Latest / The Unconducted Curriculum / Episode 6: Guest, Dexx Moore - Creating an Effective and Efficient Marching Band Rehearsal

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Episode 6: Guest, Dexx Moore - Creating an Effective and Efficient Marching Band Rehearsal · The Unconducted Curriculum

• Chris: So today's episode we're discussing effective marching band rehearsal techniques. Dexx: So today's episode we're discussing effective marching band rehearsal techniques. the Chris: So we have a guest this week, Mr. Dex Moore, who is from Alito High School. We're gonna let Dex come on and introduce himself, tell us a little bit about himself, and then we'll kind of get into the conversation. So Dex, tell us about yourself. Dexx: So we have a guest this week, Mr. Dex Moore, who is from Lido High School. We're gonna let Dex come on and introduce himself, tell us a little bit about himself, and kind of get into the conversation. So Dex, tell us about yourself. Well hey, my name is Dex Moore. I'm the director of the Bearcat Regiment at Alito High School. I graduated from Texas State, got a master's at SMU Chris: They have masters at SQL. Dexx: along the way, and I've been at Alito High School for this is my eighth year. The first six of the those years I was really assisting with the marching band Chris: been at the high school for at least one eighth year, the first six of the eight years after existing large band Dexx: and you know lots of elements within that. and for the past last year and this season I am the person that's Chris: Last year this season I have our similar season. Dexx: leading the marching band. Chris: That's awesome. That's awesome. tina: Okay, yeah. Chris: All right. Well, we're really looking forward to discussing marching band rehearsals with you Dex and hearing how you guys do things in Alito. Yeah, so Tina, why don't you start us off with your first question? Dexx: discussing marching band rehearsals with your decks and hearing how you guys do things in Alita. Yeah, so Tina, why don't you start us off with the first question? tina: Yeah, I'm excited. Well, Dex, what is the process used at Alito High School to plan for a marching band rehearsal? Dexx: So before the season starts, I like to think about where do I want to end up, either at the end of the season or a certain contest or sort of sort of certain football games. So I'll create a long range plan for the season. And this has basically it's what do I want the show to look like at each of these points along the way. and so, you know, like a goal we have for this year is we wanna put out an a the full Marchie Man show at our first contest. And that's not something that we've done before, but it's definitely less daunting when I think about okay Chris: Basically it's what do I want the show to look like and each of these points along the way. so you know like a hopefully have here is we want to put out the the full Marchie Man show at our first contest. And that's not something we've done before, but it's definitely less daunting when I think about, okay, tina: Mm. Right. Dexx: Okay, I want to be here, how do I get there? And at this game, what do I need to be doing? And at this game, so that's sort of my long range plan. And it it involves drill, of course, music tempos, Chris: I want to be here, how do I get there? And at this game, what do I need to be doing? And at this game, so that's sort of my long range plan. And it it involves drill person music tempo. tina: Right. Dexx: props, uniforms, all those details come together to make the show happen at that s specific date. Chris: Props, uniforms, all those details come together to help to show happen at that s specific day. I par that down to a week by week, which basically has an outline of on this day of this rehearsal, I'll do this, and a class time I'll Dexx: I I par that down to a week by week, which basically has an outline of on this day of this rehearsal, I'll do this, and in class time I'll I'll Chris: do this. and you know that that is encompassing not just the marching show, but a whole the things that go together with the with the marching band, pep rallies and parades, community events, and band students, and all of the things we're trying to get done, not just that show. and then the final detail. Dexx: do this. and you know that that is encompassing not just the marching show, but all the things that go together with a with a marching band. Pep rallies and parades and community events and dance tunes and all of the things we're trying to get done, not just that show. and then the final detail. tina: So Chris: Yeah. Dexx: Yeah. tina: yeah. No, I was just gonna say that so you start this, you know, almost the end of last year or this summer creating that long goal with short term goals to be reached to meet the long goal goal, correct? Yeah. Yes, way in Dexx: Absolutely. Yeah, this is months in advance. Chris: Yeah, this is months in advance. tina: advance. Yeah. Chris: And then Dexx: And then Chris: the final step of it is the daily lesson plan. And this is the most detailed minute by minute. What are we trying to get accomplished? What's the specific goal for this point in time? and that definitely requires coordination between you know, I'm thinking about mostly what the winds are going to do and maybe the prompts, and then I'm coordinating with a percussion director. What's percussion need is, especially in terms of, you know. Dexx: the final step of it is the daily lesson plan. And this is the most detailed minute by minute, what are we trying to get accomplished? What's the specific goal for this point in time? and that definitely requires coordination between, you know, I'm thinking about mostly what the wins are going to do and maybe the props. And then I'm coordinating with our percussion director. What does percussion need this week? Especially in terms of, you know, percussion Chris: contest coming up in September. And then on the color guard side of things, what do they need right now? Because it could look very different than what the winds need. And so that's a lot of coordination there. And then as far as times and things like that go, if if it's a chunk that Dexx: contests coming up in mid September. And then on the color guard side of things. What do they need right now? Because it could look very different than what the winds need. And so that's a lot of coordination there. And then as far as times and things like that go, if if it's a chunk that you know we just need to really rep for consistency, that's it comes down to about 10 minutes. if it's something that we're really gonna blow up that week and really dissect and really get in the nitty-gritty, that's probably 15 minutes. and then if we're designing something, choreography. Chris: you we stand party graph for consistency. That's comes around about ten minutes. if it's something that we're really gonna blow up that week and really dissect and really keep in the gitty gritty, that's probably fifteen minutes. and then if we're designing something, choreography Dexx: Staging. That's 20 minutes, maybe 25. And I think that formula sort of works and keeps everything moving. And it's all very targeted. Musically, we are going to do blank. Visually, we're gonna do blank. And I'll talk more about that later. We got some Chris: staging, that's twenty minutes, maybe forty five. And I think that formula sort of hurts and keeps everything moving. And it's all very targeted. Musically we're going to do play. Visually we're gonna do one. And I'll talk more about that later because tina: Mm-hmm. Dexx: more questions. tina: For sure. Chris: Great, great. Yeah, and you know, Dexx: Yeah, and you know Chris: for me, same kind of thing. We always planned with kind of the end in mind. Where do we want to be tina: Right. Chris: at this point and kind of work our way back from there? when we're talking about, a specific rehearsal each day, you know, I had a plan. I always tried to do like two to four measurable goals, something that we're gonna make Dexx: talking about a specific rehearsal each day, you know, I had a plan. I always try to do like two to four measurable goals, something that we're gonna Chris: sure that we address and rehearse. and see some good progress with. so examples of that for us might have been cleaning sets 24 through 36, establishing consistent marching technique throughout the first movement, improve Dexx: see some good progress with. So examples of that for us might have been cleaning sets 24 through 36, establishing a consistent marching technique throughout the first movement. Chris: musical balance in the ballad, fix the transition sets, just things like that. And not all of those things are going to happen in one rehearsal, but just being specific about what we wanted to do, just like you might be when you're rehearsing for concerts. Dexx: Fix the transition sets, just things like that. And not all of those things are going to happen in one rehearsal, but just being specific about what we want to do, just like you might be when you're rehearsing for concert contest and you're you know you're targeting certain spots of the music each day, kind of having that same approach with marching and know, coordinating again with color guard and coordinating. Chris: contest and you're you know you're targeting certain sp spots of the music each day. kind of t having that same approach with with marching band and, coordinating again with color guard and coordinating with percussion because you're right. You know, September fifteenth, got our first contest coming up and percussion needs to be, you know, focused in on that a little bit more, Dexx: Right, you know, September fifteenth, got our first contest I'm gonna progression needs to be, you know, focused in on that a little bit more. Chris: and and having some time to to work on that as well as learning their drill sets and things like that. So tina: Well and Chris: Tina, how does that how does that work for you guys in McKinney? Dexx: Tina, how does that work for you guys in the beginning? tina: same thing. I I just was like loving hearing Dex you saying all everyone's collaborating. you have to take all of those different disciplines of percussion and color guard and choreo, all of that that we have so much to do and making sure that everyone has the space they need to rehearse, has the time. When are we gonna be apart? When are we gonna be together? all of that has to be in there to develop that. that band team for the teamwork and also to give the instructions and the students a clear visual point of what they're doing and where they're doing it and when it involves everybody, I think is very important. And I and I know we do that at McKinney. Like today we had, we had like the props, the production crew and drumline was today. And on Wednesdays, they're not there. it's just winds on Wednesdays. and ColorGuard was off also Monday, but not Wednesday. You know, we have some separate time, which is great because you can really have smaller groups, they get more attention and things like that. And then, you have your Tuesday and Thursday where it's, completely full band. So, whatever time frame you're doing all that in, but having it where they can have some smaller, smaller groups done and then combining and then combining for the bull band you get so much more Dotton too. Chris: Great. And Dex, a follow up question. when you're planning for a rehearsal and you get outside with the group, do you inform the students exactly what your goals are for the day? How do you how do you approach Dexx: Texas follow-up question. when you're planning for a rehearsal outside of the group, do you inform the students exactly what your goals are for the day? How do you how do you approach? Chris: that with the students? Dexx: So they can see the lesson plan. I post it on our Google Classroom every day and actually that tina: Mm-hmm. Love that. Dexx: starts several events that take place between equipment crew knowing where we're setting up and drum majors knowing what tina: Yes. Dexx: chunks we're doing and warm-up and you know, just all these different things. and so oftentimes I will let them know like big goal is this. sometimes it's a little more straightforward, like guys we're just cleaning a bunch of stuff today, like no nothing really big you need to know about. I can tell you the conversation. Chris: different things. So oftentimes I will let them know like the big ball is this. Sometimes it's a little more straightforward. Like guys we're just cleaning a bunch of stuff today. Like no nothing really that you know about. But I can tell you the conversation Dexx: Conversation Chris: this morning was Dexx: this morning was great Chris: Great job on Friday night. You guys were super impressive for your first run through a football game or so many positives who learned a lot, you know, budget games with them. And it was like, okay, big goals this week. We're going 168 on part one. Dexx: job on Friday night. You guys were super impressive for your first run through at a football game. There are so many positives. Who learned a lot? You know, a bunch of hands went up, and it was like, okay, big goal for this week. We're going 168 on part one, tina: Yeah. Chris: And we're gonna learn part three and we're gonna run on Friday night. And like that's putting all energy focused on those things. And just kind of get their head in the spot for the week, I would say, but not so every day my getting that talk. Some days it's just right, right. We're getting better at maintaining us. Like, you know. Yep. Yep. Yeah. And that's that's Dexx: and we're gonna learn part three, and we're gonna perform it on Friday night. And like that's I mean, all energy focused on those things. And just kind of get their head in the spot for the week, I would say, but not necessarily every day am I giving that pep talk. tina: Yep. Yes. Dexx: 'Cause some days it's just we're we're getting better at band today guys. Like you know. tina: Right. Right. Right. Yeah. No. Chris: you know, that to me that was something that was important too, is just making sure that that the students understand what the goals should be. tina: Mm-hmm. Yes. Chris: you know, on a weekly basis for sure. as we talked about in a in a previous podcast, as we get into September, students get that first football game out of the way. You know, the newness of the year, summer band is over with, all that kind of stuff. And then we're kind of start to to get into a little bit of a rut if we let it, the kids start to to get a little less energy, things like that. There's all kinds of things going on. but giving them that that goal for the week Dexx: get that first football game out of the way, you know, the newness of the year, summer band is over with, all that kind of stuff, and then we're kind of starting to to get into a little bit of a rut if we let it. know, kids start to get a little less energy, things like that. There's all kinds of things going on. but giving them that that goal for the week Chris: And something new to look forward to, like you said, Dexx: is something new to look forward to, know, like you said. Chris: we're learning part three this week, things like that. We're we're boosting the tempo this week. But giving them those goals really helps keep them focused and excited about what they're learning Dexx: Giving them those goals really helps keep them focused and excited about what they're learning. Chris: and what they're doing. tina: And also driven, you know, if they know, you really want to get part three on and we're only halfway through, it gets them more excited. It gets them way more excited. Yes. really? You're gonna do that much? Or like, yes. Yeah, no, it does. It gets and they Chris: yeah. The eyes got big this morning. I said guys, we're doing it. Yeah. Yeah. Dexx: yeah. The eyes got big this morning. Yeah. And I said, Guys, we're doing it. Yeah. Yeah. Yeah. tina: know that it's gonna take a lot of hard work and you know, they can look on the app that they can see how many sets they have to learn and that things, but it just it does. It gives them a goal and keeps them driven. Mm-hmm. Chris: And I think people there's something Dexx: And I think, you know, there's some people that might keep that lesson playing, like just the teachers see it. I'm not putting anything on there that's like, make sure and call Timmy out, you know. No, no, no. it public. Like just this what we're doing guys. This is the goal. Chris: that might keep my life to play, like does the teacher see it? I'm not putting anything on there. It's make sure and call take me out, you know. public. Like this that's what we're doing guys. tina: Mm-mm. They're not seeing detail, detail. Yes, yes. No, it's really good. And also you can change, you know, you have it where it's on there where you can update it and something changes, or you have to whatever. Yes, you just do Chris: I love modern technology, yes. Yeah. Dexx: I love modern technology, yes. Yeah. tina: that. yeah. And we we we have it printed for all the directors out there that we can see, Dexx: Yeah, yeah. tina: or you can pull it up on your phone. But yep. But sometimes Chris: Just pull it up on your phone, yeah. Yep. tina: in that sun, you cannot see your phone. So we've been we've been printing and having binders and having a printed of that day's what we're doing. Chris: No, I Yeah. Yeah. Dexx: No, I'm Yeah. tina: you know, step by Dexx: Yeah. tina: you know, all the minutes and hours and whatever you're doing because you Dexx: Yeah. tina: can't see. Even on U D V you're looking and you're going I'm going you know, you have to like find that shadow on your phone. Dexx: Yep. Agreed. Absolutely. Well and and before we kind of move on to the next part of this conversation, do want to mention that on our website, McFell and Dan Consulting dot com on the Unconductive Curriculum Podcast page, Dex is providing some samples of his long-range plan template and his week by week template. So those will be on there. And we're gonna have several other things from this episode that we'll talk about. Chris: Yeah. Absolutely. Well, and and before we kind of move on to the next part of this conversation, do want to mention that on our website, mclellanbandconsulting.com on the Unconducted Curriculum Podcast page, Dex is providing some samples of his long range plan template and his week by week template. So those will be on there. And we're gonna have a several other things from this episode that we'll talk about as we go through. That will be available for you guys to to download and look at and get some ideas on maybe how Dexx: available for you guys to to download and look at some ideas on it. Chris: you want to structure a rehearsal if you're looking for a change. So let's talk rehearsal expectations and kind of just procedures within rehearsal. Dex, can you describe your rehearsal expectations, procedures, and student responsibilities? Dexx: So let's talk rehearsal expectations and kind of just procedures within rehearsal. Next, can you describe your rehearsal expectations, procedures, student responsibilities? Yeah, so I'm I'm very particular with how they rehearse and I I think it it for me it i I need to make that rehearsal feel as close to performance as possible. And so I guess my general expectation is that every single thing we do needs to be performed. I don't care if it's drinking water quickly and getting back to your spot. Perform that. What if you were the best in the world at doing that thing? Even challenging our equipment crew people to set up the speakers faster. And guys I'm gonna set a watch and like I want those speakers to go from here to there in ninety seconds. Chris: doing their thing. Even challenging record record people to set up the speakers faster. And guys I'm gonna set a lock and like I want those speakers to go from here to there in 90 seconds and Dexx: And I want start, like, that sort of stuff. So I would just say perform everything. Chris: I want to start. Like, that sort of stuff. So I I would say perform everything. Dexx: I have some specific things about the count in. You know, we do a four beats, and then the kids say one and two, they say it with staccato, they say it energy, they say it with their chest. if that doesn't happen, the rep shuts down right there. Because I know what the rest of that's about to look like, and it's not good. I have some specific things about counting, following instructions on air, or we're playing. Chris: I've had some specific things about the counting, you know, we do four beats and then the kids say one and two, they'd say it with staccato, they'd say it energy, they'd say it with their chest. if that doesn't happen, the rep shuts down right there. I know what the roast's about to look like and it's so good. I have some specific things about counting, following instructions on air, or we're playing tina: Right. Dexx: playing full out or win ensemble or whatever. Chris: full out or winning song or whatever. So those are some big expectations to me, just following instructions. Because here's my thing. If you aren't even paying attention enough to know the way that we're doing the RF, Dexx: so those are some big expectations to me, just following instructions because here's my thing. If you aren't even paying attention to enough to know the way that we're doing the rep, Chris: you are not gonna be going after these higher level things that we're doing. Dexx: you are not going to be going after these higher level things that we're going that Chris: we're trying to achieve. So I'm I'm not interested in really hearing or seeing what that's about to look like or sound like. and then the funeral I I require that they point anytime we do a transition and set twenty point set twenty. And like if they're just like throwing an arm at it like, no that's not set twenty. Last time I checked set twenty was the size of a nickel over there past the truth like point at it and stare at it. Dexx: we're trying to achieve. So I I'm not interested in really hearing or seeing what that's about to look like or sound like. And then, just general, I I require that they point anytime we do a transition, we're going back to set 20, point at set 20. And like if they're just like throwing their arm out, like, no, that's not set twenty. Last time I checked, set twenty was the size of a nickel over there past the like point at it and stare at it. tina: Mm-hmm. Yeah. Mm-hmm. Dexx: And then that relates back to you Chris: And then that relates well to, you Dexx: you Chris: know, some real learning procedures, which I I think we'll talk about later. But I just require that they be really specifically energetic and they perform everything that they're doing the whole time. So we walk on that field at concepts or whatever, it's very similar to what we've been doing. Right, Dexx: know, some drill learning procedures which I I I think we'll talk about later, but I just require that they be really specific, energetic, and they perform everything that they're doing the whole time. So we walk on that field at contests or whatever, it's very similar to what we've been doing. Chris: right. Absolutely. and for me, like an effective rehearsal begins before the first rep, but before we step on the field. And we have to teach our students what that means. what we're expecting from them, where they need to be, what headspace they need to be in, what their attitude needs to be, all of those types of things. Because you're right. I mean, if they're not pointing to where they need to go, if they're not answering questions, if they don't understand what's happening, that rep's gonna not work. we're gonna have to go back and do it again, And I love doing, you talk about pointing to set twenty and making them point exactly to it, and then Dexx: pointing to where they need to go. If they're not answering questions, know, they don't understand what's happening, that rep's gonna not work. know, we're gonna have to go back to it in end, you know. And I love know, you talk about pointing to set twenty and making the point exactly to it, and then I would I would even divide that. All right, yeah, point to your halfway point. Where you're gonna you know, in ten steps or whatever it is, know, just making sure that they're visualizing Chris: I would I would even divide that. All right, now point to your halfway point. Where you're gonna be in in ten steps or whatever it is, and just making sure that they're visualizing tina: Right. Mm-hmm. Chris: those check marks, those places where they need to be and not getting there Dexx: those check marks, those places where they need to be and Chris: too fast and things like that. Tina, what about you? How does how does the what is the expectations for you guys? Dexx: Tina, what about you? How does how does the what are sort of expectations for you guys? tina: Well, I well, I I also think it's like you're saying before practice, like that all the instruments are like their water jugs are all lined up in a row. there's towels on the ground because we have concrete and they're laying their instruments exactly in a row. So it looks everything looks like a performance, even where they put their things, and how they do that. It's just so important and checking that everybody has water and their water jugs and everybody helping and the section leaders and all the different leaders doing their responsibilities and making sure it all looks like you said, like professional, like a performance. Even if you're not going to perform with instruments on the ground, But and also like just following procedures, like you're saying, pointing. echoing back the instructions, set whatever it's 10 plus 8 plus 8, whatever the count structure is. Dexx: Mm, yeah. tina: But keeping that going and and also yeah they get tired and it what if half the band stops like echoing back to you or stops counting. It's really nope, go back. We all have to count. You all everyone Dexx: Yeah. tina: or have contests. I want you to be louder than point to somebody. You're gonna count louder than that person. Of course you can't let them explode with it. But Dexx: Ha ha. tina: You know, it just, you know, some fun things to help them all realize you can't just have a few people carrying out the responsibilities and just to make sure everyone's doing it. You know, and even if yeah, go ahead. Dexx: And and and and I you know, I've found everybody needs to Chris: I found everybody needs to Dexx: count, everybody needs to do these procedures. tina: Yes. Dexx: It's yes, the kids that need it the most are the first kids to stop doing it. That that's I've noticed too, where it's like Yeah. Yeah. Chris: It's I yes, the kids that need it the most are the first kids to stop doing it. Yeah. Always like Yeah. tina: Yes, yes. And then and they're yes, and they're afraid. They're almost intimidated by some of the counting and whatever. But it's also when we start playing, you know, when you're playing and marching and they barely can count and march, it's almost like, some of the newbies, it's like it's okay if you don't play. You know, what's the worst you could thing you can do is not play, is one of the things we say. But at Chris: Yes. Yes. Dexx: Yes. Yes. tina: first, if I have to go up to someone and say on this rep, will you just count? Have your horn up and just count. And let's do that twice. And that's just between me and that person or whatever. Just to give them that confidence and then playing, because it is. It's one of our huge saying you you can hear it when it's not being played full out, Dexx: Yeah, yeah. tina: And you gotta play full out, because it is a performance. Every practice, every time you go through it, it's a performance, even a counting performance. So yeah, definitely. Dexx: Yeah. Yeah, Chris: Yeah, and I had a couple of ways that I kind of tried to combat that a little bit and Dexx: and I had a couple of plays that I kind of tried to combat that a little bit. Chris: and one of them works pretty well. was especially with counting, because it doesn't matter where I go and and work with bands, whether I'm Dexx: especially with counting, 'cause it doesn't matter where I go and and work with fans, whether I'm Chris: mentoring in a district or I'm clinicking a group, counting is always something that students just don't like to do. They Dexx: Counting is always something that students just don't like to do. Chris: just don't like to do it very well, you know. And so one of the things that I'd started doing with my own band was starting to split it up. you can do Dexx: And so one of the things that I started doing with my own band was start to split it up. you can do, all Chris: All right, seniors, you count this time. Everybody else march, juniors, freshmen, whatever. But then I would start splitting it up at the 50. All right, if you're on side A, you're counting. If you're on side B, you're not. And then they would figure out that they can't really Dexx: right, seniors, you count this time, everybody else march, juniors, prepared, whatever. But then I would start splitting it up at the fifth. All right, if you're on site A, you're counting, if you're on side B, you're not. And then they would figure out that they can't really tina: Mm-hmm. Yeah. Hmm. Chris: stay together very well because side B is not counting at all. and then they start going, I get it, And so it's like, I don't need it to be a contest between, how loud you're going to count. Dexx: stay together very well because side B's not counting at all. and then they start going, I get so it's like I don't need it to be a contest between, how loud you're gonna count, tina: Huh? Right. Dexx: but I need you to be able to hear the the people on either side of you, just like you're playing your instrument, know, you need to be able to hear a balance between those people. Chris: But I need you to be able to hear the the people on either side of you, just like you're playing your instrument, you need to be able to hear a balance between those people. And tina: Mm-hmm. Dexx: And you as yourself, if they can't hear you, know, it has to be that that balance because I'm not trying to know, a drill sergeant but I want it to be effective and everybody can hear yet, And that worked pretty well for me and it works pretty well when I go to schools that are struggling with that. Just having one half of the field count and the other half not, and they can kind of see, Chris: you as yourself, if they can't hear you, it has to be that that balance. Cause I'm not trying to be, a drill sergeant but I want it to be effective and everybody to be together, And that worked pretty well for me. And it works pretty well when I go to schools that are struggling with that. Just having one half of the field count and the other half not, and they can kind of see, tina: Right. Yes. Chris: This is hard. It's hard to stay together, when we're spread out over sixty yards or whatever it is. Dexx: this is hard. It's hard to stay together, when we're spread out over sixty yards or whatever it is. tina: Right. Chris: So Dexx: And I I think, you know, on counting, like I I d I don't think it takes a ton of talent to count. I I I don't and and so like it's purely an effort thing and so something I was I was telling I I told them during summer ban this year I think was effective was like the November ninth version of you wants you to count right now. Yeah. tina: Yes. Chris: Yeah. I don't need to be standing out and look, tears on down your face. I wish I'd counted on August whatever, you know, like just dig and count. You know you're gonna look back and go, All right, it's a no idea for it all in, you know. So it it's it's you know Dexx: I don't want you to be standing in the Amblodome, tears running down your face. I wish I'd counted on August whatever. You know, like just stink and count. You know you're gonna look back and go, Alright, that's a moment I didn't put it all in, you know? So it it's it's, you know, letting them tina: Yeah. No. Right. That's right. Right. Mm-hmm. Right. Right. Well Dexx: know that there's consequences long term and they've gotta police that, you know. Chris: They've got a reason. tina: Right. Well and also the kids and you have to kind of remind it's the counting is is also like hearing memory, muscle memory, all that re repetition of everything they're doing. But it just makes your brain just work better to memorize exactly what it feels like and where Chris: Mm-hmm. tina: to go and all of that. But that counting is so important to get you to memorize and to feel it where it's natural. Chris: Well, and those kiddos that struggle, with just the coordination of marching, once they kind of learn that if they'll just do with their feet what they're saying with their mouth and they'll say it, it starts to click for them a little bit faster, Dexx: Well in those kiddos that struggle, know, with just the coordination of marching, once they kinda learn that if they'll just do with their feet, what they're saying with their mouth, they'll say it, and it starts to click for them a little bit faster. Chris: and kind of going back to what Dex said about the November ninth version of you, I always told my kids, I'm gonna approach this in a manner that, I don't wanna look back at the end of the season and say, I wish I'd done this, I wish we had done this. Dexx: and kind of going back to what Beck said about the November 9th version of you, know, I always told my kids, I'm gonna approach this in a manner that, you know, I want to back at the end the season and say, I wish I'd done this, I wish we had done this. tina: Yes. Dexx: And that's your everyday focus is no regrets. You know. So we make eighth place mistake. Did we do everything we could? Yes. Did we feel good about what we did? Yes. Chris: And that's your everyday focus is no regrets. You know. So we make eighth place at state. Did we do everything we could? Yes. Did we feel good about what we did? Yes. tina: Right. Right. Yes. Chris: is there always going to be better somebody better than us? Yeah. But that's not the point. That's not the point. Did we do our very best? And if you can look back on your season and say, Dexx: Is there always gonna that's somebody better than us? Yeah. But that's not the point. That's not the point. That we do our very best. And if you can look back on your season it's like, tina: Right. Chris: Yes, we did our very best, then great. Dexx: yes, we did our very best to break. Chris: That's all we're asking. Dexx: That's all we were asking. Yeah, that was our mantra last year. I wished I had or I'm glad I did. You'll be standing there in the ammo Chris: Mm-hmm. Dexx: dome saying one of those two things to yourself. And if tina: Yeah. Dexx: it's I'm glad I did, then we've won our own race. We're we're the champions, we're taking Chris: We've won our own race. We're we're the championship. tina: That's exactly right. Dexx: home our own and I d like I and I I told them wholeheartedly several times, s several times through the season, I do not care what place we get at state, I will not remember the number. What I will remember is did we do this at the very end or did we taper off? Or did we start here because we didn't push at the beginning and like Chris: I told them wholeheartedly several times. Several times I would I do not care what points we get at stake. I will not remember the number. What I will remember is we do this at the very end, we taper off. Or did we start here as we did push the beginning? And like, guys, tina: Mm-hmm. Right. Dexx: Guys, if this is the tip the tip as far as we get and that's absolutely all we got, I don't care. I don't care. Somebody else can take the trophy, you know? Like and and it and it's true. And I like that was a magical moment Chris: if this is the tip, the tip as far as we get, and that's absolutely all we got. I don't care. I don't care. Somebody else can take the breaking. You know, that's right. And it and it's true. And I like that was a manageable number. tina: Yes. No, it's true. Yeah. Dexx: for me last year. And and I think the kids felt it. And one of our drum majors, you know, they did the interviews at state and he went up there and he was like, our directors are talking about like our show was Sonic Boom last year, and like it's not truly Sonic Boom until we absolutely max it out. And you we have Chris: year and and I think the kids built it. One of our drum makers, you know, did an interview at the state and again he was like, you know, directors are talking about like our show was Sonic Moon last year and like it's not truly Sonic Moon and so we absolutely mix it out. And you know we had some moments and we have little little glimpses in that final run through I mean it it was a lecture and he was like I'm so glad I did this and that was Sonic Moon right there. Dexx: the moments we'd have little little glimpses and that final run through, I mean it it was electric, and and he was like, I'm so glad I did this and that was Sonic Boom right there. tina: Yeah. Chris: Right. Right. Dexx: and that that felt good for me, like, okay, somebody gets it. Right. tina: Yeah, no. That's a huge reward, yeah. Mm-hmm. Chris: It is. It is a huge reward. And our you know, my thing was we never we had this expectation from ourselves, from the school, from the community, you know, and it's kind of that thing once you start making state marching contests, they expect you to make it every time, you know, and then that becomes like for me it it wasn't it wasn't like this heavy thing. It was just Dexx: thing was we never we had this expectation from ourselves, from the school, from the community. You know, it's kind of that thing once you start making a state marching contest, they expect you to begin. You know, and then that becomes like for me it it wasn't it wasn't like this heavy thing. It was just tina: Right. Dexx: it's gotta be one day at time. You know? So we never like Chris: It's gotta be one day at a time, you know. So we never like mentioned state or that that part of our season, you know, and it was just one day at a time. If we take care of our goals today, and we'll do them, you know, if we do these every day, you know, then we're gonna be where we want to be or where we're expected to be at the end of the season. And that always worked well for us, you know, Dexx: mention state for that that part of our season, you know, and it was just one day at a time. If we take care of our goals today, we'll do them, you know, if we do these every day, you know, then we're gonna be where we want to be or where we're expected to be at end of the season. And that always worked well for us. Chris: because every year it's a new band. tina: Mm-hmm. Dexx: Every year it's a new band. Chris: You've just graduated all these seniors and you got all these new marchers coming in. And maybe yeah, half your band is still the same kids, but half's band's not. and it's like it's a new group and and it's a new conference or a new area. Yeah, like this is not the same way to get the same last year. Like, welcome to six A, right? yeah. Area B Area B six A. Dexx: You've just graduated all these singers and you got all these new marchers coming in. And maybe yeah, half your band is still the same kids, but half band's not. and it's like it's a new group in a and And maybe you're in a new conference or a new area or you know and it's like, Well wait a minute, this is not the same way to get to state last year, you know. yeah. Area B. Area B six A tina: Yeah. Yeah. yeah, ooh. Not all. Don't want to talk about area J and area J either. No, we're not gonna talk about that. Nope. Dexx: Yeah. Yeah. No, no, no. Bloodbath. Chris: No. There not there's not any area six A contests up here that I'd want to be a part of. That's just brutal. Dexx: not there's not any area 6A contests up here that I wouldn't be a part of. That's just brutal. tina: Well. No. It's fun. But you're right. Your goal has to be daily and then going into weekly and the weekly performance and the competitions and you know, Dexx: Yep. tina: did you do your best? It's not about what place you make or But it is, but it's not. It's really about Dexx: Right. tina: like you're saying, it's did you were you a hundred percent bought in? and did you play your hardest? Did you just love what you just performed and did? Brandon Fisher always asks at the end of of performance, like who did like whatever, like just say it's a a a grade of a C of a performance or a B or an A, you know, who could have done better, Or was that your best performance of this ever, as we get more in, just so they could like have accountability for themselves. Yeah, I'm here. I'm like at a B level, you know, that Chris: Mm-hmm. Yeah. tina: performance was, and some of them like, I did really good. I'm like an A, but I'm not like an A plus, but I'm an A. just to have goals of getting better and better of what you're personally doing and with the team. That really helps too. Chris: And my Dexx: I Chris: and my question was always, if our rating depends on you, what would it be? if you're a soloist, you go to solo contest, and you get a rating, what would our rating be if it depends totally on you, and have them raise their hands? how many of you would it be a three? How many be a two? How many be one? and just just another way of saying the same thing, Dexx: and my question was always, if our rating depends on you, what would it be? if you're a soloist, you go to solo contest, and you get a rating, what would our rating be if it depends totally on you, and have them raise their hands? how many of you would it be a three? How many of you two? How would be one? It just it's just another way of saying the same thing. tina: What would you give you? great for that. Yeah. Yeah. Anything kind of do that. And everybody can kind of look around and they're gonna be honest. You know, you some people Dexx: Yeah. tina: f some kids some you have a bad run, and they may think it's like a failure run, but when you look, no, they didn't fail. but they were just really hard on themselves. But that really just also means that Dexx: Yeah, agreed. tina: they care about it and they're it is it's their band, it's their team, so that's great. Dexx: Yeah. tina: It's a great A great thing to ask and a great thing to feel and look around and all these people are with me. Chris: Well, and they're Dexx: Well and they're they're gonna know even better than we do on an individual effort, you know, what they did right and what they did wrong. We're looking at two hundred and fifty kids or whatever, and they're only responsible for themselves, basically. so it's it's kinda like a judge too. as band directors we know where every little thing that could happen is gonna happen. Chris: they're gonna know even better than we do on an individual effort, you know, what they did right and what they did wrong. 'Cause we're looking at two hundred and fifty kids or whatever, and they're only responsible for themselves, basically. so it's it's kinda like a judge too. as band directors, we know where every little thing that could happen is gonna happen. tina: Mm-hmm. yes. Yes. Right. Yep, Chris: The judges don't know that. You know. tina: we do. Yep. Dexx: judges don't know that. Go over there. Move further left, judge. Not by little Timmy. Get out of little Timmy's bell. Yeah. Right? Right. But the judges don't know all those little problematic spots that we are so know used to seeing and correcting. So it's kind of that same thing. It's good to ask them. tina: No, yeah, yeah, Yeah. Yes Yeah. No, it's true. No Chris: Yeah. Yeah Yeah. Right, right. But the judges don't know all those little problematic spots that we are so, used to seeing and and correcting. So it's kind of that same thing. It's good to ask them tina: Yeah. Chris: those questions. All right. Well, let's talk a little bit then about marching fundamentals. There's a big discussion. I mean I I have this discussion anyway with a lot of schools that I've worked with. there's different ways to think about this. tina: Yeah. It really is. Dexx: Alright, well let's talk a little bit then about marching fundamentals. There's a big discussion. I mean I I have this discussion anyway. With a lot of schools that I've worked with, there's different ways to think about this. tina: Yeah. Mm-hmm. Chris: my thing is and we did marching fundamentals every day all throughout the season. Dexx: my thing is if we did marching fundamentals every day, all throughout the season. Chris: Now, does that mean we spent 20, 30 minutes on marching fundamentals? No. But there was always something targeted that we had to to make sure that we were working on because it was something in the show that was suffering. It could be a change of direction exercise, it could be slides, it could be a backwards march at a Dexx: Now, does that mean we spent 20, 30 minutes on marching fundamentals? No. But there was always something targeted that we had to make sure that we were working on, because it was something in the show that was suffering. It could be a change of direction exercise, know, it could be slides, it could be a backwards march at a tina: Yes. Chris: at a six to five, you know, whatever it is, but we had some fundamentals that we were going to incorporate Dexx: six to five, you know, whatever it is, but we had some fundamentals that we were going to incorporate. Chris: in our morning and afternoon rehearsals every day. So Dex, how do you how do you do that? How do you incorporate fundamentals or do you incorporate fundamentals into Dexx: in our morning and afternoon rehearsals every day. So Dex, how do you how do you do that? How do you incorporate fundamentals or do you incorporate fundamentals? Chris: your daily routine? Dexx: Yeah, so s so so very similar to what you were talking about. The mode we're in right now is we have hour and a half rehearsals every morning and that's a wet bulb thing, because y that's a whole different topic. But you know that we have to be very efficient with our time tina: Yes, it is. Dexx: and so we do eight to ten minutes of marching fundamentals every day. It's not a lot, it's but it's very targeted. There is one goal we're going after today and go to arcs. You know. and so Chris: Eight to ten minutes of marking by the middle of your day. It's not a lot. It's but it's very targeted. There's one goal we're going after today, and go to arms. You know. And so today I think it was keeping your feet in time from eight to five, to sixteen to five steps. And know, really drill that time in it and again now get your toes up, get your toes up even more. Okay, now. Dexx: Today I think it was keeping our feet in time from eight to five into sixteen to five steps. And we really drilled that timing and then okay now get your toes up. Get your toes up even more. Okay, now and then the you know the extension. I looked at my watch, we've got one more minute. Do it on a slide, you know, and like make it a little more real life. But we're not hitting Chris: And then you know, the extension I looked at my watch, we got one more minute, do it on the slide. You know, like make it a little more real life. But we're not hitting tina: Right. Right. Dexx: all of the things every day. We're hitting one targeted thing, and you know, it's always more beneficial if it's something I've noticed in the show that's slipping. Chris: All of the things every day. We're going to do one targeted thing, and you know it's always more beneficial, but something I've noticed in the show that's looking, Dexx: That's you know beneficial. But just one targeted thing and absolutely drill in that one topic and make sure they have a really good understanding. And then the next step, you know, we go to concert arcs after that and we do step outs. And if the step out doesn't look like we just did marching fundamentals, we're not applying information, you know. Chris: that that's you know beneficial. But just one targeted thing and absolutely drill in that one topic and make sure they have a really good understanding. And then the next step, you know, we go to Constarts after that and we do step outs. And if the step out doesn't look like we just did marching models, we're not applying information, you know. tina: Mm-hmm. Chris: Right. And so oftentimes we'll go to ARCs and I know we're working on music, but my first comment is, Can you make that look like Mystic Marching Fundamentals guys? You know, and then normally Dexx: And so oftentimes we'll go to ARCs and I know we're working on music, but my first comment is can you make that look like we just did marching fundamentals, guys? You know, and then normally Chris: it kind of corrects it. it's just a little dose every single day. And as we go to our true hands after school, that may get a little bit longer. Dexx: it kind of corrects it and it it's just a little dose every single day. And as we go to our two and a half hour rehearsals after school, that may get a little bit longer. Chris: Mm-hmm. But just the way our commercial is structured and we have a clinical splash that releases Dexx: but just the way our s our rehearsal is structured and we have a clinicals class that releases Chris: early and full and it's not having to run through it's it's a lot of Yeah. Yeah. I that's what works for us. I think you know, I think our kids move the bodies well, so they don't want to spend twenty minutes on it and lose a chunk in rehearsal. Right. Right. Dexx: early in rehearsal and so I have to get a run through and it's it's a lot. But I that's what works for us and I think you know, I think our kids move their bodies well, so I don't want to spend twenty minutes on it and lose a chunk in rehearsal, you know. Right. Right. tina: Yeah. Right. but even when you think there's no time, you could be in set twenty five and you're noticing, like you need their toes higher whatever, you can say, Okay, I need you to right in place, take one or two steps forward. I need you to work on, whatever you're talking about, over and over. Do it like six times. Go. And they're just in place doing that. and then you go back now. You just got to practice. Now I need you to put that in place, use that fundamental on this next run from set whatever to set whatever. because that gets them thinking of that one specific thing, like their feet or whatever. So that's doing a fundamental, even if it is Dexx: Yeah. tina: just 30 seconds in place, incorporate it if you're feeling like you can't, whatever, but incorporate those things. When you see it, also it makes them go boom. And in the next set, concentrate on that. That's it. The next set, it's the only thing I want you to think about. So, but yeah, really target. Dexx: Yeah. I I did that with a there was a ballad there was a ballad chunk on Friday that I was just like, They're just flopping their legs across the field. Band, turn towards the end zone. Eights and eights. Set, maximize the leg shape. Jump jump jump. my gosh, turn it around, do it again. you know, and that that was like there was nothing better I could have done for that chunk than that right there, you know, and and back in the day I know Jeremy Earnhardt would take, Okay, the form you're in right here, you know, it beats some curved giant LD Bell set Chris: They're just flopping their legs trust the dude. Bam, turn towards the end zone. Eights and eight. Set, maximize the leg shape. Doom doom do. my gosh, turn it around, do it. you know, and that that was like, there's nothing better I could have done for that chunk than that right there, you know. And and back in the day, I know Jeremy Earnhardt would say, Okay, the form you're in right here, you don't need some curved, giant LD Bell set, tina: Yes. Yes Yeah. Yes. Yeah. Chris: box dribble, go. And he'd take up two box dribble in that set. Dexx: Box drill, go. And he'd make do box drill in that set and it'd be like, Okay, tina: Yeah. Chris: Okay, now make all that look like box drill and it happens in so a little dose of fundamentals. Yeah. That's the thing is it's applying the fundamentals to the drill. And that's that's where we're that's where I notice a disconnect in places. Dexx: now make all that look like box drill and it happened, man. So a little dose of fundamentals. Yeah. That's the thing is it's applying the fundamentals to the drill. That's that's where w that's where I notice a disconnect of places. tina: But it works and it took it how long did that take? Yeah. Yeah. Yes. Chris: Is because yeah, we do our fundamentals every day, but they do the same fundamental routine every single day. Maybe it's a box drill left, box drill right, forward eight, backwards eight, st you know, and okay, we did our fundamentals. Okay, what does that do with your show? Dexx: Because yeah, we do our fundamentals every day, but they do the same fundamental routine every single day. Maybe it's a box drill left, box drill right, forward eight, backwards eight, you know, it okay we did our fundamentals. Okay, what does that do with your Chris: You know, and working on different step sizes. I I like to teach backwards marching starting off at a twelve to five. Just Dexx: show? And working on different step sizes. I I like to teach backwards marching starting off at twelve to five. tina: Well Dexx: just because we're working on balance. And when they're doing eight to five, you always feel like you gotta take a bigger step going backwards than you do forwards to to achieve the safe distance. But I'm like, how many times in a show do you march backwards at eight to five? Chris: because we're working on balance. And when they're doing eight to five, you always feel like you gotta take a bigger step going backwards than you do forwards to to achieve the same distance. But I'm like, how many times in a show do you march backwards at eight to five? tina: So lot. Hardly ever. Or never. Yeah, I just don't. Yeah, but then they'll six to five. They've got six to five. Chris: I mean I told my drill rider don't don't do it. Dexx: I I told my drill rider don't don't do it, you know, don't do it. Yeah. You know. But I asked that question a lot. I'm like, you guys are spending all this time. Chris: You know, don't do it. You know? But I asked that question a lot. I'm like, you guys are spending all this time Yeah, you're spending all this time working eight to five backwards march. How much of that is in your drill? Dexx: Yeah. You're spending all this time working eight to five backwards march. How much of that is in your drill? tina: Right. Chris: well I don't know that we have any. Okay. Let's tina: Mm-hmm. It's Dexx: And I could say the same thing for box drill. How many direct lateral slides are you seeing, you know? but sometimes tina: all form, form, yes, yes, yeah. Chris: Yeah. How many buttons? Dexx: the overextension of that can be can be beneficial as well in in some cases. But you know, like Chris: It can. tina: Yes, it is. Dexx: I think sometimes a diamond drill is more realistic to the show. especially if you give a focal point where their horn has to adjust. my gosh, now we're really talking about marching band. Yeah, absolutely. tina: I like that, yeah. Chris: Especially if you give a focal point where your partner has to adjust. my god, really tough Yeah, absolutely. tina: Mm, yes. Chris: Absolutely. okay, well then so we've talked about fundamentals Dexx: okay, well then so we've talked about fundamentals. Chris: and then we kinda go into like you said, going into arcs. so the music block, when I say music block I'm I'm talking more block of time than shape of the music block. 'Cause we did arcs. Sometimes we would do it in the Dexx: And then we kind go into, like you said, going into arcs. So the music block, when I say music block, I'm I'm talking more of block of time than shape of the music block. Because we did arcs. Sometimes we would do it in the tina: Right. Dexx: sometimes we would even do it just in a formation. Right. We're struggling to hear side to side, whatever, stay together. Tell us a little bit about that part of your rehearsal. ban, Chris: Sometimes we would even do it just in a formation where we're we're struggling to hear side to side, whatever, stay together. tell us a little bit about that part of your rehearsal. Dexx: I would say that we would have. Some literal like music block times where it's 45 minutes of let's let's get this Chris: Yeah. Dexx: ironed out with percussion or something like that. that that sort of fades as the season goes on and what we've transitioned more to is most of our music rehearsal time is happening in our band classes. Our band classes are more geared towards music than the visual side of things. And oftentimes outside what that looks like is you know, we'll do our normal warm-up in arcs, our music fundamentals, and then normally I'll do right after. Chris: sort of phase as this team goes on and what we've transitioned more to is most of our music rehearsal time is happening in your band classes. Your band classes are more geared toward music than the visual side of things. And oftentimes outside what it looks like is you know we'll do our normal warm-up parts our music fundamentals and then normally I'll do right after Dexx: After F around the room, Chris: F around the room. Dexx: we'll go into just a short musical chunk. Sometimes we'll do it on breathers, and so we utilize our breathers in a couple ways, but one of them is that I've been using this week a lot, last week. we set it to like the resistance of the instrument, and they put it over their lips like a mouthpiece, and we'll do a a a big hit normally, you know, and I'll tell them move lots of air, need every single breathing count. And we'll talk about shaping or things like that, and I'll say put that down, grab your horn and play it. Chris: Go into just a short multiple chunk. Sometimes we'll do it on breeders. So we utilize our breeders in a couple ways, but one them is that I've been using this week a lot last week. we set it to like resistance of the instrument, and they put it lower in their limits, like a mouthpiece. And we'll do a big hit on one, you know, and also move lots of air, need every single breathing count. And we'll talk about shaping and things like that. And I'll say, put that down, grab your form, play it. And Dexx: And all of sudden it's like way more air Chris: all of a sudden, it's like way more interesting. behind it you hear those different parts you do you hear the shang it's more you know doing the stacker reading better so that's you know like a little burst of of music fundamental music block time right there and then what we found is just because we did we stretch like this a lot and the battery cover here and whatnot and so we will build in time in our actual Dexx: behind it. You hear those inner parts, you know, you can hear the shape. It's more, you know, they're doing the stagger breathing better. so that's you know like a little burst of of music fundamental or music block time right there. And then what we found is just because we get we get stretched like this a lot, and the batteries over here and whatnot, and so we will build in time in our actual tina: Yes. Chris: full band rehearsal is stand and play in this set. And I think it gives you a more realistic picture of the trumpets are here and the tumors are here and we gotta hear that flute thing right here and versus in the arts. You're always gonna hear the flute thing. It's the closest thing to you, you know. So we transition to that. and and you know right now it's it's stand there and play it and do this, do this and and put it on the move. Dexx: full band rehearsal is stand and play in this set. And I think it gives you a more realistic picture of the trumpets are here and the tubas are here and we gotta hear that flute thing right here it versus in the arcs, you're always gonna hear the flute thing. It's the closest thing to you, you know. So we transition to that and and you know right now it's it's stand there and play it and do this, do this and then put it on the move Your only goal is to make it sound exactly the same. And kids are like tripping on themselves and running into each other and doing four starts in wrong direction, but and then I stop the rep and I go, What was the goal of that? And sometimes it's like crickets, you know. I'm like, the goal was that Chris: Only goal is to make it sound exactly the same. And kids are like tripping on themselves, running shut up and doing four stars the wrong direction. But and then I smoke around and I go, What was the goal of that? And sometimes it's like crickets, you know. Yeah. The goal is that tina: Yes, yes. Yeah. Chris: we should sound exactly the same on the move as compared to resetting still. Do we meet that goal? Dexx: We should sound exactly the same on the move as compared when we were standing still. Do we meet that goal? No. Okay, go try it again. Sound exactly the same. I don't care if you're tripping over yourselves. And then we start to make this progress on really caring about that musical quality, even when modern day marching band is all these other things. Right. Chris: Hey, go try it again. Someone's exactly the same. I don't care if you're tripping over yourselves. And then we start to make this progress on really caring about that musical quality, even when modern-day marching band is always other things. Right, tina: Right. Chris: right. tina: So how do you how do you incorporate like step outs? Like even if it's during your class period, do you have them like go through the show playing in the class period, standing up, doing step outs, to the counts the what the drill is? How do you incorporate that? Chris: Yes, so that I would think this starts were really heavy, we make step outs a lot because we're just trying to figure out the structure, maybe work. Dexx: Yes, so th I would say this this starts were really heavy doing step-outs a lot because we're just trying to figure out the count structure before before and as we're learning the drill and understanding this is a move eight, this is a hold eight, move twelve, all those sorts of things. And then we kind of pull that back a little bit and we just try in especially in band class, just stand there and make it sound really clear and really incredible. Chris: Before we as we're learning the journal and understanding things of group A, the whole move, the Move 12, all sorts of things. And then we kind of pull that back a little bit and we just try, especially in game class, just stand there and make it sound really clear and really incredible. tina: Right. Mm. Chris: And then that we spent like a week and a half like that, where it was just stand there. Like brass feature, I'm not worried about any visuals at all. Dexx: And then that we spent like a week and a half like that where it was just stand there, like brass feature, n I'm not worried about any visuals at all. tina: Right. Dexx: And then now we're going back to now do the step outs. Now add in the choreography. And I think I think sort of pulling away for a second and then going back, I do think that helps them to set the standard of it has to sound like this. and and in my opinion, like I I'm a drum core guy, move your feet a ton, absolutely. Chris: And then now for going back to now do the step outs. Now add in the choreography. And I think, I think sort of pulling away for a second and then going back, I do think that helps them to set the standard of passes now like this. and and in my opinion, like I have a jump cord, move your feet a ton? Absolutely. tina: Right. Gotcha. Mm-hmm. Right. Dexx: At the same time, they have to understand what really good sounds like. And I think taking that away for a second helps them set that standard. Chris: The same time, they have to understand what really goes sounds like. And I think taking that away for a second helps them set that standard. tina: Right. Well that yeah. Mm-hmm. Well, it's the most important thing is tone and and balance and what does it sound like. And then trying to incorporate that into the movement, the sound the same. Yeah, I love it. Chris: And and we'll just Dexx: And and we'll do this like we've got this chunk it's it's like flute clarinet trumpet and it's like Chris: like we've got this trunk, but it's it's like little paradigm trumpet and eats like Dexx: quarter triplets into duple eighth notes, into triple eighth notes, into a sustain over the bar line. And I this this week is gonna be a lot of mm, li la left, li la left hey, right, left la lee ri sit. And like we're gonna say that till we're blue in the face, moving our feet, and then and that's an example of like Chris: Quarter triplets and the duple eighth notes and the triple eighth notes can do a sustain up the bar line. And I this this week is gonna be a lot of the lot of left take right, left body, right, sit. And like we're gonna say that so we're gluing the face, moving our feet. And then and that's an example of like tina: Right. Yeah. Over and over. Yeah. Chris: we have to go back and not move our feet to be able to just play this. And now we can, yeah, and now we can go back and actually add the feet. Now that we're more comfortable with drill and Dexx: We had to go back and not move our feet to be able to just play that. And now we can yeah. And now we can go back and actually add the feet, now that we're more comfortable with the drill and things tina: Play that. Play the rhythms together, yeah. Yeah. Yeah. Chris: like that. So I I would say it just it's it's the yinning end. You gotta find the balance on that day and for which band you're teaching. fourth band, we are still both trying to play it. You know, when ensemble, I'm trying to create it first in the background. Dexx: like that. So I I would say it just it's it's a yin and yang. You gotta find a balance on that day and for which band you're teaching. fourth band, we are still trying to play it, you know. Wind ensemble, I'm trying to create adversity in that group. tina: yes. That's exactly. Right. Mm-hmm. Chris: And and you know find the extension and have Dexx: And and you know, and find the extension and you know, maybe went on some line pushing the metronome a little bit further, but it depends on the band. And we do have our band classes are broken down by band and and I I know there's different ways to skin a cat on that, but th I prefer that for the the extension and the remediation part of Chris: you know maybe run some line pushing the mesh number a little bit further, but it depends on the band. And we do have argumenting classes that are broken down by band. I I know there's different ways to see it down that way, but I prefer that the the extension and mediation part. tina: Yeah. Right. Dexx: it. tina: Yeah, me too. Yeah, that's awesome. Yeah. Chris: Yeah, our ours was the same way. We had three bands split up differently and you know, but you you approach things at their level, and you you try to get them better at what they're doing. another thing I I really like to do, and I I talked to a lot of folks about doing this too, is Dexx: another thing I've I really like to do, and I I talk to a lot of folks about doing this too, is turn around and don't watch them again. Just listen. You know, when they're on the move, just listen. And and because we get all occupied with all the things visually that are going on. Chris: Turn around and don't watch the band and just listen. You know, when they're on the move, just listen. And and because we get all occupied with all the things visually that are going on that Dexx: that we're not always listening at our strongest level, know, we've got all these things, all this input coming in, So when you get to a point where you feel like you need to listen to just how the band is playing on the move, Chris: we're not always listening at our strongest level, because we've got all these things, all this input coming in, So when you get to a point where you feel like you need to listen to just how the band is playing on the move. Dexx: don't look at them. Just turn around and let them go through. Chris: Don't look at them. Just turn around and let them go through, a chunk of the show, whatever, and just listen. Because that's going to tell you a ton of information that you're going to be surprised. You're going to be surprised what you hear when you're not looking at them. and that's always a good thing to do too. Dexx: know, a chunk of the show, whatever, and just listen. 'Cause that's gonna tell you a ton of information. You're gonna be surprised. You're gonna be surprised what you hear when you're not looking at know. And that's always a good thing to do too. tina: Yes. Chris: I did that a lot, and it really every time I did it, Dexx: Yeah. Chris: it was eye-opening, totally eye-opening. Dexx: Something to add on to just that music rehearsal portion and this is where we're about to head this coming couple of weeks as we start, you know, it's September is is the breakdown of of all the elements and we're about to do a lot of when ensemble play, everybody else counts, and this is exactly what it should sound like, and here's how it fits with your music and listening to style on the move. And then on the reverse side, Chris: ensemble play, everybody else counts, and this is exactly what it should sound like in ear top fifth with your music and listening to style on the move. And then on the reverse side Dexx: I'm I'm gonna call it meat and potatoes this year, but like I want to hear just second third parts, just unit. Chris: gonna call it meat potatoes this year, but like I want to hear just second third parts, just unison. tina: Yes. Chris: And if that discludes anybody went on like wanna hear the core of the band. And I I really appreciate that like those groups that are really achieving at at the highest level, everybody's top is in the similar little it's the middle. And and like can that middle achieve and we're about to meet potato the snot out of this Joe. Dexx: And if that discludes anybody and went on, like I want to hear the core of the band. And I I really preach to them is like those groups that are really achieving at the highest level, everybody's top is in a similar little, tier right here. It's the middle. And and like, can that middle achieve? And we're about to meet and potato the snot out of this show tina: Mm-hmm. Yes. Dexx: and get those inner parts to be heard so we don't sound so tinny. and and I think that breakdown in September, especially. Chris: And get those inner parts to be heard. So we need sounds too 10. and and I think that breakdown is ever especially Dexx: Is just like getting those inner parts to to s push through and contribute to the sound. And in my opinion, I mean there are some offensive sounds, a hundred percent. But like I have been telling our third trumpets to offend me with their sound for like two years, and I've yet to be offended by a sound. You know what I have heard? Chris: just like getting those inner hearts to push through and contribute to the sound. And in my opinion, I mean there are some offensive sounds, a hundred percent. But like I have been telling our third trumpets to offend me with their sound for like two years. I've yet to be offended by the sound. You know what I have heard? tina: Mm-hmm. Yeah. Dexx: A trumpet section that sounds like this. You know, and to them they're like, you know, but actually. Chris: A trumpet section that sounds like this. You know, to them they're like, you know, but actually I can hear the lower occurrence. Congrats. We sound it all of a sudden, you know, and the first trumpets are being left out to dry. Dexx: I can hear the lower octave. Congrats. We sound good all of a sudden, you know? And the first trumpets aren't being left out to dry, tina: Yeah. Right. Chris: So I just break it down. Don't just have everybody cry all the time. Like like a million ways to Sunday to get to break it down. the other thing is breeding count groups. So we have reading counts, we have four reading counts. I'll have Dexx: So I this di break it down. Don't just have everybody play all the time. Like like a million ways to Sunday to get them to to break it down. And another thing is like breathing count groups. So we have breathing counts, we have four breathing counts, and I'll have tina: Yeah. Well Yes. Dexx: it's I balance that out to where each of them is a little mini band. and so, you know, three flutes and four trumpets and you know, all those things. And so all right, breathing count one, you're in, and basically this should sound like the show, you guys. like this should work and when it Chris: It's I balance that out to where each of them is a little mini band. so you know, three flutes and four trunks and you know, all those things. So all right, for you to kinda wander in and basically this should sound like the show you guys, like this should work and when it tina: Mm. That is huge. Yes. Dexx: it doesn't it's it's eye opening. Yeah. Chris: doesn't, it's it's eye opening. Yeah. tina: Right. Chris: Yeah. We would do a lot of that too, you know, on the field. Take the first parts out, second and thirds, you're playing. Firsts, you're not playing this rep, and just and Dexx: field take the first parts out, second and thirds, you're playing. First, you're not playing this rep, and just and tina: Yes. Yes. Dexx: the great thing about having those three bands the way we had was ninety percent of it was split up. Chris: The great thing about having those three bands the way we had was ninety percent of it was split up where our first part players were in top band, our second part players were in their middle band, our third part players were in our our third band. And so we could really work those parts isolated, during class. And so but having them do that outside and where they can, hey, just I just want to hear thirds. I mean, that'll tell you a lot too. Dexx: our first part players were in top band, our second part players were in the middle band, our third part players were in our our third band, and so we could really work those parts isolated, during class. And so but having them do that outside where they can, hey just I just want to hear thirds. I mean, that'll tell you a lot tina: Mm-hmm. Dexx: too. That'll tell you a lot. tina: Well, but it also it Chris: That'll tell you a lot. tina: gives them some self worth too. They're like, you really do want to hear me? we're gonna Chris: Mm-hmm. Mm-hmm. tina: play by ourselves. We we have a meaning, you know, we have a purpose. Chris: Yeah. Dexx: Yeah. tina: 'Cause sometimes when you don't give them that opportunity to do that, even if it's not so great the first time and you they keep getting better each time, it gives them that, Hey, I am I'm important, because they are extremely important. And keep telling that that y'all are so important. Dexx: They are extremely and and Chris: Well and and Dexx: do it with your woodwinds a lot. Clarinets. You're the only ones playing right You know, know, if you can hear this, well nobody hears us anyway. Well, they can. They can. You know. If you produce. You produce. And so I would just put out there, hey clarinets, this is your rep, you know. Chris: Do it with your woodwinds a lot. Clarinets, you're the only ones playing right now. You know, 'cause you hear this, well, nobody hears us anyway. Well, they can, you know. If you produced. If you produce. And so I would just put out there, okay, clarinets, this is your rep, you know. And tina: yes, yes. Yeah. Right. Yes they can. You just gotta play. Well, yeah. Do it. Do it. Yeah. Chris: and that's I mean, so much of that is so important, just to number one, build confidence. Dexx: That's I mean, so much of that is so important, just to number one, feel confident. but also like you said, give them more work, you know. We do matter. We do matter. It's not just grass and percussion that we're hearing up. We want to hear the woodwind. Especially not on the UIL sheet now. Yes, yes. I know. I mean it's like, you gotta. Yep. Get Chris: But also like you said, give them more worth, you know. We do matter. We do matter. It's not just brass and percussion that we're hearing out there. We want to hear the woodwinds. We need to hear the woodwinds. Yes. Yes. I know. I mean it's like you gotta you gotta. tina: Yes. Yeah. Everything. No, that's right. Yay. Yeah. Dexx: out of the way. Out of the way. Okay, so how about Chris: Out of the way. Okay, so how about tina: Mm-hmm. Where are we Chris: we've tina: at? Chris: talked some about this. Dexx: Talk some about this. Chris: tell us your your process though, Dex, about you know, you're throwing a new drill out there, you're throwing out some new sets. How do you approach that with your students? What are they gonna do? what is your process just for teaching sets? Dexx: Tell us your your process though, Dugs, about you know, you're throwing a new drill out there, you're throwing out some new sets, and how do you approach that with your students? What are they gonna do? what is your process just for teaching sets? tina: Mm. Dexx: Yeah, th this is something I'm super passionate about, and this is something we've been collaborating on the entire time I've worked at Alito to make it more efficient and and essentially where we're at now is putting the maximum level of responsibility on the individual that we possibly can and getting out of the way. If I'm being honest, like I am Chris: Where we're at now is putting the maximum level of responsibility on the individual that we possibly can and getting out of the way. If I'm being honest, like I am Dexx: a f purely a facilitator for at least the first two weeks of this until they stop bumping into each other and going to the wrong spot. And I am like, hey if if you're bumping into somebody, stop bumping into somebody. Look do something different, like maybe you're re inside, outside, something like that, and getting out of the way. So Chris: purely a pistolitator for at least the first two weeks of this until they stop bumping into each other and going to the wrong spot. And I'm like, hey, if you're bumping into somebody, stop bugging into somebody. Look, do something different, know? Like maybe you're reading inside, outside, something like that, getting out of the way. Dexx: a lot of the what I'm gonna talk about is like individual process and you clean your own drill and you've got to be super consistent before a teacher starts to help you out Chris: A lot of what we're gonna talk about is like individual process and you clean your own drill and you've gotta be super consistent before a teacher starts to help you out with your tendencies and things like that. So we do use DB, and I think it it can be very valuable if you know how to use it. So kids will go out there and you tell them work from this this set to get some probably sets a day to remember what we can put on. and let's give them three minutes. Dexx: with your tendencies and things like that. So we do use UDB and I think it it can be very valuable if you know how to use it. So kids will go out there and I'll tell them, you know, work from this this set to this set. Only six sets a day is the only what we can put on. and I s give them three minutes, tina: Mm. Dexx: there's no talking. It is dead silent. If they have a question, they raise their hand. Someone who is employed by Aledo ISD will will help them along and I've told all those people Chris: No talking is dead silent. If they have a question, they raise their hand. Someone who is employed by VOIC will will help them a lot. And I've told all those people, tina: Yes. Chris: we are not teaching drill, we're teaching a process. If you tell that kid, go stand over here, we have robbed that kid of an educational opportunity. Like we are guide them to their answer. Are we inside? Are we outside? All those drill learning things. Right. Dexx: we are not teaching drill, we are teaching a process. If you tell that kid go stand over here, we have robbed that kid of an educational opportunity. Like we are guide them to that answer. Are we inside? Are we outside? All those drill learning things. Right. tina: Mm-hmm. Yes. Dexx: after that process is taking place, they've sorta sorted things out. I do allow like juniors and seniors to march between sets if they feel really comfortable, but freshman sophomore, just go stand in the right stinking spot. You know? and then so Chris: After that process is taking place and someone sorted things out, I do allow like juniors and seniors to march between sets if they feel really comfortable, but freshman sophomore just go stay in the right stupid spot. and then so tina: Yes. Chris: the next portion is we'll stay on the first set. Dexx: The next portion is we'll stand in the first set. I have them say and point three times. So once again, straight arm, I want them to look at the spot they're referencing. So if it's two outside the twenty-five, I want them to look at the twenty-five, I want them to trace it back to their spot with the straight arm, and then twelve behind the front hash, point at the front hash, trace it back to their spot. Chris: them say in point three times. So once again, straight arm, I want them to look at the spot for the referencing. So if it's two outside the 25, I want them to look at the 25. I want them to trace it back to their spot the straight arm and then 12 behind the front hash, point at the front hash, trace it back to their spot. tina: Mm-hmm. Dexx: and it's it's a memorization tool. Chris: It's it's a memorization. That's what it is. So we'll do that different times, do the whole chunk, then we'll go back to the beginning, we'll say it once all the way through, then we'll go back, then we do it silently. Point, go. Dexx: That that's what it is, you know. So we'll do that three times through the whole chunk, then we'll go back to the beginning, we'll say it once all the way through, then we'll go back, then we do it silently. Point, go. Point, go. And we'll like quickly get through it. And I the phrase is be more accurate in less time. Chris: Point, go. And we'll like quickly get through it. And I the phrase is be more accurate and less talking. tina: Mm-hmm. Dexx: Like Timmy, do you notice how you keep running into Billy? Maybe you're going to the wrong spot. Let's try that again. You know, and getting them that like no one's gonna whoop whoop whoop get over here you know, that's that's not the process. The process is you're a young adult, you go to the right spot. Chris: Like to me, you notice how you keep running into billing? Maybe you're going to the wrong spot. Let's try that again. You know, and getting them that like no one's gonna that's that's not the concept. You're a young adult, what a fine spot. Dexx: then we start, you know, we turn and face, normally three times, then we'll do it facing the correct direction, front field, backfield, three times, go through the chunk, grab the horns. Chris: Then we start, you know, we turn your face normally three times, then we'll do it face in the correct direction, backfield, three times, go through the chunk, grab the horns. I I wait until we get the horns out to do any sort of returns or hone moves. So I really just want to work on the lower body of the curve. and then go through that, same thing kind of eight beats, you know, each set. We'll start combining it if it makes sense to combine it into maybe you know three sets and three sets. Maybe add the play portion. Dexx: I I wait until we get the horns out to do any sort of turns or horn moves, because I really just want to work on the lower body at first. and then go through that, same thing, kinda eight beats, you know, each set. We'll start combining them if it makes sense to combine them into maybe, you know, three sets and three sets. Then we add the playing portion, Chris: So we use we use Beam, it has their drill information on the music. I Dexx: so we use we use beam. it has their drill information on the music. I tina: Mm-hmm. Chris: spent a lot of time writing that on there, but I think it's helpful. Dexx: spend a lot of time writing that on there, but I do think it's helpful. Chris: And you know, okay, look at this. It literally says these two measures, like those two measures in place. Okay, now do it on step outs. Okay, now do it on it. It's very introductory. We are not cleaning anything at that point, but just getting the start to process. I play these two measures, I go over here. So that's the drill learning process in a nutshell. and it looks an equal. Dexx: and, you know, okay, look at this. It literally says these two measures, play those two measures in place. Okay, now do it on step outs. Okay, now do it on the move. And it's very introductory. We are not cleaning anything at that point, but just getting the start to process. I play these two measures when I go over here. So that's the drill learning process in a nutshell. and it once again We made the decision three or four years ago that we are doing too much too early and we need to get the heck out of the way, let them figure it out, and then in like two weeks, three weeks, when they've actually done something consistently for a few days, now we can start talk about, hey, your your your step size is ideated, your curveway is pa y you know, stuff like that. So that that's our process in a nutshell. Chris: We make a decision three or four years to go we are doing too much too early, and we need to get the heck out of the way, let them figure it out, and then in like two weeks, three weeks, when they've actually done something consistently for a few days, now we can start talking about, hey, your your step size might be your curveway is not annual, stuff like that. So that that's our proxy condition. tina: Do you use anything Chris: How do you tina: to mark anything? Do you use t tape or chalk? Dexx: No, I'm way against chalk. Chris: against shock. Dexx: I I think it's a crutch. I I had I've had to convince people over the years and and I and I like and then Chris: I I think it's a crutch. I had I think convinced people over the years. Mm-hmm and me too. Like and then tina: Rotate. Right. Dexx: finally like, we don't need this. It's like, yeah, you know, your your kid is marching towards chalk, not marching towards a form, you know, when we do that. Chris: We don't need this. Yeah. Not marching towards a form, you know. tina: Mm-hmm. Right. Or a reference of on the field, yeah. Chris: right. And I we talk more about the clean process, sort of that next step would do it. But yeah, that what's our process right here? we Dexx: Right. And I I talk more about the cleaning process sort of that next step at a minute, but yeah, that that's our process right there. Chris: did the the same thing. I think it was like maybe my second year at Springtown. And I you know, you come into a new program and you don't want to Dexx: second year in Springtown. And I you know, you come into a new program and you don't want to rewrite everything that they're doing and what they're used to doing. So that first year we chopped things and that meant that the section leaders went through and chopped every kid in their section And so the next year we got to the ballot, the second movement of our our show. Chris: rewrite everything that they're doing and what they're used to doing. So that first year we chalked things. And that meant that the section leaders went through and chalked every kid in their section. And so the next year we got to the ballad, the second movement of our our show, and I was like, you know what? We don't need to chalk stuff. We're not going to chalk anything. We're just going to, we're just going to do this. And it worked great. The kids were fine. They started figuring out I gotta use my eyes, I've gotta know my relationship to my my neighbors, I've gotta to keep my head off the ground and do those things. And what that did for us immediately, horn angles improved because Dexx: And it worked great. The kids were fine. They started figuring out I've gotta use my eyes, I've gotta know my relationship to my my neighbors, I've gotta to keep my head off the ground and do those things. And what that did for us immediately, horn angles improved. Chris: they're not looking at the ground, spacing improved, arrival at set improved, all those things improved because they're not marching to a dot. Dexx: Spacing improved, arrival at set approved, all those things improved because they're not marching to a dot. tina: Mm-hmm. Dexx: And that dot, they knew, had a little bit of flexibility. I'm not looking for you to be 2.2 inches off, you know, but are your is your spacing in the form what it needs to be, which is what they learned when they're using their eyes. So from that point on, we never chopped anything. You know, it was just that that same process. Chris: And that dot they knew had a little bit of flexibility. I'm not looking for you to be two point two inches off, you know, but are your is your spacing in the form what it needs to be, which is what they learn when they're using their eyes. So from that point on, we never chalked anything. You know, it was just that that same process. But I think you're right. I mean, you've and you've got to let the kids figure it out, And we would play a game once we would learn a chunk of sets. Dexx: But I think you're right, I mean you've and you've got to let the kids figure it out, And we would play a game once we would learn a chunk of sets, go through it a few times, okay, here's the game. Chris: Go through it a few times. Okay, here's a game. I'm gonna call out a set number and you've got five seconds to get there. And it wouldn't be in order. It wouldn't be in order. And I even did this, I was working with High School band a couple of years ago. And I was the only person out there because they hired me to come in and work the the marching band when the directors all had to be in an in-service thing. And so I'm out there and I'm like, all right, guys, we're gonna try this. We've learned like Dexx: I'm gonna call out a set number. You've got five seconds to get there. And it wouldn't be in order. It wouldn't be in order. And I even did this, I was working with High School Band a couple years ago. And I was the only person out there because they hired me to come in and work with the marching band where the directors all had to be in the end service thing. And so I'm out there and I'm like, alright guys, we're gonna try this. We've learned like tina: god. No. Dexx: eight sets this morning. Let's see how well you know them. Chris: Eight sets this morning. Let's see how well you know them. And they had a blast, but they all right, set seven, five seconds, go, count down. And they're running. Yeah. and they're getting there. All right, set two, go. And they're like, they're getting there, that did a couple of things for us at that point. number one is it got them really thinking and concentrating on where they needed to go, And then number two is it got them running. Dexx: had a blast, but they all right, set seven, five seconds go, count down. And they're running. Yeah. and they're getting there. All right, set two, go. And they're like, they're getting there, that did a couple of things for us at that point. number one is it got them really thinking and concentrating on where they needed to go, and then number two is it got them running. Chris: it got them running and having fun with running and getting from set to set quickly, Dexx: it got them running and having fun with running, getting from set to set quickly, so that was something that that I like to do with my band. They always fun with it, but I've used that in other places, everywhere I go basically. Chris: so that was something that that I like to do with my band. They always had fun with it. But I've used that in other places, everywhere I go basically, when we're learning chunks of drills like, All right, let's see how well you know this. and then I'll tell them next day we're gonna have another contest. But on the next day, if you don't get to your set cleanly in the amount of time that I give you, you're out and you have to come to the side, you know. Dexx: see how well you know this. know, and then I'll tell them next day we're gonna have another contest. But on the next day, if you don't get to your set cleanly in the amount time that I give you, you're out. You have to decide. Nice. And they'll they'll practice. Chris: And they'll they'll practice. They'll Dexx: like out there after rehearsal and they're practicing their sets because they don't want to be knocked out, So you can have fun with it too. it doesn't always have to be the most tedious thing that we do. Because I used to hate setting drill. I was very particular about it and we wanted it to be good, but that was like to me the slowest process in the whole year. Chris: like go out there after rehearsal and they're practicing their sets because they don't want to be knocked out, So you can have fun with it too. it doesn't always have to be the most tedious thing that we do because I used to hate setting drill. I was very particular about it and we wanted it to be good, but that was like to me the slowest process of the whole year. I just wanted to get Dexx: wanted to get that done. But I wasn't still one of those guys that we're gonna have our drill out there by September first. No, we were October first and we're still finishing up stuff, were going slow and methodical, but it was painful for me. know, I wanted to be moving on. So have some fun with it. Figure out some creative ways of getting them to learn those spots. competition and and that kind of Chris: That done. But I wasn't still one of those guys that we're gonna have our drill out there by September 1st. No, we were October 1st and we're still finishing up stuff, We were going slow and methodical, but it was painful for me. I wanted to be moving on. So have some fun with it. Figure out some creative ways of getting them to learn those spots, competition and and that kind of did it for my group a lot. there was always some prize, Whoever's left at the end of the of the drill, you guys get a an icy pop on break or whatever, So it's kind of fun. So kind of going into the next section, which is just the rehearsal sequence. Dexx: There's always some prize, Whoever's left at the end of the of the drill, can you guys get a an icy pop on break or whatever, know, so just kind of fun. kind of going into the next section, which is just the rehearsal sequence. Chris: So what does a typical rehearsal sequence look like? And and I know we've kind of talked about that in parts. Dexx: So what does a typical rehearsal sequence look like? And and I know we've kind of talked about that in parts, but just kind of give me like your hour and a half rehearsal, how do you go through that sequence it? How much time might you spend on each part of your rehearsal? Chris: But just kind of give me like your hour and a half rehearsal. How do you go through that, sequence it? How much time might you spend on each part of your rehearsal? Dexx: So at this point, right, morning rehearsals hour and a half every day. So about twenty, twenty-five minutes to warm up depending on the day. then we'll get Chris: then we'll get a Dexx: about three fifteen minute chunks in, and then we Chris: Yeah, we Dexx: do a run through because after that point we lose a handful of kids to our medical clinicals class. and then we get about fifteen or twenty minutes after that to to rehearse Chris: lose a handful of tools to our medical and clinical class. and then we get about fifteen or twenty minutes after that suit to our Dexx: another chunk and it is quick, it is rapid fire to get through it. Chris: It is quick, it is rapid fire to get through it. Dexx: n there are some water breaks in there, but it's nice and cool so you know it's not a not like you know those afternoons that we're just baking or whatever, you know. but it it's quick and efficient and each chunk I'm gonna accomplish these two things and let's move on. Reps, reps, reps, little bit you know, I always go back to like how much damage can we do with the least bit of information and Chris: there are some block freaks in there, but it's nice and cool so you know it's not like not like you the zapping is bacon or whatever, you know. but it it's quick and efficient and shunk on accomplish two things and let's move on. Reps, reps, reps, a little bit. You know, I always go back to like how much damage can we do with at least the information and and Dexx: let's do that again, but I like I want you to put your feet no no, like I really like your feet really in time. Every single beat. Chris: Well say that again, but I what should put your feet in time. No no, like I really keep your feet really in time, every single beat, go. You know, and like like really convince them that that's really a priority, and then rep rep rap and then move on to another thing. So it's rapid fire, but it keeps us out of the heat here now, so that's the that's the life really. Well, and that's what we have to deal with. And Tina, you're doing yours in the afternoon. What's that like? Dexx: Go. You know, and like like really convince them that that's really a priority and then rep rep rep rep and then move on to another thing. So it's rapid fire but it keeps us out of the heat right now. So that's the that's the life we're living. Well that's what we have to deal with. And Tina you're doing yours in the app we do. What's that like? tina: Mm-hmm. Yeah. It's fun. I mean I Dexx: Ha ha ha. Chris: Ha ha ha. tina: mean it's very much planned water breaks. It's very much, following the system that's that's created for the wet bulb and and doing it, you know. Chris: Mm-hmm. tina: And I I do think though that the kids just start to build a tolerance to it to an extent, and they can do more and all that. So it's it's just you're going for it and the kids are in and we just we do what we can do. We don't ever over push them. and give, like I said, plenty of the four minute breaks and all of that within what we're supposed to be doing. Chris: Right. tina: And it it's still working well. and if a kid has to sit down, there's there's a process for that because it's so hot out there, We have them sit out and they're on a five minute timer and we go check on them and we really strongly encourage hats. Most kids have some kind of hat on, we do, sunglasses, Chris: Yeah. Yeah. tina: I know all the directors we wear UV like long sleeve shirts and even with like the hoods, the thin ones, just because you're out there and some of the kids because the kids wear our white plain t shirts out there and like some of them will put the the longer sleeve UV stuff underneath and some don't, but and we're pushing sunscreen and all of that. But it's it's working fine. But I do know you get more done and it's faster in the weather. But McKinney starts early. The school day starts early and ends Dexx: Yeah. tina: kind of early. So it's either let them go home and come back, he's ch chosen to just keep it going. they've got enough time to, get a snack, get their water bottles filled with ice and water and all that and get us all out there. And then we're done at 5 30 on some days and 6 30 on others. So they're done. They don't have to come back. I mean, we Chris: Right. Yeah. tina: do have some night rehearsals like at the stadium that are planned out. that are later, but it it just it works, but I do think it's because of getting acclimated to the weather in the summer, with summer band and things like that. And then gradually getting to that, it it just helps to get acclimated. But we are full in safety and timing, water breaks. I mean watches are, it's all just very well done. Chris: Yeah. It's and for me, when I was teaching for A level, our challenges were a little bit different where we had a lot of athletes in band, ton of And so we only had one after school rehearsal. It was Monday evenings from six to eight thirty. Dexx: For me, when was teaching 4-A level, our challenges were little bit different where we had a lot of athletes in band, a ton of them. And so we only had one after-school rehearsal, it was Monday evenings from 6 to 8.30. tina: yeah. Chris: and it was always over at the stadium, which was across town. So it wasn't on campus. So that was a big Dexx: And it was always over at the stadium, which was across town. So it wasn't on campus. So that was a big, Chris: load up, go over there, unload, all that kind of stuff. And we had great parents that did ninety nine percent of all that for us. but we had to give those athletes, after school football, volleyball, all that stuff. Then they would come over to the stadium at six o'clock and we would Dexx: know, load up, go over there, unload, all that kind of stuff. And we had great parents that did ninety nine percent of all that for us. but we had to give those athletes, you after school football, volleyball, all that stuff. Then they would come over to the stadium at six o'clock and Chris: go to eight thirty. But even at six o'clock, and this was before the wet bulb really became happening and everything, but even at six o'clock, I mean Dexx: But even at six o'clock, and this was before the wet bulb really became happening and everything, but even at six o'clock, I mean if you think about right now at six o'clock, it's still 103 degrees outside or whatever. know, we had to do a lot of just sectional stuff, warm-up and sections, do some musical playing in sections, come together, play, before we ever got into a lot of the marching stuff. Chris: If you think about right now at six o'clock, it's still 103 degrees outside or whatever. we had to do a lot of just sectional stuff, warm-up in sections, do some musical playing in sections, come together, play, before we ever got into a lot of the marching stuff. tina: Yeah. Yep. Mm-hmm. Chris: and then the rest of our rehearsals were one hour before school every day of the week. So we'd start at 6:40, go to 740. School started at 805, Dexx: and then the rest of our rehearsals were one hour before school every day of the week. So we started at 6.40, 7.40, school started at 8.05. Chris: and Just do an hour each day plus that two and a half Dexx: Do an hour each day plus them two and a half. Chris: hour on Monday night. But tina: Yeah. Chris: and that's that's typical for I think smaller schools is maybe the the one big rehearsal on a Monday night, things like that when there's a lot less conflict. but it's complicated. And a lot of the schools I work with right now, they're doing three hour rehearsals on a Monday or a Tuesday night, so on our website we'll have another resource. Dexx: and that's that's typical for I think smaller schools, because maybe the the one big rehearsal on a Monday night, things like that where there's a lot less conflict. but it's complicated. A of schools I work with right now they're doing three hour rehearsals on a Monday or a night, you know. so on our website we'll have another resource. tina: Mm-hmm. Chris: Dex has got a a link that I'm assuming is kind of your hour and a half kind of thing. And I've I'll also put on there an example three hour rehearsal block, what that looks like broken down, just to kind of help everybody kind of have a real succinct plan because that's something that especially younger directors I work with a lot, is they know what they want to accomplish, but they don't know how they want to. Dexx: Dex has got a link that I'm assuming is kind of your hour and a half kind of thing. Yeah. And I've I'll also put on there an example three hour rehearsal block, what that looks like, broken down, just to kind of help everybody kind of have a real sustained plan because that's something that especially younger directors I work with lot, is they know what they want to accomplish, but they don't know how they want to accomplish. Chris: accomplish it. They just go out and start working on it, but there's not really a plan. So that's what this is for, is kind of help give you a plan how you can break things down, maybe keep things a little bit more interesting and moving along where the kids aren't getting tired and Dexx: They just go out and start working on it, but there's not really a plan. So that's what this is for. It's kind of help give you a plan of how you can break things down, maybe keep things a little bit more interesting and moving along where the kids aren't getting tired of your. Chris: you're not getting tired of doing the same thing over and over again. So we've kind of talked about one of our to our talking points was this quality over quantity. Dexx: So we've kind of talked about one of our our talking points was this quality over quantity. and I think we've kind of demonstrated throughout this podcast so far that we are we are rehearsing for quality over quantity. Vex, do you have anything you kind of wanna throw in over that? Chris: and I think we've kind of demonstrated throughout this podcast so far that we are we are rehearsing for quality over quantity. Dex, do you have anything you kind of wanna throw in over that? Dexx: Yeah, so you know, my thing is find a target and maximize that target. And don't get distracted, especially right now. There's so much going on. Chris: There's so much going on. tina: Yeah. Dexx: What is this you know, I I I have a friend and this is like when I was teaching drum core, even at the drum core level, the question always was, what is the worst thing we do from a brass performance sheet level? Like a judge, what would a brass permanent Okay, we're gonna start with that today. What is the next worst thing we do? That's the next thing we're gonna do. You know, and as simple as that and and so I I study film a lot, and just watch things over and over and look at the score and highlight and things like that, and then I go, that's what we're gonna do at this job. Chris: drum core and even in the drum core level, the question always was, what is the worst thing we do on a grass performance machine level? Like a judge, what would a grass okay, we're gonna start with that today. What is the next worst thing we do? That's the next thing we you know and as simple as that and so I I study film a lot and just watch things over and over and look at the score and highlight and things like that and then we go, that's what we're gonna do with this shelf tina: Mm-hmm. Dexx: Today. And and Chris: today. And Dexx: you know, if it's if it's timing, be all in on timing and and keep going after it. However you plan to do that. Maybe it's a air rep with the drumline playing only. Maybe you're layering in sections from the back to the front. maybe you're doing halftime met, quarter time met. Maybe you're going it just there's different ways to think about it, you know, and go all in on that thing. And then when it's really good, Chris: If it's if it's timing, be all in on timing and keep going after it however you plan to do that. Maybe it's a air rep, drum line planning only. Maybe you're layering in sections from the back to the front. maybe you're doing half time that quarter time minute. Maybe you're going to different ways to think about it and go all in on that thing, but it's really good. Dexx: rep for consistency. And if you look at your watch and you have three more minutes left, then Chris: Rep for consistency. And if you look at your watch and you have three more minutes left, then maybe you can pick one other thing that you get to work on. Congrats. You know, like it's there's so many things you need to focus on at this point in August, you know, like just pick that one maximum. You'll get way more out of it. On the flip side, Dexx: maybe you get to pick one other thing that you get to work on. Congrats, you know, but like it's there's so many things you could focus on at this point. In August, you know, like just pick that thing and maximize it. You'll get way more out of it. On the flip side tina: Mm-hmm. Chris: there is a point of diminishing returns. for a while, and so that's I I think that fifteen minute Dexx: There is a point of diminishing returns, when you work on a certain chunk for a while and so that's I I think that fifteen minute mark is sort of a sweet spot for us right now. The kids can still take information and still adjust, but they're not like, you know, lights are on but nobody's home yet. Chris: is a sweet spot for us right now. The kids can still take it from any things that we'll have dust, but not like you know restaurant WS on the end. tina: Yeah, yeah, yeah. Chris: so that that's how coming to how to do that and you know I was I notes it on there. I just put an for music and trumpet column that is visual plus ones. And I'm just gonna go all out on plus ones and just one. And and and if you're in a situation where you have field staff Dexx: So that that's how I plan, that's how I get through that. And then you know I I was I notate on there, I just put an for music and trumpet calmness, visual, plus ones, and I'm gonna just gonna go all out on plus ones and just comment plus one and and and and if you're in a situation where you have field staff, tina: Mm-hmm. Mm-hmm. Dexx: this is something I learned a lot last year, my first year leading the marching band, is I I had just a a frustration for lack of a better word, is like Chris: This is something I learned a lot last year, my first year leading the marching bands. I I have a just a frustration for lack of a better word is like, why don't they see what I'm seeing? Why don't they why are they fixing what I want them to fix? No, it was like very simply like tell them. You have the greatest vantage point of anybody on the field, if they're not getting something done, tell them what you want them to work on, and in this yard double down. Dexx: Why don't they see what I'm seeing? Why don't they why aren't they fixing what I want them to fix, you know? And it was like very simply like Tell them. You have the greatest vantage point of anybody on the field. If y if they're not getting something done, tell them what you want them to look work on and then this year I've doubled down tina: Right. Chris: And on the less split it says this and I'm like, hey, Dexx: and on the lesson plan it says this and I'm like, hey Chris: look at the less plane. It's what we're working on right here, you know? And you know, it it not really has I don't say your big has to, but like you're paying get the most code, you know? And we target it. 'Cause for them, I mean coming in and we added choreography, this is backward down, book book book. There's so much coming out there. Hey, I just wanted to focus on plus ones. And that gives them like, okay, I'm just gonna focus on plus ones. Great. Right. Right. Dexx: Look at the lesson plan. This is what we're working on right here, you know? And you know, it not everybody has that, and I'm not saying everybody has to, but like you're paying get the most out of you know, and like ha be targeted. 'Cause for them, I mean, coming in and we added choreography and this is backwards now, blah blah blah blah blah and there's so much coming at them, hey I just want you to focus on plus ones. And that gives them like, Okay, I'm just gonna focus on plus ones. Great. Right. Right. tina: Yes. Chris: Yeah, and that's I mean, Dexx: Yeah, and that's I mean Chris: that's the beauty of it. I mean, I had something written down in our notes here, kinda goes along well, it goes exactly kind of along with what you're talking about, but just this cycle of perform, evaluate, correct, rep, and just keep doing that, not perform, talk, perform, talk, perform. I s we we see that a lot where okay, do Do it again, do it again. Dexx: exactly kind of along with what you're talking about, but just this cycle of perform, evaluate, correct, rep, and just keep doing that, not perform, talk, perform, talk, perform. as we we see that a lot where, okay, do it again. Do it again. Do it again. Okay, Chris: Okay, why? What am I fixing? Dexx: why? What am I fixing? Chris: what what am I what what's the point of doing it again if you don't tell me exactly what I need to work on? You know their breakfast are going through all the things. And and we've had a few like come to Jesus Fucking this year where I was like, I want you to look at funding pieces and they focus on something else, and I just like stop, what would we focus on? Dexx: What what am I what what's the point of doing it again if you don't tell me exactly what I need to work on? And their brains are going crazy and all the things and and we've had a few like, come to Jesus moments this year where I was like, I want you to focus on releases and they focused on something else and I was like, Stop. What were we focused on? tina: Mm. Mm-hmm. Yeah. Dexx: We're focused on releases. Were you focused on releases? No. You're focused on all these other things. I want you all in on this one thing. Then all of a sudden, my gosh, we got way better, you know? And so like getting their brains going too, because there's so much going on in modern marching band for them to focus on. give them a target. Absolutely. Chris: You're focused on the least system. Or you focus at least no, you're focused on the least on thing. I want you all in this thing. And then all of a sudden, my gosh, we're gonna look at that. You know? Yeah. So like getting their brains going to there's so much going on in modern fortune band for them to on target. Absolutely. tina: Uh-huh. Mm-hmm. Chris: Absolutely. You know, and then the other thing is, make your corrections concise. don't try to tell them forty things to work on, just like you're saying. Dexx: You know, and then the other thing is, you make your corrections concise. don't try to tell them forty things to work on. Just like you're saying. Chris: we're just working on releases or we're just working on our close or we're working on our plus one, whatever it is, that's that's your focus, But make that concise. Don't sit there and talk about it for a minute and a half and expect them to remember what you need them to do. Dexx: we're just working on releases, or we're just working on our clothes, or we're working on our plus one, whatever it is, that's that's your focus. But make that concise. Don't sit there and talk about it for a minute and a half. No. No. And expect them to remember what you need to do. Chris: So a challenge for directors is can you give the students a correction in thirty seconds or less? and for me it needs to be a lot less than thirty seconds. Dexx: So a challenge for directors is can you give the students a correction in thirty seconds less? You and for me it needs to be a lot less than thirty seconds or Chris: working with student teachers so much, that's one thing I say all the time. And I say, Video yourself and and go back in time how much you talked and how much they played. and it's eye openly. Dexx: working with student teachers so much, that's one thing I say all the time. And I say video yourself and and go back in time how much you've taught and how much they play. and it's eye opening. tina: Mm-hmm. Chris: And they're like, my gosh, I didn't realize that. Dexx: They're like, my gosh, I didn't realize that. Chris: It's claims. You're wanting to depart all this information because you're coming out of college and you think you know all this stuff when the kids have tuned you out after that first ten seconds. give them something short, work on this. This is our focus. Go back, let's do it again, Dexx: But you're wanting to depart all this information because you're coming out of college and you think you know all this stuff when the kids have tuned you out after that first ten seconds. give them something short, work on this, this is our focus, go back, let's do it again. Yes. And that can change each time, but give them one thing to correct. One thing to get better. and you know, you'll Chris: And that can change each time, but give them one thing to correct, one thing to get better. no, you're Dexx: build your tool belt. I call it your tool belt. Like what what is what it okay, blank happened, what are you gonna do? Is it gonna be concert F? Is it gonna be only these parts play? Are you gonna whittle it down per section? Chris: Right. Dexx: Like what is your tool belt? And I think that was something that I built a lot in you know, student teaching early first two of years and then it's like I can really Chris: Teaching for the first two years and then it's like I could Dexx: I can do some stuff now, and I've got these tools to try different things and sustain and man that that that makes a huge difference and it is less talking. Let me hear just trumpets. Listen. Stop, listen for tuning. Ready? Hold you know, and like that was two words. Versus I could now if you Chris: I can do some stuff now, and I've got these tools to try different things and sustain and and that that makes a big difference and it's less coffee. Mm-hmm. We're just trumping, listen. Stop listening for tuning. I mean pull, you know, and like that was two words. tina: Yes. Right. Dexx: have the third of the chord you know, and it it's like you could just Chris: You know, it it's tina: No, no, yeah. Simplify. Dexx: Simplify. Listen for tuning. Horns up? Go. You know, like that you don't need 30 seconds. No, you don't need 30 seconds. It's I you know, I go back to when I'm working with student teachers, when we go and observe them, we're we're told just give them one thing to approve between now and your next observation. don't give them this whole laundry list of things that they need to work Chris: simplifying on that. No, you don't need thirty seconds. And it's I you know, I go back to when I'm working with student teachers, when we go and observe them, we're we're told just give them one thing to improve between now and your next observation. don't give them this whole laundry list of things that they need to work on. tina: Yeah. No. Dexx: on. What is the most pressing thing that they need to approve on? Chris: What is the most pressing thing that they need to improve right now? and if that's the the philosophy for for students in college who are fixing become band directors, it certainly needs to be that simple for high school students. just give us one thing, one thing. Okay, we're gonna get into some common rehearsal pitfalls. Dexx: If that's the the philosophy for for students in college who are fixing to become band directors, it certainly needs to be that simple for high school Yeah. Just give us one thing. Awesome. Okay, we're just gonna get into some common rehearsal pitfalls. Chris: I've got a few that I'm gonna just kind of lay out there and then we're gonna ask Dex to add to it with with things that he's experienced. number one pitfall I think in rehearsing is and this is for any rehearsal, not just marching band, but no clear goal. You know, just have goals. Dexx: I've got a few that I'm gonna just kind of lay out there and then we're gonna ask Dex add to it with the things that he's experienced. number one pitfall I think in rehearsing is and this is for any rehearsal, but this marks we have a no clear goal. You know, just have Make it better. Chris: Make it better, you know. Yeah. Yeah. it's like Dexx: Make it better. Make better. What does that mean? Yeah. Yeah. How? What better? It's like tina: Yeah. Well, how, you know, yeah. What do I need to do? Dexx: have a clear goal. mistake number two is too much talking. Okay. students spend spend more time listening than performing. Chris: Have a clear goal. mistake number two is too much talking. Okay. students pen spend more time listening than performing. tina: Mm-hmm. Chris: So make sure, we we just kind of talked about that a little bit. Be concise. number three is fundamentals disappear once the season starts, fundamentals are abandoned. We get so concerned with learning sets, and we get concerned with you know playing and marching and moving and all this stuff that we don't focus on fundamentals. Dexx: Number three is fundamentals disappear once the season starts. Fundamentals are abandoned. We get so concerned with learning sets and we get concerned with playing and marching and moving and all this stuff that we don't focus on fundamentals. Chris: Number four is running too much, meaning full runs are used instead of targeted cleaning. Yes, a full run needs to happen at the end of a rehearsal. We need to see what what they're comprehending, what they're Dexx: Number four is running too much, meaning full runs are used instead of targeted clean. Yes, a full run needs to happen at the end of the rehearsal. We need to see what they're comprehending, what they're Chris: putting together, how that's how that's happening. But your rehearsal should be targeted. It shouldn't be just full runs over and over again. Mistake number five is trying to fix everything. Not every problem needs to be solved today. Dexx: But your rehearsal should be targeted, it shouldn't be just full runs over okay. Mistake number five is trying to fix everything. Not every problem needs to be solved today. Chris: Okay, that goes back to having a clear goal and target what you're doing. Mistake number six is no procedures. So every start rehearsal starts from scratch. So there's not a a typical flow to the rehearsal. You know, whether it's starting off in fundamentals block, going to music arcs, going to targeted spots in your drill, whatever that may be. everything just kind of starts from scratch. Number seven is director dependence. And we've talked about that a little bit with drill settings. Dexx: Number six is no procedures. So every rehearsal starts from scratch. So there's not a typical flow to the rehearsal. You know, whether it's starting off and putting a middle spot, going to music arcs, going to targeted spots in your drill, whatever that may be, everything just kind of starts from scratch. Number seven is director dependence. And we talked about that a little bit with the drill setting. Chris: students wait for the directors to identify every issue, Dexx: know, students wait for the directors to identify every issue. Chris: or you've got students that will wait until you show them where they need to be on the on the drill chart, Dexx: Get students that will wait, can you show them where they need to be on the drill chart? Chris: making them responsible for their Dexx: Making them responsible for their Chris: learning and their their portion of that isn't is is very important. And number eight, it's no reflection. Rehearsal ends without determining what was accomplished. And, for me that's discussing that with the students. Did we reach our goal? Dexx: A is no reflection. Rehearsal ends without determining what was accomplished. And for me, that's discussing that with the students. Did we reach our goal? Did we get better today? If not, why? What do we need to change tomorrow to ensure Chris: Did we get better today? If not, why? What do we need to change tomorrow to make sure that we're getting better every day? So Dex, that's eight from me. Do you have any other rehearsal pitfalls that you've experienced? Dexx: So that's that's eight from me. Do you have any other reversal pitfalls that you've experienced? Yeah, th those are fantastic. I'm gonna tick off like four of mine that you just said right there. I would say something just in the planning phase is like not getting off the metronome soon enough. like tina: Mm. Dexx: like for me it's like I'm gonna start introducing those nomet reps as soon as I feel like they're comfortable because man, if they can start processing that and and figuring out how that's gonna feel, I I never wanna roll into that first football game and have the question in my head of like, do we need to do the metronome for the football game? Chris: It's like I'm gonna start introducing those to net reps as soon as I feel like they're humble because and if they can start processing that and and figuring out how that's gonna feel, I I never want to roll into that person that game and have a question in my hand of like, do we need to do the metronome for the photography? tina: Yeah. Dexx: I that is like a failure entirely on my part if we feel like we are having to ask that question. So just getting off the metronome sooner, even though that means doing doing less Chris: I that is like a failure entirely on my part if we feel like we're gonna have to ask that question. So just getting off the metronome finger, you know, that means doing tina: Right. Dexx: show. this is a little bit opposite to what you said, but I think what you said is fantastic. In my opinion, getting two micro on four counts and not giving them an opportunity to conceptualize that within the biggest chunk. and so for me that looks like like when we first learned drill, I might, you Chris: This is a little opposite of what you said, but what you said is fantastic. In my opinion, two micro on four counts, and you're not giving them an opportunity to conceptualize that in the biggest chunk. and so for me that looks like like when we first learned drill I might you know, I Dexx: might have mini chunks that are like four sets, but as we get deeper into things, I try to base it on phrases of the show so that make more like eight or ten sets. And so yes, we're really gonna Chris: might have many chunks that are like four sets. But now as we get deeper into things, I try to post enough races that they show so that make more like eight or ten sets and so yes, we're really gonna Dexx: today we're really working on this middle portion right here, but then I'm gonna save time to make sure we can bridge all that together. And how do I get into that and how do I get out of it? And I think it that conceptualization in the in the bigger picture can do more for them than I can say sometimes. Chris: Today we're really working on this middle portion right here, but then I'm gonna spend time to make sure we can bridge all that together. And how do I get into that and how do I get out of it? And I think that conceptualization and the bigger picture can do more for them than I could say to the first. again in the planning phase Dexx: Again in the planning phase is just not thinking about all the needs of all the units and you know a lot of times that person leading the rehearsal is more than likely a wind player and are you considering that percussion really needs to hit this part to feel good about Friday night and ColorGuard really needs to hear this to feel good about Friday night and so kinda planning for those and not just, you know, Chris: Not thinking about all the needs of all the units. And you know, a lot of times that person being reversal is more than likely a win player. And are you considering that should really need to hit this far to feel good about Friday night? And Hologuard really needs to hear this to feel good about Friday night. And so kind of planning for those and not just you know. Dexx: head in the sand about just the wind section. you know, sometimes people bring out designers and they don't really give them a framework. Chris: Head in the sand about just the weakness section. you know, sometimes people bring out designers and they don't really give them a framework tina: Right. Dexx: Of you have an hour. I've certainly seen I have witnessed a rehearsal where they spent an hour and forty-five minutes on about twenty-five seconds of the show that was unjudged because it was pre-show. And I was like Chris: of you have an hour. And I've certainly seen I have witnessed our hears, well, they spent an hour and forty-five minutes on about twenty-five seconds of a show that was unjudged because it was a pre-show. I was like, tina: Mm. Why Chris: did anybody Dexx: Did anybody tell them that Chris: tell? Dexx: we shouldn't, you know? And and that that was that was rough, you know, and and they don't know. They're just designing a way. and then and I and I agree with what you said about, not doing fundamentals and and things like that, and you should, but spending too long. and I think about it in our case, like I could easily convince myself that we should do forty five minutes of fundamentals. I can easily convince myself of that. Is it worth half of our rehearsal though? Chris: shouldn't you know and and that that was that was rough, you know, and they don't know, they're just designing a way. and then and I and I agree with what you said about know not doing fundamentals and things like that, and you shouldn't, but spending too long. and and I think about in our case, like I could easily convince myself that we should do 45 minutes of fundamentals. I could easily convince myself of that. Is it worth half of our reverse? Right. Dexx: You know, and so that that's that's kinda where I go with that. Chris: So that that's that's kind of where I go with it. Great, great. Yeah, I mean, I agree. I agree. Those are a lot of pitfalls that we experience and things to try to Dexx: that we experience and things that try Chris: keep in mind as you plan your rehearsals. we're gonna kind of get into just the last couple of things here. We're gonna be winding this down pretty quickly, but an effective rehearsal formula, Dexx: we're gonna kind of get into just the last couple of things here. We're gonna be winding this down pretty quickly. But an effective rehearsal formula. Chris: For me that that's plan, prepare, perform, evaluate, correct, and repeat. where a plan is what are today's priorities, prepare is do students understand the expectations, perform, give them an opportunity to execute, evaluate what actually happened, Dexx: For me, that that's plan, prepare, perform, evaluate, correct, and repeat. Or plan is what are today's priorities, prepare is the students understand the expectations, perform, give them an opportunity to execute, evaluate what actually happened. Chris: correct, identify the most important adjustment, and then repeat. Give students another opportunity to apply it. and that could be rep, you know. Dexx: And the repeat gives students another opportunity to apply it. And that could be rep, you know, just reps, repeats. How what is your kind of your philosophy on what is your reversal formula, just kind of in a nutshell. We've kind of discussed it throughout the podcast, but if you were to put it into just a couple of bullet points, we'll put it. Chris: Just reps, repeat. what is your kind of your philosophy on what is your rehearsal formula, just kind of in a nutshell. We've kind of discussed it throughout the podcast, but if you were to put it into just a a couple of bullet points, what would that be? Sure. So Dexx: Sure. So the first one is just studying film from the previous day or previous run through and just kind of watching things over and over and not necessarily watching the whole thing, but just like a targeted moment and what do I see the majority of the group, you know, having this issue. And then from there it's it's like, okay, what's the greatest priority within within the show? What is what is our nine one one moment right now? And okay, that's gotta be ticked off tomorrow and this has got this you know, this can weight. and then from there it's like the question is like, especially at this point in the year Chris: see the majority of the group you know having this issue and then from there it's it's like okay what's the greatest priority within within the show what is what is our 911 moment right now and that's got to be ticked off tomorrow this got this you know this can wait and then from here it's like the question is like especially at this point in the year where Dexx: Where things are still really fresh is like, what's our way out of Chris: things are totally fresh is like what's our way out of it? Dexx: this? Are we gonna commit to this thing? Or do we need to cut bait with this and go a different direction? And I think, you know, I I think great teachers in Marching Band are also great designers to a certain extent. And the more I've got in my tool belt of how could I reconsider how we get from here to here or or how you know there's so many options you can play with and man, we could have fought. Chris: Are we gonna commit to this thing? Or do we need to cut baits every place and go a different direction? And I think, you know, I I think great teachers and RGB are also great designers to a certain extent. And the more I've got my tool building of how can I reconsider how we get from here to here, or how you know, there's some options you can play with. And I mean we could have fought Dexx: This thing Chris: this thing. Dexx: for so long, for little to no reward, or it could just be this. And those moments have saved us time and so basically like, here's our biggest issue, how do we get out of it? Is it teach our way out? If it is teach our way out of it, then we need to teach our way out of it. We need to find a formula that works for our kids or design our way out of it. Or rethink it or something like that. and then at the end of that rehearsal, watch that run through, okay, did I actually meet that goal? And if I didn't, Chris: For so long, we're little to no reward, we're gonna do this. And those moments have saved us time. So events are like, here's our biggest issue, how do we get out of it? Then we need to teach our way out of it. We need to find a formula that works for it is, or design our way up, or rethink it or something like that. then at the end of that rehearsal, watch that run-through, okay, did I actually meet that goal? If I didn't, tina: Right. Dexx: okay, ha now we now maybe that teaching thing needs to be a design thing. Chris: Okay, how now we now maybe that teaching theme needs to be a design you know. Dexx: You know. Right. So it's always evaluating I record every single run through, I obsess over it and watch and watch and watch on repeat and just ask that question of like, What's nine one one right now? Yeah. Chris: Right, right. It's always evaluating my report every single run through. I obsess over it and watch and watch and look at another thing and just ask that question what's 911 right now. Yeah, I love it. I love tina: Yeah, yeah. Chris: it. Very cool. So we got a closing challenge. this is a question for the listeners. And ask yourself if you gave your rehearsal plan to another director. Dexx: Cool. So we've got a closing challenge. this is a question for the listeners. And ask yourself, if you gave your rehearsal plan to another director, Chris: Would they know exactly what you were trying to accomplish? And I think that's something that we kind of have to think about when we're planning our rehearsals. Say you're sick and you're not there. Dexx: would they know exactly what you were trying to accomplish? And I think that's something that we kind of have to think about when we're planning our rehearsals, say, you're sick and you're not there. Chris: Will your assistant know exactly what you're trying to accomplish? Have you communicated that with them, or is everybody on the same page? But even if it's written down, are they gonna understand what your goal is and what you're trying to do? So that's something that I always Dexx: Will your assistant know exactly what you're trying to accomplish? Have you communicated that with them or is everybody on the same page? But even if it's down, are they gonna understand what your goal is and what you're trying to do? So that's something that I always wanted Chris: you know, wanted to make sure that if I for some reason wasn't at school, could the rehearsal go on without me and be as effective Dexx: to make sure that if I for some reason wasn't in school, could the reversal go on without being obviously? Chris: as if as if I were there? so that's the thing. examine your your next rehearsal and write down three goals, what must improve, three procedures, what must become more automatic, and three priorities, what deserves the majority of rehearsal time. Dexx: That's the thing. examine your your next rehearsal and write down three goals, what must approve, three procedures, what must become more automatic, and three priorities, what deserves the majority of rehearsal time. Then ask yourself at the end of rehearsal, how will you know whether you succeed or not? So that's kind of Chris: Then ask yourself at the end of rehearsal, how will you know whether you succeeded? So that's kind of the way I kind of teach, and work with with marching band with my kids. Dex, you got anything to add to that? Yeah. Dexx: The way I kind of teach, work with with marching band with my kids. Dex, you got anything to add to that? Yeah, so Chris: So Dexx: as much as we talk about teaching and and teaching is the root of what we do, due to the athletic nature of marching band, allow yourself to be a coach. Sometimes the kids just need to be coached. And tina: Mm-hmm. Yeah. Dexx: I find myself coaching a lot right now and trying to coach effort and approach and get their heads in the right spot. and it i it's an athletic endeavor. coach them, give them something to be inspired Chris: It it's an athletic effort. coach that given seem to be inspired. Dexx: by. you know, find a quote that works for you guys. Last year for me it was I wished I had or I'm glad Chris: quote that works with you guys last year for me it was I wish I had I'm glad Dexx: I did and which boat are you putting yourself in right now? And I think that there was no pedagogical information in that. But gosh darn it, that next rep was a lot better after talking about the future, you know. And so and I'm not saying don't teach, I'm not saying don't be an educator, but coach them. They need to be coached, they to be motivated. It's stinking hot outside and they could be inside on a beanbag chair playing video games and like coach them. They need it. Yeah. Chris: we did which vote are you putting yourself in right now and I mean that there was no pedagogical information that but gosh darn it that next rep was a problem talking about the future, you know. And so and I'm not saying don't teach I'm not saying don't be an educator, but coach them. They need to be coached. They to be motivate sneaking hot outside and the inside of the video games and like coach them. They need Yeah, tina: Right. Yeah. Chris: absolutely. I mean that's that's for me that was a the biggest part Dexx: For me that was the the biggest Chris: of my job was was coaching and motivating and making sure that everybody was you know, all in that that type of thing. Tina, what about you? You got any kind of closing thoughts? Dexx: Yeah. you know what about you? You got any kind of closing thoughts? tina: Well, one thing, Dex, you were talking about just a second ago is, you know, if something's not working, and I know Chris and I have joked, pivot, you know, if you're looking at it, don't be afraid to brainstorm and pivot and go a different direction. if it's a design, like you're saying, or or, different, you know, skills that they're having to have, or you have a lot of b body movement and things going on that maybe you just need to pivot and change it or don't do it there or whatever. But Don't be afraid to do that and to collaborate with your team on what will work better because sometimes some things just do not work for that group. But everything both of y'all have said is is really great advice and incredible. But don't, don't be afraid to reach out to people, and and to to literally change some things or whatever needs to happen to make it more successful for the kids. Chris: Yeah, I mean that's that's that's kind of the thing is don't be afraid to change something. And you know, I know a lot of folks who, well, this is the show that I've been giving, I purchased this, they have a drill writer, I have you know, the music. And like there's nothing that says you can't modify that, that you can't change that. So the into an art, they can't see it, and they're gonna hold it for twenty eight counts, it looks great on fireware. Yeah, absolutely. Absolutely. Dexx: Yeah, I mean that's that's that's kind of the thing is don't be to change something. And you know, I know a lot of folks who well this is the show that I've been giving, I purchased this, I have a crew writer, I have you know the music like there's nothing that says you can't modify that, know. It all looks great on Pyware. Until they're backwards marching into an arc and they can't see it and they gotta hold it for twenty-eight counts, it all looks great on Pyware. Yeah, absolutely. Absolutely. tina: Yeah. Mm-hmm. Yep, it's true. But some things just don't work. Yes. yeah. Yes. Yes. Yeah. Don't yeah. It's okay to adjust. Chris: So that Dexx: Yep. That's great. Well, I wanna thank Dex for being our guest today on the podcast, learning a lot. Chris: that's great. Well, I want to thank Dex for being our guest today on the podcast, learning a lot tina: Yes, thank you. Chris: from him and wish you tina: Mm. Chris: guys a great season. I know you're gonna have a great season and it's her first year at six A, and we wish you guys all the the rewards that that can bring you. And but just thank you for being here today. And just kind of a closing statement great marching bands aren't built by having more rehearsal time. Dexx: great season. I know you're gonna have a great season and it's the first year at 6A. We wish you guys all the rewards that that can bring you. And but just thank you for being here today. And just kind of a closing statement great marching bands aren't built by having more rehearsal time. They're built by making the rehearsal time they have matter. And I think that's something we all have to think about, especially now in the heat, rehearsal time that we have has to be effective. Chris: They're built by making the rehearsal time they have matter. And I think that's something we all have to think about, especially now in the heat, the rehearsal time that we have has to be effective. It has to matter. And we can always wish for more time and and things like that, but we're all in the same boat. So make your time count and Dexx: the matter and we could always wish for more time and and things like that but we're all on the same boat. So make your time count and tina: Yes. Chris: do the best you can with what you have. So that's all we've got for this episode. Dexx: So that's all we've got for this episode. Again, thank you, Dex, for being here. And thank you Tina always for your co-hosting, and we'll see you guys next time. Chris: Again, thank you, Dex, for being here. And thank you, Tina always, for your co hosting. And we'll see you guys next time. tina: Thank you. Bye. Dexx: Thank you guys.