by Frank Troyka, Band Director of 30 years & System Blue Director of Education

When there are strong rehearsal procedures in place, rehearsals are more consistent and productive. On the surface, this may seem obvious since strong procedures ought to make a rehearsal more efficient. But there’s more to it.

Kids often bring their “days” to rehearsal with them, and they may not be mature enough to set aside a bad day in order to have a good rehearsal. They reinforce their emotions—good or bad—through physical behaviors such as how they move from one place to another, how they stand, how they respond to questions, etc. A snowball effect of lethargy and discontent build if negative physical “cues” are allowed to go unchecked. But strong, consistent procedures actually help mitigate the influence of these outside circumstances. Here are a few examples of solid rehearsal procedures and why they are so effective.

Hustling back to position

In the exercise physiology and kinesiology professions, there’s a principle I’ll paraphrase as “The Paradox of Energy Expenditure.” It states that the more energy we spend, the more we create. When kids “hustle” back to position, they actually create more energy both physiologically and psychologically as this behavior suggests enthusiasm. The act itself helps release chemicals in the body that elevate both the mood and stamina. Socially, when the entire group moves energetically and urgently—even when frustrated!—the bottom-line effect is positive, engaged, purposeful, and united.

Standing by

When receiving instruction or awaiting directions, I would have my students in the “stand by” position: feet together, instrument in a fully relaxed but uniform carry position in the center of the body, chins slightly elevated, and in “silence.” (Note: I put the word silence in quotes because students were allowed to ask questions and student leaders were allowed to give instruction. But there was no “chit-chat.”) A focused environment where instruction is being delivered quickly and energetically is also a positive one. And since there’s no casual talking, there’s no complaining!

Water breaks

In a typical rehearsal (90 minutes to 3 hours), we would not take “sit-down” water breaks. I’d have the kids “hustle” off the field to their personal water bottles and grab a quick drink. We did this frequently, but we would not sit down. When they sit, they lose energy and focus. But when they move quickly off and back onto the field, energy is both preserved and created. Another strategy is the “split” water break. Rather than have everyone vacate the field at the same time, I might send woodwinds and color guard to get water while the brasses and percussion reset for another rep (or odd drill numbers, then even ones). Almost ALWAYS, the kids taking water were quicker and more urgent with their breaks because they knew we were about to switch. What we might have lost from an ensemble standpoint, we more than gained in individual accountability and enthusiasm.

“Loaded” feedback

Another rehearsal procedure in addition to hustling to position or standing by uniformly is hand raising. I would teach my kids from the first day that we raise our hands with fully extended arms or not at all (the same is true when I ask them to point to sets, etc.). A fully raised hand suggests buy-in, commitment, and it communicates energy and effort. When things got tedious, I’d tell the kids, “Raise your hand if you’re working hard tonight.” When 200+ hands go high in the air, the kids have reinforced their commitment to hard work through mutual affirmation. “Raise your hand if you remember what happens on Count 5 of the next move.” Again, multiple hands fully extended upward—same message. Note that I didn’t ask, “Who is working hard tonight?” or “Who remembers what happens on Count 5?” Asking “who” implies an individual rather than the group. It’s more like asking for a volunteer to respond than for everyone to respond. When energy starts to drop, or we start moving lethargically, I’ll often call for a group response to a simple question or statement that allows virtually everyone to engage in a “gesture of commitment” (hand raising, hustling to sets, snapping to attention, etc.). Since all of these behaviors suggest unity, energy, and enthusiasm, other emotions tend to be shut out (or even shut down!).

SIDE NOTE: I remember distinctly a rehearsal when frustrations were very high. We were working on a particularly challenging drill transition and none of the strategies I came prepared to teach were working. After about 45 minutes of this, there was a palpable drop in energy and buy-in.

I took a chance.

“Raise your hand if you’ve been frustrated with me at some point in the last hour.” There was a moment of hesitation, then a forest of hands raised upward in a gesture of solidarity. Then, the unexpected. I raised my hand, too. “I’m with you. I’m frustrated with myself because what I thought would work, doesn’t, and you’re giving me everything you’ve got. But I’m not going to give up. Raise your hand if you’re going to give up.”

Every hand came down.

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


The Secret to the Ballad


The secret to achieving a super warm and round brass sound when approaching a ballad.

One of the toughest things to accomplish on the marching field is getting your “lyrical” section (often called the ballad) to sound as good as it does off the field. A few thoughts that may help are…

• Set the “impact” form and play warm-ups and other show segments in that form. This helps as the performers will get more used to making music and blending next to these specific people.

• Once you balance the ballad on the field, continue to perform those dynamics on and off the field. Many times a dynamic will be adjusted on the field, then not used in sectionals. This builds bad muscle memory.

• Tune common chords and notes used in the production. Utilize those notes and chords in daily exercises. The more the performers get used to them, the easier performing them become.

• Sing the ballad. If the performers can generate the music without the instruments, adding the amplified sound will become more pure.

In the end, make music for your audience! There needs to be emotion, commitment, and energy, especially when that’s tough to do.


This is your big chance to win a System Blue t-shirt* and a pair of SIGNED System Blue Promark Scott Johnson Snare Drum Sticks SIGNED BY THE 2016 Blue Devils Drum & Bugle Corps A Corps DRUMLINE!

To enter – show us your ‘How do you System Blue?’ creative side. Take a photo of you and your System Blue swag.
How about you in your SB t-shirt, or you + your SB sticks or mallets, you + your marching shoes, or you + your SB camp booklet. Don’t have any System Blue swag? No problem, draw the logo or use the logo + you in a photo. Simple.
Submit your photo and tag it ‪#‎sbswagger2016‬ & ‪#‎systemblue‬ to be entered into the random draw.
Deadline July 31! We’ll pick a winner on Aug 1**
It’s time to get fun & creative! #systemblue

*Tshirt is ONLY available in XL (gray or white)
**We can only mail within the USA




Goal setting has become the motivation for success because it gives us something to prepare for and work towards. However, goal setting can actually be harmful if you think of the goal as the END RESULT rather than part of a bigger PROCESS. What if we decided to set HABITS rather than GOALS? If you are in the HABIT of producing results, you’ll achieve your goals naturally. Here are some suggestions to help you build those habits as you become the leader you envision.


Goals that are vague or too broad make it dif cult to feel like you’re making progress (even when you are). Keep

it real and keep it focused. For instance, learning all the major and minor scales AND their arpeggios is something all accomplished musicians do. Great musicians make habits of working on things that average musicians don’t like to do. Learning your scales is a SPECIFIC GOAL, but it might seem overwhelming. Read on…


To build a HABIT OF SUCCESS, start out by challenging yourself just beyond your ability. If you struggle with a particular scale because of tricky ngerings, then isolate just the rst four or ve notes and build from there. By making your goals SPECIFIC and REALISTIC, you’ll feel good about what you’ve done and you’ll start to build
a new HABIT.


Establish a certain time of day and a certain amount of time (for example, 20 minutes, 45 minutes, etc.) that you’ll devote to focused effort on your goal AND STICK WITH IT! Even when you don’t feel like you got much better, you’ll still know you kept your promise to yourself and that becomes a habit in itself! If you’re SPECIFIC, REALISTIC, and have a TIME LINE, you’re almost there!


If your goal is “to be the best you can be,” you really have no way of determining if you’ve reached your goal. How do you know for certain what your best truly is? Examples of measurable goals might include things like reading two chapters from a book over a weekend, memorizing the rst 36 measures of a piece of music from the marching show, or running a mile in under 9 minutes. When you can EVALUATE what you’ve done, you can determine your progress and make decisions about how to set new goals on the way to building lifelong habits.


Share your goals with others. When you make your goal “public,” you reinforce the promise you made to yourself by sharing your determination. If you share similar goals with someone else, you might be able to work together to achieve them so you have ongoing accountability to each other.

Focus on the kind of MUSICIAN, the kind of LEADER, the kind of PERSON you want to be and then make habits out of the day-to-day things those people would do.




Helping Your Leaders Become More Effective Communicators


Student leaders often fall into patterns of ineffectiveness because they simply don’t know how to communicate with their peers in a manner that invites respect. They whine or plead with their peers in a desperate attempt to get them to run back to their sets, remain quiet, arrive on time, or any number of other objectives. They may attempt to win them over through misplaced humor or by acting overly friendly. Consequently, the student leader is perceived as just another kid with no real authority. Fortunately, there are some very simple communication techniques that student leaders can use to help develop their expertise.

·      Have the student leader avoid the phrases, “Try to…”; “Make sure…”; and “See if you can…” These phrases weaken the delivery and often precede a comment that might best be stated more concisely. For example, rather than, “Try to keep your bell up,” simply state, “Keep your bell up.” “Make sure you lift your heels an inch,” becomes, “Lift your heels an inch.” “See if you can take a slightly larger step,” becomes “Take a slightly larger step.” Of course, tone of voice is critical, and student leaders may need to be coached on how they speak so they don’t sound bossy or overbearing. Leaders might reserve “Try to,” Make sure,” and “See if you can,” for the times when a skill they’re teaching is particularly challenging, unfamiliar, when the group is especially tired, or when they sense discouragement.

·      Favor closed statements and questions over open ones. Closed statements have four main characteristics:

1.     They’re factual.

2.     They’re fast.

3.     They’re easy.

4.     Most importantly, control stays with the person making the statement or asking question.

An example of a closed question would be, “How many counts to the next set?” (It’s factual, fast, easy, and the questioner is still in control). “Raise your hand if you heard the instructions,” is an example of a closed statement. Conversely, open statements and questions have the following in common:

1.     They’re based on feelings and opinions.

2.     They invite thought, reflection, and contemplation.

3.     They often take longer to answer.

4.     Control shifts to the respondent.

When addressing a group, an open question such as, “Do you want to try that again?” certainly shifts control away from the person asking the question (“Let’s do that again,” is much more effective). “Does everyone understand?” or “Does that make sense?” might work in a small group or one-on-one, but in a larger group it is ineffective. A better way of checking for understanding might be to say, “Raise your hand if you understand the instructions.” The delivery is stronger and control stays with the person making the statement.

·      Check that leaders use a confident tone of voice and a confident stance. They must speak in a voice strong enough for the person farthest away to hear instructions clearly. Have them make eye contact. It’s a powerful tool for effective communication. My experience tells me that it’s not enough simply to tell my leaders to make eye contact and speak confidently. These skills have to be practiced just like any other we teach.

If we think back to those effective student leaders we’ve known, they weren’t afraid to make demands and hold their peers to high standards. They were able to bridge the gap between the students and the professional staff because they possessed the credibility of an adult while maintaining proximity to their peers. Chances are they possessed three critical attributes of effective leadership in music: they were strong performers, humble followers, and good communicators.

Fortunately, all three of these can be developed “on the job,” which is where we all really learned to teach. Many of us have some sort of formal leadership training for our student leaders, but if we’re truly going to help them be effective, that training must be ongoing. Just like we constantly work on the fundamentals of playing and marching, the constant review of the fundamentals of leadership are every bit as essential to creating success for all our students.



There is only one kind of discipline – SELF-DISCIPLINE! “Group Discipline” is nothing more than everyone in a group being self-disciplined together. You may share similar goals and values, but ultimately it is YOU taking charge of yourself to achieve those goals and live by those values.


Postponing the things you would rather do in favor of the things that need to be done.

This requires that you set priorities and decide what needs immediate action and what does not. Delayed gratification requires that you keep focused on the end result (your goal) and make choices that lead to that end regardless of whether you feel like it at the moment.


Before a problem can be solved, you must accept responsibility for finding the solution.

You don’t have to do everything by yourself. Get help when you need it, but see the problem through to its resolution. Even if the circumstance was brought upon by others or by something outside your immediate influence, OWN THE PROBLEM AND FIND THE SOLUTION.


The more accurately you view yourself, the better equipped you are to deal appropriately with the world.

The American Heritage Dictionary defines discipline as “training expected to produce a specific character or pattern of behavior.” How would you define character? The truth may be static or dynamic – it may change as circumstances change. Just as maps have to be updated to reflect the changing landscape, your personal MAP OF THE TRUTH will require revision from time to time.

True discipline is never at the mercy of your emotions. In essence, discipline is a contract between you and your values. And like a contract, if you put your goals and values in writing, you’ll be more likely to honor the promise you make to yourself. Then share your goals with others. This will help keep you accountable for achieving them.

For more insight into the notion of DISCIPLINE, I highly recommend the book, “The Road Less Traveled,” by M. Scott Peck. It’s great summer reading and may help launch you toward becoming the leader you dream of being.


Always be a Musician, and Always be an Athlete


Marching and playing is a key element to marching band and drum corps. For brass and woodwind players, achieving the same musical level you do standing still while on the move is something that can take a long time to master. Here are a few thoughts to help achieve sounding as good on the move as you do standing still.

• When you’re in music rehearsal, never forgot you will eventually be in visual rehearsal, and then again in ensemble putting everything together. So, when in music rehearsal, focus on separating your upper and lower bodies, so when you eventually add the drill (lower body), your upper body feels the same and you can achieve the same high level musicianship. When you’re in visual rehearsal, always BE a musician. Don’t hold your breath, constantly move your head, or allow the upper body to “sag”. The more you’re a musician when you’re in visual rehearsal, the easier it will be to put them together.

• Remember to fill-up the instrument with air, LOTS of air. The more you can stabilize the instrument when on the move, the truer the sound will be. A general tendency is to lower the amounts of air when on the move, to “conserve” it due to the physical demand. Like a marathon runner, your endurance will GROW over time, so continue to push yourself. Before you know it, you will be able to handle the visual responsibilities while also playing with the same breath control you do while standing still.

• Finally, r-e-l-a-x! The more tension you have throughout your body while on the move, the more difficulty you will have sounding great. Not only does tension prohibit you from creating the sounds you want, it hinders the muscle memory you’ve worked so hard on in music rehearsals when much more relaxed.

Always be a musician, and always be an athlete. That way, when you have to put it all together, you will be a musical athlete!




Something that continues to frustrate me as a teacher is the reluctance students often reveal when called upon to respond to a question or offer an opinion. I know they have answers, and as soon as they’re out of the room, there’ll be no shortage of opinions! There are times when I’ve asked a very simple question—one I know they can all answer, yet they sit in silence and stillness. Are the social pressures really that great? Have I done something to make them afraid to respond? Regardless of the reason, I refuse to accept this complacency, especially among the student leaders whom I count on to set the example.

A culture of commitment

I want to instill in my students not just a culture of excellence, but a culture of commitment. This starts with something as simple as how they raise their hands. So, on that first day of summer band, we have hand-raising practice! With all the incoming freshman gathered with the upperclassmen, I say, “Upperclassmen, show our new members how we raise our hands around here.” Instantly, 200 hands shoot skyward, elbows extended as if reaching for some invisible prize. Then I say, “Now, everyone, show me how we raise our hands.” All the new members raise their hands just as enthusiastically along with the vets. Why? They’re just copying what the “big kids” do. Now, I’m working the social pressures in favor of that culture of commitment. “From now on, that’s how we raise our hands. All the way, or not at all.” Then I follow up with a few simply questions to which everyone can respond in the affirmative, and we’re practicing this simple skill. But how powerful it is in influencing that culture of commitment!

So what’s the big deal?

Much is communicated nonverbally when people interact. Near the end of a long marching band rehearsal—when everyone is hot, tired, maybe frustrated—I might say, “Raise your hand if you’re working hard tonight.” If those hands are raised high and with enthusiasm, not only have we acknowledged as a group that we’re working hard, but we’ve shown enthusiasm for hard work. The WAY they raise their hands sends a powerful message.

When we return to the previous set, an urgent “jog” or “hustle” back to the start communicates enthusiasm (whether they’re really enthusiastic or not!). When kids move slowly and lethargically, a much different message is sent, and these complacent behaviors can often contribute to a tedious rehearsal.

Why “beware the bystander?”

Bystanders can be very influential because their non-involvement strengthens the prevailing attitude. When they choose not to respond, or they respond reluctantly, others can interpret this as disagreement, apathy, or even contempt. But when there are strong behavioral procedures in place, it mitigates the effects of fatigue, frustration, and even apathy. The behavior itself influences the mind and we redefine “fun” in the context of commitment! So we must beware the bystander because of his subtle but powerful influence. His lack of commitment allows others to see what they want to see to feel better about their own complacency.

A couple of recommendations

There is a wonderful Ted Talk that illustrates the power of body language in influencing attitude. The speaker is Amy Cuddy, and the talk is entitled, “Your body language shapes who you are.” Click here to see the video.

If you’d like to delve more deeply into the subject of bystanders and their influence, I’d like to recommend a book entitled, “Followership,” by Dr. Barbara Kellerman. In her book she identifies five types of followers: Isolates, Bystanders, Participants, Activists, and Diehards, and she discusses how individuals move from one level to another. Fascinating reading for those of us leading so many!

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

Video Link

Across The Pond – Still Part of the System Blue Family

Posted on Categories News


Drum corps is a remarkable activity.  For those of us who have participated, we know how it connects us.  We know the trials and tribulations as well as how hard we strive to make our dreams come true. With that in mind, we had to share the story of Joe Vise.

Joe is from England and has previously marched with fellow System Blue endorsees, Kidsgrove Scouts Drum and Bugle Corps.  This year, however, Joe took the leap of faith, crossed the pond and will march with The Concord Blue Devils B corps.  Congratulations Joe!  We love to see you keep it in the family, and we look forward to tracking your remarkable summer ahead.

We wish Joe, Kidsgrove Scouts, The Blue Devils and all of our endorsees a successful and wonderful DCI season.  Dreams really do come true.

Together, its our time.








They recognize that they are just ONE on the TEAM.

Even among the other members of your leadership team, you will assume the role of both leader and follower. You have to learn when it’s appropriate to assume which role. Seek help from your fellow leaders when you need it. Knowing when help is needed is a sign of intelligence, awareness, and the mark of a strong leader. It is not an admission of weakness or inadequacy. Support each other by applying expectations consistently and by showing respect for ALL members of the leadership team.

They never complain to anyone who can’t help them solve their problem.

Complaining about ANYTHING to those unable to effect a positive change, no matter what the situation, undermines your credibility as a leader and you instantly become part of the problem.

They know that if they’re not part of the solution, they’re part of the problem.

As corny as this might sound, it’s true. You can’t be a leader by default. You must take a decisive stance on every issue, even when it means setting aside your own feelings for the good of the group.

They never give up.

Any leader will face opposition, contempt, ridicule, and frustration on the way to realizing his true potential. You must be far-sighted in your goal setting and be resilient enough to get beyond the immediate setbacks. Remember: Effort fully releases its reward only after one refuses to quit.

They know that there are no guarantees.

You can do all the “right” things, and still not get the results you’re hoping for. That’s because people always have the power of choice and they can choose the wrong path without reason. STICK WITH IT! Even the worthiest causes meet resistance from time to time. Resolve to let every experience show you its lesson.

Check back each week for more System Blue leadership tips. If you have any questions or if you’d like to brainstorm a particular idea, contact Frank Troyka at