Selecting Beginning Band Literature: Programming Music from A Beginner’s Point of View

It’s the end of the year. I ask my beginners which piece was their favorite. I hope they name the piece that was the most challenging. I expect them to name the “Pops” piece or the piece that was “fast and loud”.

Instead, many choose one of the easier pieces from earlier in the year. I am surprised and ask, “why?” Their responses provide insight into what beginners enjoy playing.

“We can play it.” Students like music they can play, it’s that simple. It’s easy to over program with beginners. Kids just want to play, and if the music is too far out of reach, students can lose focus. Programming pieces your beginners can do is just as important as programming pieces that challenge them. It’s easier for students to go beyond the notes if they are comfortable with the music.

Structure is important for beginners. For example, reinforced parts help build confidence in young musicians. Repetition helps students develop recall skills. Lyrical pieces with faster tempos can be easier for beginners to learn to play as opposed to slower tempos. When you know what structure to look for, it’s easier to find music that is both challenging and attainable for all your students.

“It sounds like something!” Students like music with programmatic themes. Young musicians can understand a style better when the music tells a story that connects with a familiar part of their life (space, dragons, cowboys, pirates, etc). Programmatic music provides an opportunity for families to show excitement and support for their child, even if they do not have a musical background. “My Dad really liked the piece we played about a train!”.

“It makes us sound good.” Students like music that fits them. Choosing music that fits the band helps musicians attain a mature and confident sound. Planning is key, not pushing. Having a sequential pace throughout the year helps students grow into the level of music you want them to play. It’s the difference between working on a piece for four months and taking four months to work up to the level of the pieces you want them to play. Planning will help you better predict where they will be musically throughout the year, allowing you to program your music accordingly.

“We just like it!” Sometimes kids cannot describe exactly why they like a piece of music. It just makes them feel good. Art moves us. Odds are it touches on one or more of the points above. I know a piece is a winner when I hear kids whistling the melody in the hall between classes or get a whispered “Yes!!!” when I tell them to take it out for rehearsal.

Do students have to like a piece to learn something? Of course not, but it sure does help. Kids will work harder on a piece when they like it. Taking time to choose pieces that are a good fit with these ideas in mind will be well worth the effort.