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Date Posted: 04:49:19 04/11/05 Mon
Author: Jaynee Hight
Subject: beginning band: putting it together

I'm finding it a challange for beginning band students to play together in full band, especially now that each section has different parts. Does anyone have suggestions to make this process easier for them. I've had them find repeated patterns and count how many times they play the pattern until it changes. I've also worked on counting multiple measure rests. The low brass is really a challenge because a lot of the time they play umm pa's and it's hard for them to count and come in at the right time. I've been giving sections oral and physical cues like 1 2 trumpets now. Is there anything else I can try to do to make the transition into music with multiple parts easier?

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Replies:

[> Re: beginning band: putting it together -- Rosemary, 16:35:28 04/11/05 Mon [1]

Maybe make sure that each section is solid on their part. Then add another section and another until they are used to playing together. Anyone have better ideas?


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[> Re: beginning band: putting it together -- Jessie, 07:50:46 04/12/05 Tue [1]

Jaynee,
Don't forget to use self motivation. Tell your students that you know they can do this. Explain to them that now band is becoming challenging and all the parts are really important. Try playing the parts alone and let the band listen to each individual part, then try putting one section at a time together. Hopefully they can build one at a time to get to the finished product!


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[> [> Re: beginning band: putting it together -- Brigid, 18:57:40 04/14/05 Thu [1]

I like Jessie and Rosemary's idea of builing one part in at a time :)

Counting rests (especially multi-measure ones) is something I still struggle with. One way I've found helps me is to break it into parts and write in who's playing what ex. Take a 12measure rest and write it out in smaller groups of measures and write key parts above it to help the student follow the music instead of just counting.
With repetitive parts- such as the oompah's, have students write numbers above each measure. I always do this with repetitive parts because I get lost easily if I am looking at my music and I have 20 measures of the same thing.
Good Luck!


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