Bandtober and the "Performing Ensemble"

HEY BAND!

Sorry.... force of habit. First, welcome to the blog. We are excited to share some perspectives throughout the year, as well as some updates on our work for Par 3.

Nick and I often discuss the pedagogical differences between a "learning" ensemble and a "performing" ensemble. Learning ensembles are your beginning groups from elementary through high school. These groups are still grasping the basics on their instruments, and rehearsal time is primarily spent learning new concepts in music literacy and instrumental technique. Concerts are given mostly as a demonstration of student growth.

Performing ensembles, critically, are still learning. However, students are now ready to develop deeper skills like balance, blend, tone, and interpretation. Performing ensembles give more frequent performances, and they are often higher stakes. For marching bands, "deeper skills" also incorporate the physical and visual aspects of performances. Marching bands always have to operate as performing ensembles, simply because there are so many performances in a short span of time.

Enter Bandtober. For those who are unfamiliar, Bandtober is the nickname for October for marching band directors, particularly those who have groups that compete. Most groups will have a football game every Friday night, followed by a competition on Saturday morning, throughout all of October. When performances are that frequent, it gives a whole new meaning to the performing ensemble. Rehearsal time centers around reps on reps, trying to perfect every single detail and ensure nothing slips through the cracks.

In a public school, the competitive band model presents hurdles for the music educator. Pressure to perform and score well, depending on the district and community, can be overbearing. However, educators continue to be held to professional conduct standards, including required district, state, and national education standards. Finding the time to incorporate those standards in music history, theory, composition, technology, etc. in the midst of the competition season can feel impossible.

It's not a failure on the educator's part to struggle with this. In fact, districts in my area are placing increased emphasis on competitive marching bands, particularly as DCI groups gain popularity. High standards for performance are certainly part of music education... but what happens when stakeholders only see and understand those elements? How do you advocate for the value of educational practices? How and when do you incorporate varied lessons throughout your marching band season?