ABSTRACT
Most band and orchestra directors have responsibilities beyond their primary ensemble, including marching band, pep band, parade band, jazz ensemble, musical theater pit, chamber groups, and various alternative ensembles. For over 100 years public school music education has focused on the traditional large ensembles: band, orchestra, and chorus, plus jazz ensemble as a close cognate. Even in homogeneous student populations multiculturalism is a worthy goal. Just as social studies classes explore the history and culture of different countries, so should music classes. A common argument against traditional ensembles is that they are teacher-centered and autocratic. For economically disadvantaged schools, maintaining a marching band or an orchestra—e.g., purchasing tubas, double basses—may be cost-prohibitive. Non-traditional alternative ensembles should not be musical compromises. Teaching non-traditional ensembles brings its own set of challenges, too. Running a marching band program is a complicated operation, roughly akin to an outdoor musical theater production.
