Beginning Band vs. Advanced Band: Two Sides of the Same Coin? Or - Different Coins Altogether?

Singletary conducted this study with 5 expert middle school band teachers to learn how their approach to teaching beginning band differed from their approach to teaching advanced band. She examined the frequency and and duration for teacher and student behaviors which she categorized as: instruction, modeling, group/individual performance, and student talk (verbal questions or responses to the teacher).

We talk… a LOT! This can be good (or bad depending on how you look at it). Singletary found that teachers spent about 50% of class time talking*.

Expert teachers tend to put more focus on individual performance (listening to students play one at a time) in beginning band, and much more time listening to sections/whole group performance in advanced setting. Additionally, teachers spend more time modeling on instruments with their beginners than they do with their advanced bands. Students verbally responded to questions much more often in beginning settings.

Additionally, expert teachers spent more time on the podium conducting in advanced settings, and more time walking around the class in beginning settings. Warm ups and “preparatory activities” were utilized more often in beginning settings. =

*here’s a challenge - record a rehearsal, see how much time you actually spend talking. It’s eye-opening! [and perhaps, mouth-closing].

These observations revealed a stark contrast in pedagogical goals when comparing beginning and advanced band settings. In beginning settings, expert teachers spent much more time emphasizing rhythmic literacy, vocabulary, modeling (sometimes as call/response imitation activities), and individualized instruction (such as “going down the line” and giving feedback to individuals).

The advanced band class tended to be where expert teachers addressed more complex musical concepts such as dynamics, intonation, articulation and phrasing. Expert teachers utilized whole group instruction (conducting from the podium) more often in advanced band settings. In advanced settings, feedback was given more often to the whole ensemble or sections as opposed to individuals.

I taught beginning band at the high school and and middle school levels later in my teaching career (so far!). For my beginners, I constantly found myself making conscious decisions to “let it go” when it came to concepts such as intonation and phrasing; not because beginners are not capable of these concepts, but rather fundamental skills should be the priority at that stage. I was always fighting my impatience with beginners - I wanted to move faster and teach them ”all the things.” Upon reflection, I think I always moved too fast through the beginning curriculum.

I firmly believe that we should always hold beginners accountable for beautiful sounds, rhythmic literacy, accuracy, and vocabulary. I am pleasantly surprised at how well beginners can improvise and have “musical conversations.” Also, try throwing some “out of the box” warm ups into the mix. Do not underestimate beginners’ ability to be musical! In beginning band, let’s put more focus on the individual, and save the emphasis on ensemble focus and conducting (which we all LOVE, let’s be honest) for the advanced kids. The beginners need so much more individual attention.