band
Dealing With Unbalanced Instrumentation Whether you are inheriting an unbalanced instrumentation, or through some other circumstance come to a less than ideal in- strumentation for the ensemble you teach, there are ways of dealing with it if it cannot be fixed. While I mentioned earlier that four baritone saxophones do not make a tuba section, they do help fill the lows in a top-heavy ensemble. Alto saxophones can help fill the void if the ensemble you teach is low on horns. While I will never say that transposing the horn parts for alto saxophones ultimately solves the problem of not having any horns, it does help cover some parts that might not otherwise be there. Added bonus… if you have a horn section of one – especially if this student is new or weak – transposing the horn part and giving it to one alto saxophonist to double helps the horn student match pitch and develop his/her ear! The same can be said for trombones and tenor saxophones. If the issue is too many percussionists, have students play the oboe or flute parts (transposed down, as needed) on mallet instruments. Not only will this keep these students actively learning, but it will also ensure that the students are percussionists and not drummers! If you need more mal- let instruments that are not too expensive, I’d recommend looking at something like a table top or practice marimba as opposed to a bell kit, especially if a significant number of students would be involved (five kids on bells would create a new instrument balance issue!).
I also like to incorporate chamber groups to help further teach students about blend and fitting into a variety of ensemble sounds. If there is an overabundance of clarinets in the ensemble you teach, consider creating a clarinet choir that can be featured at concerts and/or a solo and ensemble festival. Not only will the students have more opportunities to play together and learn, but they will also feel valued and not that they are a part of a “problem” number of instruments in the ensemble.
Whether unbalanced instrumentation can be fixed or dealt with, there is al- ways something that can be done. If the ensemble(s) you teach have unbalanced instrumentation, know that you are not alone! There are several publishers putting out Flex Band compositions and arrange- ments at a variety of difficulty levels to help get you going! Regardless of how you choose to approach instrumentation in the
ensemble(s) you teach, always remember that the students should be at the center of your thought process and that all decisions made are ultimately to give them the best and most comprehensive music education possible.
Julie Brown teaches beginning band in the Appleton Area School District. Email:
brownjulie@aasd.k12.wi.us.
Wisconsin School Musician
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