I have been at my current school for 3 years. I inherited a band that had a lot of "pre-conceived" ideas of how things were suppose to be done. As students graduate out and new freshman come in, we are slowly moving toward a more balanced methodology. (The program was marching dominated to the exclusion of all else) The brass and woodwinds have finally responded to the new model of fundementals based instruction with a balanced view of our performance ensembles, marching, concert, Jazz, Solo & Ens, and district honor band. The percussion however, stubbornly clings to a marching percussion only vision. I want the percussionist to be able to play concert snare, timpani, and mallets as their primary curriculum, with marching technique and drum set as an expansion of their skill set. I think percussionist should be well rounded, even in HS. I have received a LOT of passive resistance to learning anything but marching skills. I have brought in a drum set specialist and the percussion kids gave him a VERY COLD reception. I had a student tell me yesterday that the only reason aux. percussion is written in concert music is so that somebody can make money selling instruments. A very ignorant (un-informed) viewpoint.

Now I know it takes time to change attitudes such as this. But if a group of drummers are not interested in learning drum set in a percussion class, how can I motivate them to actively play concert percussion seriously? I know that there is such a thing as "proper" tambourine technique, and I know the fundamentals of it. But I have student who refuse to play the instrument like I ask them to. I have trouble getting them to play the crash cymbals correctly.

I am asking for brainstorming ideas to stimulate interest in a diverse percussion education rather that a one dimensional one.

Something our instructor has done in the past is make marching percussion during class time a luxury. What I mean is this, he gave us an ultimatum, "Prove to me that you are willing to learn concert percussion and prove to me that you're willing to become a PERCUSSIONIST, THEN we will get the drums out. Until then, you will have to just wait until after school." I've always been against the flat out idiotic point of view that orchestral performance is not an important part of percussion. This was not received well at first at all, but did, ultimately, get the point across. I don't think it was the most effective way to do it, but we did get better, and a few even jumped on board and realized that you CAN have fun with performances other than marching band.

So, that's an option for you, although I don't necessarily think it should be a first resort.

I would try to make connections from marching to orchestral playing. How to make those connections, I'm not sure. But find something with playing and how it could help them out when they put their drums on out on the field. I wish I could give you a ton of examples, but I don't really have much of anything for you, and I'm sure there are many on here that could actually help out a bit more in these regards, but brainstorm and try to come up with some things. If you make a connection for them, it MAY help them learn to enjoy it better.

Sorry that last bit wasn't much help, best of luck to you.
B

Honestly, I think a lot of it comes down to the fact that percussion seems to be more of an addition in concert band. Speaking from my own experiences, concert band sucks, it's not demanding and it's not interesting. But before you rip my head off my opinion, hear me out.

Sure, some may write scores around the timpani, or a woodblock rhythm, whatever. But for the most part, speaking as a highschool kid, the percussion section is overlooked, as we seem to play 5-6 notes, get told to play said 5-6 notes until they are barely audible in the percussion section, then stand around and wait for class to end.

Whereas marching is a whole new breed. Lots of complex notes where the drumline can play out and show off. It's not surprising why most kids prefer playing rudiments over playing concert music.

Just my $.02

Well, the first thing I thought of after reading your post is to have someone who is both an accomplished marching and concert percussionist come and speak to them. For example, have someone from a local university who marches and plays concert percussion come in and explain the value in learning concert percussion as well as marching percussion.

If they refuse to play correctly in concert band or if they refuse to learn, then I say don't let them march either. To me, band is an all or nothing thing. Either you march AND do concert or you do none of it. I know, this may seem harsh but it may get the point across. I come from, and currently am at, a school where that exact mentality used to be the norm. Fortunately, it's changing (slowly), but trust me, threaten to take their spot on the line and they'll think twice before ignoring concert band.

Make sure they understand the difference between a drummer and a percussionist. If they don't care, then they don't need to be there.



I both a agree and disagree. Sure, some music can be boring for percussionists, heck, some pieces lack percussion altogether. But then again, on the other hand there are many many percussion heavy pieces (John Mackey comes to mind) that, personally, I find make concert band even more enjoyable than marching.

Hoss, you make a good point. But I think it comes down to music selection. I have played some of the most redundant "boom-chick" concert parts and some very challenging percussion pieces. But, most of the interesting music I've played came in college. All through high school, we played parts that continuously consisted of "boom-chick-boom-chick". Because of that, I hated concert percussion. If my instructor had chosen at least one or two pieces that challenged me, I may have put more energy into concert playing.

I would say you should focus on finding music just for your percussionists. There are other students besides drummers. But try to pick at least one or two pieces that will challenge them and keep them interested. If they're anything like I was, this should keep them interested.

This is rather stream of consciousness, sorry.

The problem isn't just teaching them to be well rounded, but first to get them to understand why they need to be well rounded.

Have you taught any history of percussion to them, or talked careers in music (maybe with respect to marching careers), music school auditions, or taken them to see some good concert percussion playing?

Maybe a field trip is in order to your local university?


More food for thought, who are their favorite drummers? Why do they like them so much? Do they know that drummers influences when they were learning? Maybe exploring there interests and reacting to them, rather getting them to react to your interests for them. Maybe have them research a percussionist or a style, or instrument.

After a night's sleep I came up with this too...

Try having a percussion ensemble. This will show them that concert percussion can be fun, but then again there is the risk that percussion ensemble will become their new "marching percussion idolatry thing" and they will still shun concert class. Just an idea though, may be worth some thought.

I second percussion ensemble for solo and ensemble contest, if you haven't done that yet -- I refused to do solos (hey, I was a bit shy) but I loved those.

Working on concert and symphonic technique and approaches may make things more challenging, too -- for example, proper concert bass usage is something I've only recently stumbled upon (waaayyy to late to do any good.) I've been to PASIC twice now, and the symphonic/concert sessions have been the most fascinating to me. There are so many directions to go, I would have trouble narrowing down what to offer! (Honestly, to the educators out there, if you can go to PASIC, GO!!! The education and symphonic panels are fantastic.) (Maybe I'm odd -- I liked learning to play all the "toys" and cymbals in concert band.)

Ultimately, the long-term way to overcome the attitude problem is to start with the middle school (or elementary -- "band" started for me in 5th grade) students in your "feeder" schools. This is essentially a continuation of the "age out" process you have already observed, but with a bit more forethought. If your students are already accustomed to a "whole percussion" approach, that is what they will continue to expect. Middle school percussion is a bit boring (at least for those without an instructor) and learning mallets, timpani, drum set, etc. would probably liven things up considerably.

The "marching-centric" view of the percussion section is probably going to remain (I hear there are entire web sites devoted to marching percussion!); but, it should be possible to open your students' minds over time. Everyone won't embrace all parts of the program, and I don't think it's wise to cram it down their throats, but I think a goal of expanding their horizons and erasing their contempt for non-marching percussion is emminently do-able!

9volt, I must say that although I don't share your experience viewpoint on your concert percussion point, you are NOT wrong. For years I have worked to find concert band literature that does not have "lame" percussion parts. Also in the last 15 years some composers of school band music have attempted to write for the percussion tone colors, especially in music that has cultural roots, such as Native American and latin works. I even double mallets on the marimbas to include as many people as possible. But sometimes it can not be help, like in the example of marches. My percussion has its own class. but If I brought in a percussion ensemble work that was concert based instead of marching based, it would go over like a lead balloon.

Drumlinehoss, You hit the heart of the matter. I have seniors who truly believe they are not part of the band. Now my younger students who have come into the band under me don't view it those way. But one of the old viewpoints I heard just yesterday at our winter percussion contest was that this is not a "band" trip, this is drum line! Graduation will take care of some of this.