are kept of each part assignment, which is especially help- ful with percussion. Any solo is decided by blind audition. Tose interested in playing a solo step into the hall, they each play the solo, and then the students vote. Involving the entire band in the process eliminates perceived favoritism from the director towards one student. Most importantly, students compete with themselves to be a better player as opposed to looking at their neighbor and trying to take something away from them.
Collaboration between students is key to establishing an outstanding ensemble. By placing stronger players next to those who play mostly lower parts, peer-to-peer interac- tion increases. More students have an opportunity to show leadership within the section. I have seen individuals get together outside of school to practice their parts together. To see the 3rd trombones get together in a sectional shows students understand the importance of all parts, not just the first part.
Finally, part rotation has reduced the stress associated with chair placements. Te biggest stressor I encountered was chair challenges. Te hours invested in sorting out challeng- es in a fair way and holding repeated challenges between two players affected time that should have been dedicated to other tasks. Without chair challenges stress was reduced, claims of favoritism decreased, and student conflict over chairs was eliminated. More importantly, parent confer- ences became more about advancing the individual student and not how to be “first chair”. Tis led to more conversa- tions about private lessons and practice habits in a more positive conversation.
In preparing to live a band director’s life without chair placements, be ready to discuss this with parents before making the change. Take time to explain all the benefits and you will find parents to be very supportive. In reality, most instruments do not even need chairs since each mem- ber of the section is playing the same part anyway. Tuba, bass clarinet, baritone are just a few sections that rarely have separate parts. However, look at how many compositions have just one flute part, yet the flute section tends to fight over first chair. Most instruments don’t need chairs due to their part writing so creating a hierarchy within a section does not appear necessary.
Rotating parts does call for more work prior to passing out a piece to the ensemble. Assigning all the parts, labeling the music with students names (depending on the situa- tion), and keeping a record of what part assignments have been given out are just a few steps I take when passing out music. Te benefit of never hearing “so-and-so got first chair because he/she is his favorite” makes the preparation worth the effort. Every situation, composition, section, ensem-
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ble, etc. will present unique challenges to part rotations, but I encourage directors to incorporate this philosophy. I hope you will see the positive results of “life without chairs” through enhanced student motivation and collaboration, while ridding yourself of unwanted stress.
Mark Stice began his teaching career in Eaton Rapids Public Schools before moving to Okemos. Mr. Stice is a graduate of Stevens- ville-Lakeshore High School, Western Michigan University, and VanderCook College of Music. Te bands under his direction have consistently received superior ratings at district and state
festivals.nnAs a clarinetist, Stice performed with various collegiate and community bands and orchestras. His march- ing experience includes marching with the Phantom Regiment Drum and Bugle Corps in 1995 and 1996. Stice instructed the Phantom Legion Drum and Bugle Corps and the Blue Stars Drum and Bugle Corps. Trough his concert and marching experience, Mr. Stice remains active as a clinician and adjudicator for both MSBOA and MCBA. Mr. Stice served as Province Governor for Phi Mu Alpha Sinfonia Fraternity of America, along with Jazz Festival Chair for District 8, host for district and state Solo and Ensemble, is a member of ASBDA, and currently is on the MMC Planning Committee as the MSBOA Representative overseeing the Conducting Symposium. Stice has been honored as a Rising Star by MMEA in 2001 and MSBOA’s Teacher of the Year in 2017. In his spare time, Mr. Stice enjoys running, fishing, and hand craſting conducting batons. Most importantly, he loves spending time with his wife Amy and two daughters Olivia and Isabelle.
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