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Common Marching Fears

Trey Reely | March 2011


   One of the most difficult transitions for many band students is the one to high school marching band. Much of the recruiting I do for marching band seems to consist of alleviating fears. Recruiting styles vary based on how school districts and bands are organized, but there are some general principles that can be followed if a director wants to recruit successfully.
   Talking to the whole group of students you want to recruit is important, but it is even more important to pinpoint students who are reluctant to join and chat with them individually. Students are often reluctant to share their fears, so it may take some digging to find out what they are. It is also helpful to call parents and discuss any concerns with them. Of course, building a program with an established tradition of excellence helps tremendously. If it’s well-known that the director dislikes marching band, don’t expect too much enthusiasm from potential band members. For young and developing programs, it is important to give potential members a vision for the program and how they can be an important part of fulfilling that vision.

Marching
   Many students fear marching itself and don’t believe it is something they can do successfully. The best approach with these students is to build their confidence and tell them that with practice and experience they will do just fine. They may not realize that many students coming into the marching band have that same fear. I tell them that I am not going to encourage them to do something they are not capable of and that if I have confidence in them, they should have confidence also. I ask them if it would make sense for me as a band director who wants a great band to ask them to do it if I didn’t think they would do a great job. If there is time at the end of the year, you may want to take the new students out during their band class time and teach some marching fundamentals, keeping everything positive and building their confidence.

Wearing a uniform
   There doesn’t seem to be too much that can be done about this one. I try to reason with students that it would be unwise to quit something they enjoy every day because they have to wear a uniform several times during the year. You can mitigate this problem somewhat if you have included students (by committee or otherwise) when new uniforms are being designed. If current students like the uniform maybe future students will as well.

Memorizing the music and drill
   I assure potential members that we will practice enough to aid them greatly in this. However, I do tell them that while for some, band practice will be enough, for others, it will take time outside of rehearsal. I assure students that they will get better at this each year.

Being in band without their friends
   For many teenagers, this will be the most important factor. Some who actually like band will hesitate to join just because a good friend is not. I tell students that they shouldn’t quit something they enjoy just because their friends do not join (and I certainly work to recruit the friends as well), and the other person is not much of a friend if he can’t accept people being part of an activity they enjoy. Besides, students don’t always realize the potential there is to make new friends in band. Make sure to pinpoint the leaders in the group and recruit them heavily. That will make it easier to recruit the others.
   
Not having time for other activities
   In many programs, the top band members are also the top students in other activities. It is certainly possible for students to overextend themselves and not be much good to any of the activities they participate in. However, sometimes students are overly worried about this before they have even tried it. I simply encourage them to try it before they make a decision about what to drop; they may be selling themselves short. If they ultimately decide to drop band after the first year at least it’s based on knowledge, not conjecture.

Losing their social life
   This excuse irks me and I sometimes wonder if it’s worth trying to recruit a student with this concern, especially since band was my social life in high school. On the other hand, I can understand how it might be nice to attend a football game where the only things to worry about are watching the game and how many condiments to put on a hot dog. I tell students that it seems unwise to give up band for a few Friday nights when there are more than 40 Friday nights when they can go out unencumbered by a band event.

The expenses
   Students may be particularly reluctant to share this problem. Clearly outline expenses for students and provide ways to offset the costs through fund raisers. Make private phone calls to parents of students who you know or suspect may have financial difficulties.

Veteran band members
   Young students sometimes feel intimidated by the older ones. Have experienced and friendly band students talk to the potential members about what it’s like to be in the high school band, and make sure they address some of the fears that the students might have. There’s a good chance the younger students will listen to older students more than they will you. Have a non-hazing atmosphere where new marchers are encouraged, not razzed. Many students are easily intimidated and are scared enough of marching band without fears of being hazed or ridiculed. Have veteran band members adopt new members to show them the ropes and help them with anything they might need.
   Involve younger students with the high school program as much and as early as possible. At that age they actually enjoy the responsibility of helping with equipment. And whereas bus rides might have lost some luster with the older kids, young students look at it as a real treat. Mass band events at halftime combining the high school band with potential members can ease the transition as well.

No transportation to practices and games
   This can be tricky depending on the demographics involved. Set a summer rehearsal schedule that makes it easy for the students to attend. At Riverview I’ve found that evening rehearsals work best with parent work schedules while at Paragould, my previous position, the mornings and afternoons worked best. Veterans can help with the transportation of the students they adopt. It may be necessary to talk directly with parents to work out a plan.

Halftime & contest performances
   The pride and sense of accomplishment after a fine performance overcomes any anxiety that precedes the event. I tell students that they will just have to trust me on this. Veterans who talk to the group can support this idea.

The high school director
   This may be the most elusive factor. Few students will flat-out say, “I’m not going to be in high school band because of you.” If you do not have daily contact with the students you are recruiting, you should make your presence felt as much as possible by visiting rehearsals and concerts (conducting when possible) and being extremely positive when you are with them.
   When students see you infrequently, small missteps that make bad impressions can be costly. I’ve seen directors come in, make a few snide comments, and, because of this, are perceived as mean. Frequently making your presence known and being enthusiastic and approachable will go a long way in securing more students for your program. Just a simple comment like “I can’t wait to have you in my band” can go a long way with an impressionable student.

The weather
   In Arkansas it can get extremely hot and humid. I’m frank with students about this and tell them that it can get uncomfortable, but it will make them tougher, and they’ll be better for it. I assure them that we get plenty of breaks on days where the heat is brutal.

That they won’t like the music
   The key here is to choose music that inspires the students. It is impossible to fulfill everyone’s preference, but if the marching band plays a variety of music rather than focusing on just three or four contest selections this becomes more of an advantage than a disadvantage.

    Recruiting takes a combination of reasoning, psychology, encouragement, student involvement, parent communication, vision-setting, and, most of all, patience. Refining tactics to suit your program will make it possible to consistently increase marching band numbers.