy's bassoon student is not in a properly
structured program. I agree with Roger G. that no instructor worth his/her
salt needs to make band camp an all-summer activity to assure a decent band on
the field in September. This guy is either totally disorganized, or a lousy
teacher, or trying to justify a summer salary or, perhaps, all of the above.)
Most every high school can point to at least one current student who is both a
good musician and a member of one or more varsity athletic teams. Where do
those students find the time to study music? The second flaw in the argument
is that it assumes most band members would, in fact, voluntarily study
"serious" music during the time freed up by not having marching band. While
that assumption may be true for some students, it is not universal and, in my
(limited) experience is probably not true for the majority of band members.
There were quite a few kids in high school with me who wished marching band
lasted the entire school year and would have dropped out of band after marching
season if they could. In our high-school, however, the requirement was not
that one had to be in concert band to participate in marching band, not the
other way around!

I think that criticizing marching band because it is not a musical experience
is like criticizing a string quartet because it isn't symphonic or criticizing
a polka because it isn't a concerto. As a student activity, marching band
offers enough to justify its existence even when it isn't a musical
experience. For me, the more interesting question (though perhaps it belongs
on the marching band list) is "What characteristics distinguish marching band
programs that provide all (or almost all) their members a good experience from
programs which do not?" Now, I don't mean what characteristics help bands win
competitions. Personally, I could care less about that. (My opinion,
remember. Also, I agree with Bill Hausmann that the Paulette can be proud of
the approach her school district takes with respect to inclusion.) I mean what
characteristics can make marching band a sufficiently positive experience that
it will attract students (including some who are good musicians) and contribute
to their personal growth. If programs can focus on the "good" characteristics,
they will continue to attract students, including, contrary to David B.'s
predictions, their share of the school's best musicians.

My $.02.
Jack Kissinger
St. Louis

---------------------------------------------------------------------
Unsubscribe from Klarinet, e-mail: klarinet-unsubscribe@-----.org
Subscribe to the Digest: klarinet-digest-subscribe@-----.org
Additional commands: klarinet-help@-----.org
Other problems: klarinet-owner@-----.org