Here is a sample article from the November 2011 WYBDA Newsletter, “The Prelude”. For more great resources like these, be sure to join our organization!

By Mike Fedyszyn
Director of Bands
Sabish Middle School, Fond du Lac

Most middle school band students love to perform music that is two things – fast and loud. Slow music? Not so much. As directors, we know why the study of lyrical music is important, even if it can be compared to a young child refusing to eat their vegetables.

Even if it seems impossible for our students to appreciate and enjoy literature that is slower and more expressive, I believe that middle-level students have the ability and desire to perform lyrical music effectively.

There are many keys in choosing lyrical literature for your ensembles:

• Choose lyrical music that sounds unique and musically interesting. This can be considered a general rule for choosing all types of music, but is especially true when looking at lyrical music. Since this genre depends so much on musicality and expression, non-formulaic music is a necessity. Closely examine the elements of the composition (i.e. harmony, form, texture, timbre, etc.) and ask yourself, “What makes this work different?” Chances are that if the selection has a high level of musical interest, your students will become more engaged. (Remember – our students want to play high-quality music!)
• Choose lyrical music that gives the opportunity for students (and yourself) to be expressive. The only way to extract musical moments from high quality lyrical music is to find opportunities to be expressive. Lyrical music for middle level students should contain a wide variety of expression markings – not just dynamics. In addition, be sure to pick music that stretches you as a conductor to be musical. By making artistic decisions in regards to tempo and style, you are giving students a further opportunity to truly make music. (Plus, it allows your students to have a hands-on lesson about watching the conductor not only for tempo, but for leadership in terms of musical ideas.)
• Choose lyrical music that has meaning to your students. One of the best ways to engage students in any topic is to make the subject matter relevant to them. Finding lyrical music that can speak to students on an affective level will make the music that much more meaningful.

Lyrical Literature for Middle-Level Bands (that you and your students will enjoy)

Grade 1

Anasazi (John Edmondson)
Allegretto from Symphony No. 7 (Beethoven/Arr. Douglas Court)
Clouds (Anne McGinty)
Rising Star (Samuel Hazo)

Grade 1.5

A Childhood Hymn (David Holsinger)
A Quiet Rain (Walter Cummings)
A Song for Friends (Larry Daehn)

Grade 2

Korean Folk Rhapsody (arr. James Curnow)
Psalm 42 (Samuel Hazo)
The Red Balloon (Anne McGinty)
Crossings in Time (Michael Sweeney)

Grade 2.5

At Water’s Edge (Gary Gilroy)
Rain (Brian Balmages)
As Summer Was Just Beginning (Larry Daehn)
Salvation is Created (Tschesnekoff/Arr. Michael Brown)

Here is a sample article from the August 2011 WYBDA Newsletter, “The Prelude”. For more great resources like these, be sure to join our organization!

This fall I am proud to say the I will be representing WYBDA at the state music conference in October with fellow members, Nate Weiss (Kettle Moraine), Jacob Polancich (Arrowhead HS) and Jason Harden (Lincoln MS, Lacrosse). We are presenting on “Strategies for Festival Presentation”.

We have considered that there are many different forms of “festivals” so there are many ways to creatively prepare. Not only do we prepare our students for Solo and Ensemble contests, we have jazz band festivals, out-of-state trips that feature performances at Disney and Washington D.C., marching band competitions and many others. Festivals in any of their contexts feature opportunities to teach our students performance based concepts and learning skills. At Erin School in Hartford, I have developed a series of concerts that fit the mold of a festival. “Jam for the Arts”, or JFA, events showcase student learning and growth, raise funds and promote our school, and build community relationships.

These events are geared more towards private students in my studio but are open to all of the students at my school in all grades and instruments. The concerts are scheduled three times a year; after the summer months in September, Christmas concert in December and a Spring concert in June. JFA events encourage students to prepare solo work. This gives them experience performing independently, a forum to display their specific musical interests, teaches goal setting and fosters a community of performing musicians. We also feature ensembles from our school or my own jazz band as a “featured” act.

Through these events we are able to raise money through donations. I have specifically laid out needs for our music program that these funds support. We are able to provide tangible evidence of how our community supports the music program. This is a great way to build parent- teacher relationships, and show that we are working together to provide students with the best learning opportunities possible.

We have hosted our JFA events at many different locations. Hartford area Coffee shops, cafes, art studios, theatres, and our own school lunch room have all hosted these events and provide us with a medium to share with the community our young musicians’ talents. Not only do these concerts demonstrate that the performing arts are a valuable asset in children’s lives, but they also bring in business to the hosting party. This is a win win situation!

It is very important to give a face to your program and this is one example that works for me and my school. I will keep pursuing festivals and different performance opportunities for my students and would be interested in what you do that is unique and creative at your school. Please email me at Meisel@erinschool.org with your thoughts, ideas, or examples. Have a great start to your school year

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