Life Without Chairs


During a social hour between two bands, I overheard two students from different schools talking. Te host student asked, “What in- strument do you play?” to which the visitor answered, “I play 3rd trumpet.” By no means was this student ashamed; it was obvious that he knew where he stood compared to the other students in his section and that he was destined to remain a 3rd trumpet.


Overhearing this exchange caused me to evaluate my choice as an educator to create a hierarchy within each section every year. I had started to see patterns: students who sought to be the best and be first chair, students who were happy with whatever they got, and students who had given up, knowing they would forever be “3rd trumpet.” I decided to try something new. I gradually began assigning parts instead of handing music out in chair order. Eventu- ally I stopped assigning chairs. Te rationale to eliminate chair placements has changed the culture of the band and has allowed me, as the director, to focus on one of the main reasons I became a teacher: to further each student’s musical learning.


Even though students would practice their part to prepare for a chair challenge, not every student was motivated to challenge. Some students even declined the challenge from another student. By rotating parts, I noticed an increase in individual practicing. Eliminating chair positions had a positive effect. Providing all students with more opportunities to play a higher or a more desirable part increased their motivation to practice.


I discovered as a young teacher that sometimes the 3rd or 4th part can be harder than the other parts. I was continuously working with low- er parts during rehearsals due to some of the technical difficulties in lower ranges. Even as a performer myself, I oſten struggled to play low notes in tune and students encounter this same struggle. To achieve the desired section blend, having a solid foundation in the lower parts is critical. Adding 1 or 2 stronger players on these lower parts certainly benefits the ensemble.


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Mark Stice


Many ensemble warm up exercises stretch individuals’ ranges both high and low. Having part rotations makes these exercises relevant to students knowing they have the opportunity to put it to practical use since their range is no longer limited by playing just one part. Also, having the chance to play a higher part gives each student the opportunity to play more me- lodic lines as opposed to a supportive role with harmony.


Part rotation can also improve students’ rhyth- mical skills. In many compositions, 2nd and 3rd parts use simplified rhythms. To assign a student a part that has more rhythmical demand motivates them to practice that part with more focus. I oſten tell students there are pieces or passages that can be learned in class and others that have to be learned at home. Tat overwhelming feeling of having a folder full of music that is too difficult is minimized by rotating parts, allowing a student to focus on that one piece with those few sections that need individual practice.


Competition has its place in music and I re- spect healthy competition. However, too oſten I have seen competition between students over chair placement become toxic. It affects stu- dents’ relationships, the relationship between the director and student(s), and between the director and parents. Ridding the ensemble of chair placements and chair challenges elimi- nates this unhealthy competition.


Instead, begin the school year by evaluating each player not to determine who is better, but to identify each student’s strengths and weak- nesses. Tis is much like how other teachers evaluate their students. A math teacher doesn’t rank their students to establish a hierarchy in their class, so why should a band director? Keeping this in mind, I put my focus on moti- vating students to practice and not on who sits in which seat. Aſter each student is assessed, each part in the score is considered while assigning parts. Some students may see more 1st or 2nd parts while others may see more 3rd. Regardless, I find ways to move students around within the section. Accurate records


Instrumental


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