Beginning Band without a Stand: Fostering Creative Musicianship in Early Instrumental Programs

Abstract

Approaches to teaching music notation and instrumental technique have been standardized and codified in the United States with great success in beginning instrumental programs. While these skills are important, we do a disservice to students if we do not equally develop comprehensive musicianship and creative thinking at a young age. Creating music is one of the four “Artistic Processes” that guide our instruction in the new National Core Arts Standards framework. It is also a process that many instrumental music teachers struggle to implement, especially in early stages of instruction when note-reading and technique seem to be the highest priority. Drawing on examples from an elementary school band program that shifted away from music notation in the rehearsal room and group lesson space, I examine how instrumental music teachers can move students beyond the music stand into a deeper and more creative understanding of the elements of music.