Hey friends,
Last week, I talked about the obstacles students overcome in marching band. Specifically, I used the examples of extreme heat in the southwest and the hurricane-ravaged southeastern United States. In my post blog video (on Facebook), I continued the thought process and wondered aloud, "Does overcoming greater obstacles equate to greater learning?" It truly was a stream-of-consciousness thought process (as are most of my ramblings) that had no answer. However, as soon as I finished the video, I knew the thought would continue into this week's blog.
So here we are.
Marching band students face a unique set of challenges—no matter where they are. The struggles are as varied as the locales they represent: altitude, heat, cold, rain, snow, fog, humidity, fire, locusts, and every other plague known to man. My friends in Casper, Wyoming, and Los Angeles County are dealing with smoke-filled rehearsals from forest fires, where you can't see your dot or catch your breath. No one is exempt. Even if you march at Huntington Beach High School, a mere half mile from the beach, your obstacle might be convincing yourself to go to rehearsal instead of the beach.
We can all attest to the fact that marching band builds character. It instills the values of perseverance, determination, teamwork, and grit, among other necessary 'adulting' skills. Most of you would agree that these qualities are one of the main benefits of being a part of this incredible activity. We recognize and respect the dedication that each student brings to the band.
So, if marching band teaches all of these things, then more marching band would teach more of them. Right?
After all, we all want more of these things - so is more better?
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If marching band teaches grit, then band in 110° teaches more grit, correct? If kids learn dedication in band, then they will learn more dedication in 90% humidity. If marching develops selflessness, kids will become more selfless in freezing weather, right?
Here's the fundamental question: does increasing the difficulty translate to improved learning?
The activity is more substantial and physically taxing in some places (and in some bands). The environment, along with musical and physical demands, pushes the students harder than others. So, are those students learning more?
For instance, does:
More drills imply more learning opportunities?
More music equate to increased instrument competency?
Rehearsing more create more physical dexterity?
More complex choreography create more agility?
Most would agree that the answer is yes, but accepting this premise creates a fundamental question: Where is the optimal level of demand? When is it not enough, and when is it too much?
For instance, what does the student learn:
On page 87 of the drill they did not from the first 86?
From the 56th 16th note that is different than the 55th?
In 118° heat that is different from 117°?
In the 9th minute of the show, that is different than the first 8?
From being in a 1st place band versus a 7th place band?
The extreme demands of modern music and movement push the boundaries of what young people can accomplish and the rehearsal time it takes to achieve it as it should. That's part of what makes the experience meaningful.
But does facing these obstacles result in more meaningful learning and personal/musical development?
The delicate balance between achievement and experience is a complex one, and the answer to the question of where the line between "not enough" and "too much" lies primarily in the hands of you, the dedicated educator. You play a crucial role in creating and maintaining this balance, ensuring that the demands placed on students are both challenging and manageable while fostering meaningful learning and personal/musical development.
As a teacher, I was a strong disciplinarian who pushed students hard and believed in the value of hard work, as it was central to our success as a band and the success of my students.
But then again, kids today are doing even more - so maybe I didn't push hard enough?
I believe more is better—as long as it is more of a good thing, not just "a" thing.
And, as long as it's under 110°
Have a great week, everyone.
Scott