 The Clarinet BBoard
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Author: contragirl
Date: 2004-08-20 03:57
So right now I am helping a band director friend out with his marching band. The group is only 40 ppl, and they are not competitive yet. I marched 4 years competitively in TOB and 2 years in college. So this is mainly a football band.
For some reason, I am unable to articulate my thoughts and how I want something done. I can keep repeating myself by yelling "look up" and "Stop bouncing," but that usually doesn't effect them. When I go to the individual, try to not be offensive (cuz I kno I hated being singled out as a newbie), and tell them "You should try looking up more blah blah blah," that doesn't always help either.
Then when it comes to sectionals, there are 2 clarinets, 2 flutes, 2 alto saxes and a tenor. I count badly to begin with, but if I look over the part, I can sing and play the part accurately. At a few parts, I would be like "ok flutes you are speeding up, saxes you need to shorten those 16th notes and you are adding notes," then I sing the part for them to get the rhythm... then I play it on my clarinet... but they still mess it up every time! I got them to individually play the part correctly a few times, but they resort back to the incorrect rhythms, etc.
How do you get it to stick?! How many ways can you say the same thing? It makes me feel dumb because I know what needs to be done, but I can't say it!! This is why I couldn't make it as a band director.
Hehe, thanks.
Contragirl
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Author: D Dow
Date: 2004-08-21 16:05
Dear Contra Girl:
A few thoughts on the subject of working with what sounds like beginners...
Use a loud voice and be clear.
Keep directions simple and straightforward.
Try not to attempt too difficult passages at first..
Work on getting input from players.
Have your section leader be the leader in terms of sonority and sound.
Make sure the melodic line predominates..
Tune your players...
Work on simple articulations and chords as warm up!
Best luck
David Dow
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Author: kdennyclarinet
Date: 2004-08-21 16:39
Also, not meaning to sound negative, if the overall band program is fairly weak (which sounds like it might be the case), don't take it personally when your input does not make a huge change. Just as a weak band program takes years to "un" develop, so does a change in the right direction. Be patient and try to see if you can relate to the kids a bit more. Once they trust you, things will become easier. As the boys/girls town teachers do, look at the inner person before focussing on the outer.
K. Denny
BME, MM, DMA
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Author: Camanda
Date: 2004-08-21 17:35
Use similies. It works in my band. Our old drum major came in during band camp to help out, and she loves to compare what she wants to anything that will make sense. She likes our marching to be crisp like lettuce and wants the tenor saxes to play soft like a bunny. (I'm marching tenor sax until my bass clarinet gets fixed, and there's no way we'll ever play soft.)
Do you ever have them sing their parts, at least just the rhythm? Get them to sing it, then have them play just the rhythm on a concert F, and then see if they can put the notes in.
Amanda Cournoyer
URI Clarinet Ensemble, Bass Clarinet
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Author: contragirl
Date: 2004-08-21 20:28
Hehe, it seems that the area in which I am teaching is one of the richest counties in our state... and it seems that the kids don't care for things very much. In my HS, we were very into what we did and that is why we joined the band. But it doesn't seem to be the case here.
I called the drumline ADD or ADDrumline cuz they wouldn't listen long enough for me to give them tips on how to march correctly or give commands. I just feel like a lot of them care.
The counting problem is only in one song. Jackson 5's "I Want You Back," which is really hard... I think with more repetition, they will get it, but I am trying to think of ways I can make it "click" faster.
--CG
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Author: kdennyclarinet
Date: 2004-08-22 07:44
Something else that works with my kids is putting words to the rhythm. For example, we had a girl who could not figure out how to play a "simple" figure that was basically a scale beginning with an 8th note followed by 2 16ths and 4 more 16ths. We said "Cheese and a pepperoni" and that was just the right trick. We've since come up with "lyrics" to other difficult passages that we've found... My favorite was when we had the marching band playing "Atomic Dog" in the stands last year. The very last lick has a lot of syncopation... we said, "Chucky Cheese's has lots of games" to the following rhythm pattern (all rests are 16th rests): 2 16ths, rest, 16th, rest, 16th, rest, 16th, rest, 16th, rest, 16th, quarter note. It worked wonders. Try to see if you can find some "lyrics" that go with the difficult rhythms.
K. Denny
BME, MM, DMA
Post Edited (2004-08-22 15:58)
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Author: diz
Date: 2004-08-22 22:25
contragirl said:
Hehe, it seems that the area in which I am teaching is one of the richest counties in our state... and it seems that the kids don't care for things very much.
So why are you wasting your time with them, then? Find a nursing home to visit, and play the oldies some clarinet music, they'll love it and appreciate it FAR more.
Without music, the world would be grey, very grey.
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Author: DavidBlumberg
Date: 2004-08-23 02:32
Just tell em that if they don't concentrate and practice the parts they will almost every time revert back to the mistaken version - that's the one that they are really good at. Make them laugh as they will remember what you say better if they are amused by it.
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