Democracy in Band - Is YOUR Band Room “The Room Where it Happens?”

In this study, Scherer conducted an online questionnaire with NAfME members (N=216 respondents). Respondents were given a likert-type scale of 1-5 to rate the seven rehearsal procedures based on 1) their perceived importance, and 2) the frequency in which they appear in rehearsals. Respondents were able to give an open-ended response to describe perceived positives and negatives of using democratic procedures in rehearsal settings.

Based on the survey results, the top rehearsal procedures used and valued were “identify and describe opportunities for individual and ensemble performance improvement,” and the use of “student-led sectionals.” “Analyze, discuss, and make decisions on how the music should be performed” and “Identify and select music segments for rehearsal” fared toward the middle in terms of importance and frequency. “In-class collaborative score study/preparation,” “Select music for performance,” and “Student-led full ensemble rehearsals” were rated the lowest of the 7 options. Overall, band directors believe that democratic rehearsal procedures carry advantages such as an increased sense of student ownership and engagement. Perceived disadvantages tend to be available time, students’ lack of procedural knowledge to effectively rehearse, and students’ maturity level with a shift in power dynamics.

It seems that we all agree that giving up a little bit of “podium power” in small doses is a common practice among band directors However, the combined insecurity with more shared power dynamics between students and teachers is a two-way street: students may not know how to handle it, and teachers may not be comfortable letting go. It’s possible that familiarity with these shared power structures may just be a matter of baby steps over time, and to work toward student-led ensemble rehearsals.

How cool would it be to have a room full of proficient students in the ensemble who would be capable and comfortable taking turns to rehearse the band effectively before a concert? To me, that is a result of great teaching which carries a great sense of trust between teacher and students. Perhaps instead of fearing a student-led rehearsal for all of the “time” and “maturity” issues, maybe our teaching practice should show that we value the student-led rehearsal as an end-goal. I realize that is a pretty utopian vision, but what might our rehearsals look like if we approached them with that end-goal in mind? Give some of these things a try! It takes time to get comfortable with it - that’s OK! Don't give up!