Now that October is here, you’ve probably got most (if not all) of your marching band show on the field. You’ve had a number of performances and maybe even participated in a few contests. This is about the time many bands experience a mid-season “slump.” The newness has worn off and it’s easy to lose focus because the rapid improved you made early in the season—as you went from have very little of your show on the field to having most of it out there—has been replaced by the slow pace of working on the details. It takes a lot of patience because it’s actually harder to advance on your learning curve the better you get! The increments of improvement are much smaller, but those tiny increments are the very things that separate the average bands from the good bands. And if you want to go from good to great, you have to embrace and look forward to making those small increments. It’s a simple fact: Great bands go to lengths that lesser bands find annoying. Here are a few ideas to help you pull out of the mid-season slump.

Focus on procedures and stick to them—no matter what!

When rehearsal procedures are strong, morale improves because it’s harder for negativity to take hold. When you hustle back to your sets, remain silent during instruction and when resetting, vocalize energetically when called upon, and even just raise your hand fully and stand a little taller, you create an enthusiastic, purposeful environment. Think about it…if everyone is silent during rehearsal, no one is complaining! (If you’d like to get the full story on how and why procedures are so closely linked to morale, click here to read the blog I wrote for your directors a few weeks ago.)

The further you get into the season, the less it’s about the directors and the more it’s about the members.

By now, your directors and staff have given you the vast majority of the information you need to perform your show. If you don’t believe this, count the number of times your director gives you information you’ve already heard multiple times, but that the performers on the field sometimes ignore. Never let a staff member tell you something you can figure out for yourself! This wastes time and starts that downward spiral of tedium. Challenge your staff to give you NEW information and to tell you things that aren’t obvious. Rehearsals become fun and fast paced when everyone anticipates the next task. As one of my former students and System Blue Leadership staff member Ben Underbrink says, “Figure out where the teacher is going and work to get there first!”

Focus on your circle of influence.

I recently had some correspondence with a System Blue camper from this past summer. He’s frustrated because he doesn’t seem to be able to get his band to rehearse as efficiently and enthusiastically as he knows it can. My suggestion to him is that he focus less on the entire band and more on the people closest to him that seem to “get it” (or that just “get him”). I suggested that he identify four or five of his most trusted fellow band members and then sit down with them to make a list of procedures, tasks, and behaviors that they will demonstrate consistently and relentlessly during each and every rehearsal. (Keep this a very small and trustworthy group! It has to be personal. If you involve too many people, you’ll lose the personal commitment.) Then ask each of those people in your group to identify a few others with whom they are close but that may not be in your circle. Have them do the same with their group, and stress the importance of picking people they can truly count on! This is not a strategy that works with friends who have good days and bad days! Pick your people carefully!

Once you’ve done this, simply rehearse like you all agreed to, and BE THE CHANGE YOU WANT TO SEE IN YOUR BAND (to paraphrase Gandhi). Avoid confrontation, and simply be the example of the best band member you can imagine. Focus on what’s working, not what isn’t. And when faced with negative people, let them motivate you to be even more positive!

There are no quick fixes.

Be patient. Things probably won’t change today or even this week. But you can be sure that if you do things the way you’ve always done them, you’ll get what you’ve always gotten (or worse!). Several years ago, a senior drum major by the name of Grant decided, along with his sophomore brother, Blake, to try this “circle of influence” strategy. Later that season, Grant emailed me and said that things in his band had gotten better. Procedures were stronger, but not as good as he had hoped they’d be. Attendance was up, but there were still a few people who were consistently late or absent. Here’s what he said in his email:

Though things have gotten better, and the band is definitely on the right track, it’s probably going to take longer than just this year for real changes to stick. It may not happen by the time I graduate, but I think Blake will part of a much better band when he’s a senior.

What a fantastic legacy to leave your band!

If you have any questions or if you’d like to brainstorm a particular idea, contact Frank Troyka at



The “Pass-Around” Ensemble Exercise

The “Pass-Around” Ensemble Exercise

Individual accountability is essential in creating a great-sounding band. I often observe band directors who have a well thought out warm-up and fundamental curriculum, but their students only play as an ensemble, rarely as individuals or as sections during this part of the rehearsal. The result is often the reinforcement of bad habits rather than developing good ones. The pass-around exercise is an excellent way to introduce higher accountability.

Primary purposes

·       To increase awareness regarding variations in pitch, volume, tonal energy, and tone color;

·       To help students understand that dynamics often affect pitch;

·       To help students learn how to manipulate changes in dynamics without altering pitch.

The “pass-around” is a wonderful tool for keeping students engaged and accountable for their contribution to the ensemble both as individuals and as a member of their sections. The pass-around exercise illustrated here employs an “overlap” approach whereby each new instrument that enters overlaps the previous section by a measure. Before using this count structure, it is recommended that the teacher simplify the exercise where each section plays by itself, one after the other, without overlapping in an effort to draw the student’s attention first to his responsibility to his section to play with good tone and in tune. This “back-to-back” approach exposes clarity of note starts (“attacks”), volume, steadiness of tone production, and an infinite array of other sonic characteristics that will continue to reveal themselves as the students and the teacher listen and react with increasingly critical ears. A metronome, audible to the ensemble without overpowering, is suggested to shift the responsibility for instant response to the individual players.

Once a satisfactory level of achievement has been reached, then the ensemble can take full advantage of the overlapping count structure as illustrated here. Now the students shift their focus from themselves and their individual sections to the responsibility of matching pitch and volume from instrument to instrument. When the teacher feels comfortable that students’ awareness and their ability to adjust pitch and balance is adequate, it’s time to move on to the “dovetail” pass-around.

The Dovetail Pass-Around

Introduce this exercise with the full ensemble playing in unison before passing from section to section. Establish and sustain the pp dynamic level (or whatever level is appropriate) then the f dynamic, being certain that the students are not outside the boundaries of an acceptable tone. In other works, avoid allowing them to play too softly or too strongly if the core to the sound is lost. Once those limits have been established, have the ensemble shape the changes in volume in unison to define the rate of volume change. The following 12-count visual reference is offered:


Intuitively, most students will visualize the crescendo and sustained forte as illustrated in counts 1 through 9 above. However, visualizing an ascending decrescendo as shown serves several functions. First, it suggests an energetic decrescendo in that any ascending object resists gravity, requiring an active approach to getting softer rather than a passive one. Second, it suggests visually that the pitch must remain constant (a problem most commonly encountered by young flute players who often play flat as they play softer). In a back-to-back “dovetail” pass-around, we have the following visual reference:


The above illustrates how sensitively the players must match the pp release (or whatever is determined to be the appropriate dynamic) to the pp start of the next sections. Again, when a satisfactory level of achievement is reached (and this may take anywhere from accumulated hours to weeks of rehearsal) the teacher may then introduce the dovetail pass-around as an overlapping exercise, as notated previously and now illustrated below:


The color of the parallelogram matches the corresponding colored dynamic marking. The illustration suggests that as one section decreases in volume, another supports it with the energy of its crescendo. When first practiced, the most obvious inconsistency will be that of pitch fluctuation as one section becomes softer while another becomes stronger. (Hold your ears! This takes some time and patience!)

Ultimately, the goal is to increase our students’ awareness and align their priorities more closely with ours, the teacher-conductor.  This basic model, the pass-around, can be applied to individuals with a section rehearsal, to short phrases of a chorale, or to excerpts from the concert program, all in an effort to help our students reach ownership of their contribution to the ensemble.

These and other topics will be the subject of future System Blue tips. As always, if you have questions or would like more information, contact Frank Troyka at







Disagreements are inevitable, especially when you work closely with others who care as deeply as you do about doing a good job. Sometimes you’ll feel very strongly that YOUR WAY will be the best way, and you may be right! But if you’ve ever been on the other side of that situation—where you want so badly to be listened to and taken seriously—you can understand how frustrating it is to be shut down. Remember, there’s more than one path to the top of the mountain! Be willing to listen to other ideas, and give them your FULL and OPEN-MINDED consideration. Allow others to take the lead and you’ll earn the respect worthy of a great leader.

On those occasions when problems arise, here’s a helpful way to remember how to maintain the respect of everyone involved.


Rather than just react, process your ideas and respond clearly. You mustn’t get emotional when you respond! That only escalates the conflict.


Let the person know that you also understand his side of the issue by listening actively and responding appropriately. But TRULY LISTEN! If you’re thinking about what you’re going to say next while the other person is talking, you’re not really listening and the other person will know it!


Be specific in what you are saying and where you want it to lead. Plan out what you want to say in advance and have a clear outcome in mind. Be able to state what the result will be.


Be supportive and positive in your choice of words and tone of voice.  Use “I” statements instead of “you” statements (e.g., “I feel like…” as opposed to “You make me feel like…”).


Make an honest effort to consider the feelings of the other person and imagine yourself in his situation.


You must remain calm, controlled, and clear in your tone of voice, body language, and choice of words.  Don’t interrupt and remember to “key down” below the emotional level of the person with whom you are dealing.


Whether you get what you want or not, remain friends and keep your emotions under control!  Be willing to give a little and you will find you have the advantage the next time a conflict arises.

If you have any questions or if you’d like to brainstorm a particular idea, contact Frank Troyka at