Technique #1, The Tapper:
As the band practices a particular section of the show, have staff members or student leaders cover the field, tapping people who make a mistake and briefly explain the error (out of step, horn held incorrectly, wrong interval, etc.). Tapped members immediately leave the field while untapped members continue to perform. After the section is completed, those who were tapped will perform the section again as a group, while the untapped people watch. The process can be repeated as many times as you wish until only a handful of students remain untapped. This strategy allows you to have more eyes on the field and to catch mistakes which may ordinarily go unnoticed. Your students will enjoy this activity because it allows them to compete against themselves. It also rewards those who are not making mistakes, so be sure to praise those who remain untapped.
Technique #2, The Horn Line Improver:
Horns which play with rhythm create an exciting sound, but too often, horn players simply follow the percussion section, resulting in a less than exciting sound. Removing the percussion section from the musical mix helps the horn players to develop a sense of rhythm as well as letting you focus on the balance in the horn section. When you add the percussion section back into the mix, you will hear fewer balance problems and a more exciting overall sound. Although you may hear new phasing problems, they will not last long. Remember that it will take a little time to readjust to having the percussion back in the mix. Don’t let that stop you from taking advantage of this horn line improver!
Technique #3, The Silent Run-through:
This rehearsal strategy is ideal for improving marching and phasing problems. Although it may at first seem a bit scary, this little exercise will teach students to follow the conductor more carefully, thus improving precision in playing and marching. It is also a great way to help prepare students on the morning of a contest, so you may want to plan a silent run-through before the band leaves the school. Here’s how it works: Simply have the students march the show without playing their instruments or speaking! The only information they receive must come from the drum major or by visually interacting with other band members. Don’t panic when the group falls apart; rather, realize that this exercise helps to increase the students’ level of concentration. Once the music is added, the students’ focus, as well as their confidence, will be much greater, translating into better performances. There can be one exception to the silence: Allow the percussion section to sing their rhythms during the percussion feature. It is also helpful if the director stands near the drum major, singing the music quietly, so the drum major always knows where the band is supposed to be.
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