That's the million dollar question and one that I struggle with from time to time. As a private teacher I view my first job as helping my students be successful, contributing band members. I try to separate the need to know from the nice to know stuff so the students have no surprises when music is given to them and also don't spend a lot of time on skills they'll never use. Of course there is much more they could be doing (jazz improv, orchestral music/transposition)and we go there when they have the fundamentals that will help them do well in school band down solid. I try to give them concise and meaningful lessons so they can get a lot done in 30 minutes or so. That's about what most of them are able and willing to devote to it. I try to get a sense of what they're really going to do and then nudge them for a little more. For those that will go on to play in college or as adults I make sure to cover at least concert pitch transposition and give them some assignments in the Real Book and the Top 50 Orchestal Excerpts book so they'll have a starting point in going those directions if they want to. Anyway, this is the latest version of my philosophy which seems to get revised pretty often based on the idealism vs. reality theme.
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Bill S.- NY Bach 6, 38 Mt. Vernon 43 Bach "C" cornet, NY Bach trombone 6vii Monette mouthpieces |