Habits of a

Successful
Middle School
Band

Scott Rush

GIA Publications, Inc.

Chicago
 The Evolution of a Middle School
Band Student

You
Music

You Music

ic
M us
You

What a Successful Middle School

Program Looks Like
• Students love music
• Students musical skills are improving technically and expressively
• All students, regardless of ability, feel successful and proud to be in band
• The community is aware that band is a strength of the school
• The program is growing in enrollment and accomplishments
• There is an expectation of excellence throughout the program
 Making a Difference

There are THREE kinds of children in your program:

1. Leaders 20% Kids YOU NEED

2. Social Set 60% Kids who enjoy the activity
3. Lambs 20% Kids who NEED YOU

Make sure you offer something for ALL students.

The Social Side of Band

They Get To…

• Be PART of a popular environment (and around popular kids)
• Be SUCCESSFUL
• Feel ACCEPTED and RECOGNIZED
(for shy kids, a safe way to get recognized)
• Have a chance to EXPRESS their personality
• Be with their FRIENDS (often the ONLY time during the day)
• Take TRIPS, ride coasters, miss school, etc.
• Have a special place of their OWN in a new school
• Learn an art that they will eventually LOVE

Selling the Program

• We are in the music business, but recruiting is also about sales.

• You are selling TWO products Music and YOU!
• What are you offering them that makes both music and you attractive?
Overview of Recruiting Process

• Introductory Talk, in music class Early April

• Recruiting Concert Mid April
• Follow up Meeting (including assessment) Mid April
• Instrument Testing Night, to narrow choices Late April
• Evaluating your prospects Late April
• Balance Your Ensemble (take a week to do this) Late April
• Hand out Invitations at elementary school Early May
• Follow up (abbreviated) Instrument Testing Night Early May
• Send rosters to administration
(divided into homogeneous groups) Mid May
• Summer contact: emails, newsletters June/July
• Fall Instrument Testing for new students First 2 weeks

The Musical Aptitude Test

• Some aptitude tests: Selmer Band Test, Gordon Test, or make

your own.
• A good aptitude test should include:
– Pitch difference recognition: higher, lower, same
– Rhythm recognition: same, different
– Melodic recognition: same, different
• Note areas of difficulty
– Rhythmically challenged students may not be suited for
percussion
– Students who have trouble with pitch may not enjoy French
Horn
• Allow students that don’t pass the test to re-take the test.

The aptitude test is NOT used for exclusion!

The aptitude test is only ONE part of allowing children to EARN

membership.
Allow students to re-take the test until they pass (help them if you need to).
Physical Issues (Potential Problems)

• Oboe: Extreme overbite or under bite

• Bassoon: Extreme under bite and students with very

short finger span

• Clarinet: Rounded or protruding teeth.

Look for ability to display flat chin

• Trumpet/Horn: Under bite or extreme overbite.

Protruding teeth on mouthpiece rim.

• Trombone: Under bite and arm length.

(Consider trigger trombones)

• Flute: “Cupid’s Bow” and extreme overbite

• Tuba: Torso long enough to reach mouthpiece.

(Consider tuba stands)
 The Instrument Testing Night

If you don’t have the resources to run a full night like this, here are some
“Solutions for the Lonely”
• Use area directors for your testing night (Return the favor)
• Combine ITN with other schools in the area
• Use college music majors
• Start with only limited instrumentation.

The Instrument Testing Night Process

The Registration Table

• Welcome from friendly students in band shirts

• Receive registration packet
• Assign a group of 4-6 prospects to guide
• Issue “Player Passes” as needed. Expedite those students.

The Registration Packet

• Welcome letter from the director

• The Evaluation Form
• Information sheet about each instrument’s uniqueness
• Fact sheet and flyer about the band program
• FAQ Sheet

The Waiting Line

• Student guide providing information and encouragement

• Videos of performances (only if of high quality)
• Slideshows of smiling happy band kids, recruiting videos
• Advocacy facts about music
• “What band means to me” student testimonials
The Instrument Testing Room

• Charismatic teacher to test recruits AND charismatic student

assistants
• Assistant, booster parents or other faculty oversee testing room
• Signs stating unique advantages of each instrument over each
table
• Students are scored: great fit, good fit, average fit or not
recommended.
• Instruments presented in logical order
– Similar concepts together (saxophone/clarinet,
flute/double reeds, trumpet/horn, trombone/euphonium)
– Easiest before hardest-to play AND recruit

Suggested Order of Testing Tables

1. Saxophone 6. Trumpet
2. Clarinet 7. French Horn
3. Flute 8. Trombone
4. Oboe 9. Euphonium
5. Bassoon 10. Tuba

Percussion Testing is OPTIONAL and held in a separate room

The Closer
• They come to YOU to discuss placement
• Use 1 or 2 student runners to send messages to testing room
• Explain balancing band in terms of sports teams. Each position
is valuable for team to succeed
• Visually re-check inspection for potential problems
– Physical features, Personality and Attitude
• Narrow instrument choices, not finalize!
• Parting gift- something small with band logo
After Instrument Testing Night
• Thank you email within 24 hours
• Take only one week to balance, settle instrumentation.
• Resolve concerns
• Deliver the Invitations

Placing the Student for Success

• Student ability to be successful on the instrument
• Recommendation from elementary music teacher
• Scores from Music Aptitude Test
• Accommodations and academic record
• Transportation issues
• Family history with band and other activities
• Family financial situation

Placing the Student on an Instrument

• Pay attention to the student’s behavior, personality, neatness
• Always try to place a student on their first or second choice
• IF, you have to go to the third choice, always call to discuss
• Be willing to work with students who want to change instruments
 Suggested Instrumentation for 100 Member Band:

Flute 10 Bari Sax 1

Oboe 4 Trumpet 16
Bassoon 4 Horn 6
Clarinet 24 Trombone 9
Bass Clarinet 3 Euphonium 4
Alto Sax 6 Tuba 4
Tenor Sax 2 Percussion 7
Note: Clarinet and Trumpet are “padded” because this is where we see most attrition: Clarinets
when crossing the break and Trumpets when getting to higher notes tend to have higher drop
rates. These instruments also lend themselves well to filling in low reed and low brass spots
later

The Invitation
• Invitations are printed on nice GOLD paper. Willy Wonka effect.
• Have elementary school announce when band invitations will arrive
• Be ready to grab more students after others get invitations
• Final invitation has the meeting time for the New Band Families
Meeting

Congratulations! You have been chosen to play _________

in the _______ Band!
Final Steps
• Present rosters to principal for scheduling
• Maintain contact throughout summer with students and parents via
email/mail
• Schedule a “Fill In” testing in the fall for students who move in or
missed the first night
• Relax! If you’ve done all of these steps, you’ll be exhausted

Balancing the Ensemble/Evaluating Prospects

• First and Foremost is the student’s ability to be successful on the
instrument
• Transportation Issues: Tuba, Euphonium, French Horn, Trombones
• Family history with band
• Family involvement with conflicting activities
• Financial situation. Don’t put the parent in a no-win situation.

The First Year

• Connecting with your students
• They don’t care how much you know…
• Establishing a solid foundation for musical success

Scheduling for Success

• Homogeneous groupings
• What to do with the percussion?
• Weekly sectionals vs. full ensemble time

Individual and Small Group InstructionGoing from “Good to Great”

• Private lessons program
• Weekly sectionals
• Honor Ensembles (2nd and 3rd years)
• Symphonic Band or Wind Ensemble (2nd and 3rd years)
• Jazz Band (3rd year)
The Second Year
• Middle child syndrome
• Continue to build skills upon the established musical foundation
• This is the year of a thousand techniques. Advancing technical skills
• Help foster and encourage a connection to music

The Third Year

• Increasing performance opportunities
• Developing leaders
• Increasing individual artistry and expression
• Teaching rubato, more advanced melodic contouring, agogic weight

What a Successful Middle School Band Rehearsal

Looks Like

• Breathing Exercises • Balance and Dynamic

• Mouthpiece Buzzing and Exercises
Long Tones • Technical Studies
• Flexibility Studies • Rhythm Counting
• Scale Studies • Sight Reading
• Articulation Studies • Quality Literature

Thank You
• Cario Band students and families
• Cario Band staff, instructors and booster club
• Scott Rush
• Marguerite Wilder, Alec Harris and GIA Publications, Inc.
• Sharon Randall, principal, Cario Middle School
• Cario Middle School administration and staff
• Hallie Knudson, Eric Wilkinson, Maralee Barela, Dan Leonard, Katie Powell
 Jeff Scott
Jeff Scott is the Director of Bands at Cario Middle School in Mount Pleasant. He is a graduate of
the University of Kentucky and received a Master of Instrumental Music in Conducting at Southern
Oregon University in 2005. In 2006, Mr. Scott received National Board Certification in Instrumental
Music. In 1992, Mr. Scott was named national winner of the Stanbury Award for "Young Director
of the Year". He is also listed in Who's Who Among American Teachers.

Mr. Scott is co-author of the highly touted book, “Habits of a Successful Middle School Band
Director”, published by GIA Publications. Bands under Mr. Scott's baton have consistently
received Superior ratings at state, regional and national competitions, and have received the
SCBDA's Outstanding Performance Award consecutively since 1989. Mr. Scott's symphonic
bands have received Superior Ratings at the South Carolina Concert Festival every year since
1989. His Sedgefield Middle School Band was honored to perform at the 1992 SCMEA In-Service
Conference, and his Cario Middle School Band enjoyed that same distinction in 2005.

Mr. Scott is active as an adjudicator and clinician for concert and marching events throughout the
Southeast. Mr. Scott maintains professional affiliations with the National Band Association,
MENC, Phi Mu Alpha, and Phi Beta Mu. He also received an appointment as a "Kentucky
Colonel" by the Governor of Kentucky for his contributions to education.

Emily Wilkinson
Emily Wilkinson is Associate Director of Bands at Cario Middle School in Mount Pleasant, SC.
Prior to joining the Cario team in 2011, Wilkinson served as the Band Director at Fort Johnson
Middle School on James Island from 2009-2011. During this time, the Fort Johnson Band program
received the South Carolina Band Directors Association (SCBDA) Outstanding Performance
Award for two consecutive years. Before teaching at Fort Johnson, she was the Assistant Band
Director at Bates Middle School in Sumter, SC.

Wilkinson has also been working as a marching instructor, clinician, and chamber winds coach for
the Wando High School Band program since 2003. She has served as a guest clinician for bands
in SCBDA Region 5, GMEA District 1, and Berkeley County, SC. Wilkinson is an alumnus of the
world renowned Cadets Drum and Bugle Corps, and also an inaugural member of Bands of
America’s INergy, a nineteen member performing troupe that functioned as the musical
ambassador for Indianapolis, IN. In 2008, she performed at the Midwest International Band and
Orchestra Conference with the Palmetto Concert Band.

Wilkinson is a graduate of the University of South Carolina where she earned her Bachelor’s
Degree in Music Education, Magna Cum Laude, and a Performance Certificate on euphonium.
Emily Wilkinson’s professional affiliations include NAfME, SCBDA, the Charleston County Band
Directors Association, Pi Kappa Lambda National Music Honor Society, and she is an alumnus of
Sigma Alpha Iota. She is married to Eric Wilkinson, and they reside in Mount Pleasant, SC.
 Scott Rush
Scott Rush is currently the Director of Fine and Performing
Arts for the Dorchester Two School District in South Carolina.
Prior to his appointment, he was Director of Bands at Wando
High School in Mount Pleasant, South Carolina for fifteen
years. He is a graduate of the New England Conservatory of
Music in Boston, Massachusetts, where he received a Master
of Music degree in French Horn Performance and studied with
Boston Symphony principal hornist, Charles Kavalovski. While
at NEC, Mr. Rush studied conducting under Frank Battisti and
Pascal Verrot. He was a Concerto Competition winner and
member of the Boston Philharmonic under Benjamin Zander.
Mr. Rush received his Bachelor’s degree from the University
of South Carolina where he studied under Robert Pruzin and was the recipient of the
Arthur Fraser Award for the Outstanding Graduating Senior in Music.

As director of bands at Wando High School, Mr. Rush’s bands received consistent
Superior ratings in the areas of concert and marching band. The Wando Symphonic
Band performed at the 2007 Midwest International Band and Orchestra Clinic and were
the 2007 recipients of the Sudler Flag of Honor, administered by the John Philip Sousa
Foundation. The Wando marching band was named a finalist at the Bands of America
Grand National Championships in 2009 and 2011. They were also SC State 5A
marching band champions from 2005 - 2013.

Mr. Rush is active as a clinician and adjudicator throughout the United States. He has
presented clinic sessions at major conferences in fifteen states, including the 2006 and
2013 Midwest International Band and Orchestra Clinic, and has presented workshops for
several universities and school districts. He is the author of two highly touted books,
Habits of A Successful Band Director and The Evolution of A Successful Band Director
for GIA Publications. He has co-authored four other books for GIA, two new method
books for band and orchestra entitled Habits of A Successful Musician and Habits of A
Successful String Musician, Habits of A Successful Middle School Band Director, and
Quality of Life Habits of a Successful Band Director. He has been the recipient of the
National Band Association’s Citation of Excellence on five occasions and was named
Teacher of the Year in 2004. He is Nationally Board Certified by NBPTS. In 2010, Mr.
Rush was elected into the prestigious American Bandmasters Association and in 2015
was elected into the South Carolina Band Directors Association Hall of Fame. Other
professional affiliations include WASBE, Phi Beta Mu, and Phi Mu Alpha.
 Quality of Life Habits of a Successful Band Director
Balancing Life and Work for the Modern Music Professional
Scott Rush and Jeremy Lane
With a Foreword by Ray Cramer
Being a band director is more than a career—it is truly a way of life. Demanding and extended hours are par for the course. Then
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Written by two veteran music educators, this indispensable book is for anyone who struggles in dealing with the hazards of the
profession, be it a first-year teacher or a seasoned veteran of more than 25 years. Quality of Life Habits of a Successful Band Director can
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Topics include: early career strategies; perspectives from the masters Ray Cramer and Frank Battisti; balancing family, spouse,
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Leader of the Band

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 Habits of a Successful Middle School Band Director
Building on the successful Habits series, Scott Rush and his team have created a practical guide to all aspects of the middle school band
program, including: • Recruiting for beginners • Mouthpiece testing and instrumentation • Running an effective middle school
rehearsal • Teaching strategies for middle school Repertoire suggestions • Warm-ups for beginner, intermediate, and advanced
middle school players.
Additional sections address musicianship, classroom management, working with parents and colleagues, assessment, technology, the
middle school mind, minor instrument repair, private lessons…even traveling with middle school students.
Habits of a Successful Middle School Band Director is a resource to turn to time and again for ideas and inspiration. This is a
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Habits of a Successful Musician

A Comprehensive Curriculum for Use During Fundamentals Time
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• Provides material for use during fundamentals time that would promote a comprehensive approach to
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during fundamentals time?” • Creates a mindset intent on establishing a culture of excellence for both the full band program and individual players.

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The Evolution of a Intended for both novice and experienced band directors, this companion to Scott Rush’s
Successful bestselling book Habits of a Successful Band Director is designed to: Present effective teaching
principles with more depth and understanding • Challenge readers to look deep within
Band Director themselves to find solutions that will lead to more effective teaching • Pose questions and
suggest activities to put these solutions int action and cause readers to set goals through self-
Workbook and Study discovery • Establish the classroom as a true laboratory for making music • Provide a study
Guide guide for college methods classes using Habits of a Successful Band Director.
This book is designed to be an invaluable companion for the entire breadth of a band director’s
A Proven Plan to Improve
career.
Your Effectiveness
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Scott Rush

A how-to book for young teachers • A supplement for college methods

Habits of a classes •A common-sense approach to everyday problems band directors
Successful Band face • Sequential models for instruction that are narrow in scope
• Solutions, in the form of information and probing questions, that allow assessment of a
Director classroom situation • Valuable information in a new format and references to other helpful
publications • A contemporary text for all band directors
Pitfalls and Solutions This is a resource you’ll want to turn to again and again! This classic book is newly revised
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