The band geeks are an endangered species of the high school. Almost all band students join the band in middle school, and each year thereafter the least devoted students drop out in increasing amounts. The greatest decrease in band students occurs in the transition between middle school and high school. The middle school band simply does not capture the zeal of the students like the high school band. Students who follow-through to high school are more likely to continue until graduation because it is more enjoyable. In high school, the students are more dedicated because they have the choice to take the class. As students become more experienced, they may change instruments and play more complicated music. A high school band class has a greater influence on a student than a middle school band class because of the enthusiasm of the participants, the instrumentation, and the pieces that are played.
Unfortunately, scheduling in many middle schools is set up so that every student must choose the chorus, orchestra, or band class or otherwise be directed to the misery of the general music class. This causes lackadaisical students to hastily select band as his or her music credit. Once class starts, apathetic learners decide not to participate and hold the band back from progressing. Sometimes the students who are interested in band become annoyed and withdraw from band too. Unlike contemporary subjects, every member of the band class must engage in order for the band to improve. But in high school, students are not forced to choose a music class and only the dedicated musicians continue his or her music career. High school bands must be auditioned for and students must practice scales and an etude to earn a chair in more advanced ensembles that are distinguished by skill and not age. In high school, students compete to play the first part for their instrument and win solos. The competitive atmosphere in a high school ensemble reflects the enthusiasm of the participants and develops their musical comfort zone.
Most students pick up his or her first instrument in middle school. While some students may start with the piano or guitar before entering the sixth grade through private lessons, in middle school band students learn a wind instrument or percussion. These are often basic instruments, such as the flute, clarinet, alto saxophone, trombone, trumpet, tuba, marimba, snare, and bass drum, to name a few. Simpler instruments like these are perfect for starting students off and are easier for a director to manage. On the other hand, high school band classes allow for musicians to transfer to more specialized, sophisticated instruments. Alto saxophone players may learn the tenor or baritone saxophone, and trumpet players are often called to the french horn, cornet, mellophone, or even the flugelhorn. Trombone players are drawn to the baritone. Most students who decide to change instruments in high school learn to play it on his or her own, and the student learns techniques such as transposition, or the process of playing the same piece of music on a different instrument, and forming the right embouchure, or how one places his or her mouth on the mouthpiece. By expanding the instrumentation in an ensemble, the music becomes more mature with varying melodies that can be exchanged between sections.
As a result of broadening the instrumentation, high school band directors choose longer pieces of music with several “movements” or parts. A common example is “First Suite in Eb for Military Band” by Gustav Holst, which encompasses “Chaconne”, “Intermezzo”, and “March”, each incredibly different in tempo and style but complement each other with various interpretations of an underlying melody which is brought out by different solis, or groups of a particular instrument. On the contrary, a middle school band plays basic songs in unison with an occasional round. Even the most experienced musicians remember his or her first performance of “This Old Man” where the entire band plays the unforgettable nursery rhyme at once then half the band begins the verse slightly after creating a “round”. Though as pre-teenager ensembles generally progress to play more exciting music, the pieces are only one or two pages long and with rhythms no faster than the length of an eighth note. High school ensembles tackle sixteenth and thirty-second notes, trills and glisses that would make an eighth grader’s head spin. To add to the fun, middle school bands master 4/4, ¾, and 2/4 time before attempting difficult time signatures such as 5/4, 6/8, ⅞, 15/16, and cut time. High schools also put a greater focus on dynamics (how loud or soft a note is), intonation (tuning), and articulation (how the note is played). Attributes such as these refine one’s understanding of music and can encourage students to continue in his or her music career.
Engagement from the students, a wide variety of instruments, and dynamic pieces of music make high school band much more impactful for students than middle school band. Because taking a music class is not required in high school, students prove his or her commitment by attempting other instruments and competing for first chair solos and parts. The music that is played in high school broadens each individuals’ repertoire and pushes students to continue to challenge themselves with even more complex music. Each of these attributes encourages students to advance his or her musical experience and understanding.
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