REBUILDING

a Small School
Music Program

T
he majority of students across Texas attend schools with to hear only positive words. Musical pieces may not have been
4A or smaller UIL classifications. With limited resources recognizable in the past, but we focus on continued improvement
and smaller staffs (often a single music educator), those and development. They aren’t “just the band.” These are kids who
starting a job in a small school can face the challenge of are developing skills that take time to master.
a declining program in need of repair. Our thanks go to Kevin Student abilities also play a major role in program success.
Broome, Kasey Chitmon, and Trey Singleton for sharing their Students who aren’t confident in their abilities will quickly become
experiences on what they found to be most important in this disheartened and stop participating. This lack of confidence can be
rebuilding process. the result of insufficient training in the first year of band or from
students entering a program without prior experience (an issue
By Kevin Broome that must be addressed with administrators and counselors). For
my high school students, I had to address posture concerns that
Becoming the new director of any music program were holding students back from higher achievement. Once those
can be stressful. Assuming leadership of a struggling issues were resolved, students could focus on correcting their tone
program can present challenges that make the job even and technique problems.
more difficult and time-consuming. When I began my It is critically important to develop a fundamentals routine that
current position, school culture, student abilities, and addresses all aspects of musical development. When I began at this
budget concerns were three areas that required attention. school, students were not accustomed to any warmup sequence.
The culture of a school has a major influence on how students Developing a cycle of fundamentals that includes long tones, cho-
view performing arts classes. During my first few months at my rales, and rhythm training allowed band members to build their
current school, I heard disparaging comments from non-band confidence when it was time to work on concert pieces. Always
students, parents, and faculty members. Their intent wasn’t to remember that it will take years for your students to grow, so it is
put down the music students, it was simply to identify the current important to celebrate every small victory.
state of the band program. It became clear that remarks were often The first time I entered the band hall to take inventory of
ignored in the past. They needed to be addressed. school-owned instruments, I discovered our inventory was not
Student morale depends on an environment where students feel sufficient to meet the current needs of the band. It certainly could
valued in their work. No one should be allowed to comment nega- not accommodate any growth. When I approached my admin-
tively about a student group. I heard comments like “Oh, it’s just istrators regarding our needs, I asked for everything that would
the band” or “We can never recognize what they are playing.” No be necessary for the projected growth of the program over the
matter the source, I would always mention that the students need next four years. The response was a resounding no. I returned a
18 Southwestern Musician | August 2021
few days later with a request for enough funding to provide large By Kasey Chitmon
instruments for the students currently in the program plus one per
instrument family to keep on hand in case emergency repairs were Upon arriving for my July 2016 interview at Louise
needed. That request was approved. As the program has grown, HS, a 2A school in a rural farming community midway
our instrument needs have expanded, and my administrators have between Victoria and Rosenberg, I decided to do some
supported those funding needs. Many administrators, who are additional, last-minute research on the band program.
also under tight budget restrictions, will resist excessive purchase A quick Google search yielded nothing I hadn’t previ-
requests. It is important to aim high when it’s time for budget ously learned, so I went to YouTube expecting the same lack of
requests, but repeatedly asking for the moon will get you nowhere. results. To my surprise I found several recent videos of a program
Once our students felt comfortable in their abilities and were I wasn’t expecting, nor one I was certain I would want to take on.
part of an encouraging school environment, they began to flour- In 2008, they moved to the “scramble band” performance style to
ish in their performances. After seven years, the band program salvage what remained of a crumbling marching band program
at Midland Christian School has progressed from playing unrec- that had dwindled to just eight members.
ognizable tunes to winning the TAPPS State Music Contest in Five minutes prior to my interview time, I called a trusted men-
2019 and 2021 and the TAPPS State Marching Contest in 2019. tor who I knew would offer the honest advice I needed in that
Students now can perform as a part of the concert band, jazz moment. He encouraged me to complete the interview and ask the
band, steel drum band, and small ensembles, as well as perform principal about their desire for the future performance style of the
solos in TAPPS competitions throughout the year. Many students band. If the principal wished to continue the scramble band style,
have also made the ATSSB All-State Bands. Giving students every he advised me to simply offer my thanks and explain that I wasn’t
opportunity to perform in front of an audience will help allevi- open to leading that marching style and that it wouldn’t be an effec-
ate performance anxiety and give your students a boost in their tive utilization of my skills as a music educator. I entered the inter-
confidence. Most importantly—take care of yourself and hang in view fully prepared to walk away, but fortunately I never needed to.
there! Recovering a struggling program is challenging, but it is I was hired with a mandate to rebuild and revitalize every aspect
also highly rewarding. of a 5–12 band program. Since 2016, the overall educational and
musical quality of the band program have improved tremendously.
Kevin Broome is the Director of Bands and Fine Arts Director The high school band has seen an unprecedented annual increase
at Midland Christian School. in student participation, and one year after implementing corps
style marching techniques, the marching band participated in the
Region UIL Marching Evaluation for the first time in over a decade.

MUSIC IS OUR MIDDLE NAME

Review scores and listen to MP3s of all of our new products for 2021-2022
Our 2020-2021 Concert Bands include:
Watch for
American Curtain Time - Arranged by Charles Booker
information Battle Of The Titans - By Dennis Eveland
on upcoming Black Horse Troop - Sousa - Edited by Charles Booker
Canon Noel - By Nathan Hervey
new releases Celebration For Winds and Percussion - By Dennis Eveland
Convivial - By Dennis Eveland
Island Dreams - By Charlie Hill
On The Mall - Goldman - Edited by Charles Booker
Race Before Us - By Philip Loewen
Soliloquy (Trumpet & Winds) - By Jim Colonna
Walk In The Park - By Dennis Eveland
Our 2020-2021 Jazz Ensembles include:
Angels We Have Heard On High - Arranged by Philip Loewen
Fascinating Rhythm - Arranged by Charles Booker
By J. Richard Dunscomb
Groovisimo - By Michele Fernandez
‘Na Proxima Vida - By Michele Fernandez
Phat Burger Boogaloo - By Charlie Hill
Visit our website to learn more about this Raise A Ruckus - Arranged by Anthony Susi
FREE educational resource. Video interviews
Til We Meet Again - By Anthony Susi
with superstar artists, educators and more.
Currently includes over 40 interviews. Toccata and Fudge - By Julian Bond
What’ll I Do - Berlin - Arranged by Charles Booker

Texas based music publishing. Supporting Texas Music Education. Focused on publishing the music you need.
Visit us at www.printmusicsource.com
Print Music Source / P.O. Box 817 / Seguin, Texas 78156 / Phone: (210)485-7791 / Email: printmusicsource@gmail.com

Southwestern Musician | August 2021 19

 The following are some key philosophies and strategies I have band director every year or two. Most students are in band simply
utilized that I believe have been central to the band program’s because they have fun playing music and enjoy the social aspects
improvements, accomplishments, increased student participation, of band. You will of course teach those who never leave the band
and renewed community support at Louise: hall, and if you’re lucky, a rare student or two who aspire to become
Strive to instill in students a genuine sense of ownership in a band director like you! (In my 11 years of teaching, I have taught
their band program. I do this before all else. Students and you only one student who attended college as a music education major.)
will have a difficult time building a sense of pride for their band Never beg a student to be in band. In my experience, students
program without their first developing a sense of ownership in it. who have informed me they aren’t doing band next year or semes-
I often remind students that the Louise HS Band doesn’t belong to ter are mostly trying to see what my reaction will be. I typically
me; Louise HS is not my school; I did not graduate from there; I respond with: “Okay, I understand. If you change your mind, just
am not an alumnus. It’s their school, they are the heart and soul of come talk to me, my door is always open.” If the student is sin-
the school, and the band program ultimately belongs to them with cere in their decision, a more in-depth conversation will usually
me serving as their guide. Their band program, its successes (or unfold. However, I believe when you beg and plead for a student to
lack thereof), and its place in their lives depends almost entirely on remain in the program, you relinquish your position and authority
what they choose to put into it. After they graduate and reminisce as administrator of the program to the student.
on their time in band, what legacy do they hope to claim? I hope that if you are entering a program in distress, consid-
Every decision must be based on what is best for your stu- ering these ideas and strategies will be helpful. The work of any
dents and their band program. Each decision that affects the music educator is never easy, but once you have rebuilt a program,
Louise band program considers the best interests and needs of your satisfaction and community support will reflect that success.
the students and their band. Students are extremely perceptive in
figuring out which teachers truly care about them and their educa- Kasey Chitmon is Director of Bands at Louise High School
tion. Undoubtedly, your students will quickly discern the type of
band director you are, maybe even before you do. Are you working By Trey Singleton
tirelessly so they have the best band experience possible or are you
more concerned with your reputation and the ratings next to your In 2011, my family and I decided it was time for a fresh
name in the contest results page on UIL forms? start in a new community. I accepted a position as
Set high yet attainable expectations for your students and Director of Bands in Munday CISD, a small community
remain firm in meeting them. You get what you expect out of stu- of 1,300 located between Abilene and Wichita Falls.
dents is a simple concept from our educational philosophy classes Long before, the band program had enjoyed many years
in college. Do my students meet all my expectations? Of course of success, but after the director of that successful program left, the
not. Whose fault is it when they don’t? No one is to blame because enrollment decreased, and from 2005 to 2011, they experienced a
I know they are trying their best to do everything I ask of them. revolving door of directors, and the pride of the program was lost.
Understand that most band students’ lives do not revolve The year before I started, the band had made a fourth division and
around band. Today’s students participate in multiple activities had been disqualified in sightreading before that.
and programs. This is especially true of students who haven’t had One of the first issues to address was enrollment. Twenty-five
the most positive band experiences or who have been led by a new students had signed up for the high school band. Immediately, I
decided to promote the eighth-grade band
students into the high school band. This
made an immediate positive impact and
was the starting point of rebuilding a failing
band.

Have You Renewed

Your Membership?
www.tmea.org/renew
20 Southwestern Musician | August 2021
 From the very beginning, adaptation was key. The first rehearsal every day, but here is what I can offer anyone who might be in a
in summer 2011 was almost a disaster and it made me question my similar situation:
decision of accepting this position. My first instruction was to play • Adapt to your situation. Try new things; they may not work,
Concert F. The looks I received from students were of confusion but at least you tried.
and heartbreak. They did not know what I was talking about. From
that first moment, I had to adapt my instructional process to fit • Do not change everything in the first year. I cannot stress this
with them. I changed the summer band schedule from full band to enough. Work on small changes before big ones.
sectionals so that I could immediately begin teaching students in • Seek the advice and help of other local directors. Do not think
smaller groups. They needed this extra confidence before playing you can do it all on your own. I was very fortunate to have a
together again as a full ensemble. good friend and colleague help me out many times and that
I had been told by community members that no one could continues today.
understand the band’s playing of the school’s fight song or The • Get your students to buy into the band program again.
Star-Spangled Banner (many home games featured someone sing- Implement leadership roles, ask students for input, and let
ing the national anthem instead because the school leaders didn’t them take ownership of the program. Ultimately it is the stu-
want the band to play it). The turning point in rebuilding came dents who are performing. The director just shows them how.
during our very first football game of the year. We were the home
• Build on small successes and the big ones will happen.
team and were tasked with playing the national anthem. Before we
began, I could hear the rumblings coming from the crowd. They • Communicate often with students, parents, teachers, admin-
didn’t want us to play it simply because of what they remembered. istration, and community members.
As we began, I could see some of the crowd turn toward us in • While not a new concept, it holds true that students don’t
amazement. When we finished, the crowd erupted in cheers and care how much you know until they know how much you
applause. The superintendent at the time even turned around and care. Take an interest in your students outside the classroom
gave two thumbs up toward the band. As I looked at the mem- (sports, one-act play, other academics, church, etc.).
bers of the band, they were all smiles because they realized they
had done something that hadn’t been done in years. That small I hope that if you are beginning the rebuilding process, you
moment of success is when we turned the corner in rebuilding the have gained some ideas for your program. 0
band program.
I do not have all the answers and I am learning new strategies Trey Singleton is the Director of Bands and secondary school
principal for Munday CISD.

Invest
Texas Future Music Educators offers students who have an interest in a music education
career the support and information they need to help them prepare for their future. TFME
in our
future
S ta r t a
chapt l!
er
l
this fa
members who preregister may attend the annual TMEA Clinic/Convention on Friday and
Saturday.

1. Go to www.tmea.org/tfme to create a
chapter—it’s easy!
Grant Funding
TFME chapters can
2. Market TFME to all high school music apply for up to $300
students. annually to pay for
3. Submit your chapter charter and dues clinicians and their
to TMEA. travel. Host influential
music educators and
www.tmea.org/tfme 4. Request a grant to help your chapter musicians who can help
get started. your chapter members
For more information, email envision their future!
kvanlandingham@tmea.org
5. Support TFME members and enjoy the
significant return on your investment!

Southwestern Musician | August 2021 21