The document discusses how to develop an exciting and effective marching band program by choosing substance like music that engages performers and audiences, considering the intended purpose and audience for shows, and using tools like flow charts to plan effective visualizations that enhance the musical substance. Effective programs are tailored to showcase student talents and provide substance that allows them to work hard and improve their skills.

1. 2013N.J.M.E.A.
Convention
Marching Band
Academy

2. Purpose: To help high school band
directors develop a better
understanding of the goals,
technical composition, resources,
performance outlets, and
philosophies that will help them to
design and produce effective
marching programs.

3. Session II
Developing an Exciting and Effective
Marching Band Program
• 9:15-10:15, February 21st, 2013
Presented by, Matthew J. Paterno

4. Essential Questions
Did I really just go there?
1. WHAT MAKES YOUR SHOW
EXCITING?
2. WHO IS IT DESIGNED FOR?
3. WHAT MAKES IT EFFECTIVE?
4. WHAT ARE YOUR EXPECTED
OUTCOMES?

5. ANSWERS IN REFLECTION OF YOUR
LAST SHOW OR FAVORITE SHOW
• Take a second and answer our essential
questions:
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________

6. ENDURING UNDERSTANDING #1
sorry about that….
Your show is a vehicle through which your
students showcase their musical strengths,
understanding and love of performance.
Their ride will be largely determined by the
vehicle you supply them with.
Have you given them a Porsche or a
Poorsche?

7. ENDURING UNDERSTANDING #2
still sorry….
• “Hard work beats talent when talent
doesn’t work hard.”-Lou Holtz, Notre
Dame Football
• “In the end the coach with the best
players wins.” – John Wooden, U.C.L.A.
Basketball
• “Great players like coaches who make
them better.” – Nick Saban, Alabama
Football

8. GIVE YOUR PERFOMERS
SUBSTANCE!
• Give them musical substance and a sound
track that allows them to work hard!
• Give them musical substance and a sound
track that allows them to display their talents!
• Give them musical substance and a sound
track that allows them to grow and improve!

9. HOW IMPORTANT IS SUBSTANCE?
Lets Experiment!
A volunteer please read the next two
slides in a dead pan, unemotional
voice.

10. Example #1
Cook the beef in a 10-inch skillet over medium high
heat until it's well browned, stirring often to
separate meat. Pour off any fat. Stir in 1/2 cup
picante sauce and 1 cup cheese.
Spread 1/2 cup picante sauce in a 3-quart shallow
baking dish.
Spoon about 2 tablespoons beef mixture down the
center of each tortilla. Roll up and place seam-side
down in the baking dish. Top with the remaining
picante sauce and cheese.

11. Example #2
All that is gold does not glitter,Not all those who
wander are lost;The old that is strong does not
wither,Deep roots are not reached by the frost.
From the ashes a fire shall be woken,A light from
the shadows shall spring;Renewed shall be blade
that was broken,The crownless again shall be
king.

12. NOW LIKE WE ASK OUR STUDENTS TO
PERFORM!
The same volunteer please read the same two
slides with all of the heart, passion and intensity
with which we ask our students to perform.

13. Example #1
Cook the beef in a 10-inch skillet over medium high
heat until it's well browned, stirring often to
separate meat. Pour off any fat. Stir in 1/2 cup
picante sauce and 1 cup cheese.
Spread 1/2 cup picante sauce in a 3-quart shallow
baking dish.
Spoon about 2 tablespoons beef mixture down the
center of each tortilla. Roll up and place seam-side
down in the baking dish. Top with the remaining
picante sauce and cheese.

14. Example #2
All that is gold does not glitter,Not all those who
wander are lost;The old that is strong does not
wither,Deep roots are not reached by the frost.
From the ashes a fire shall be woken,A light from
the shadows shall spring;Renewed shall be blade
that was broken,The crownless again shall be
king.

15. CONCLUSIONS…..
• If we want our students to be excited about
performance, and produce an exciting
performance, we must give them substance
that is exciting!
• If we want an effective performance we must
provide them with substance that takes
advantage of their talents, skill level and is
meaningful to both performer and audience.

16. EXCITING!
Definition:
• Adjective: producing excitement,
stirring, thrilling
Talk to you staff, target audience and
students about what they think is
exciting…you might be surprised by the
answers!

17. EFFECTIVE!
Definition:
• Adjective: adequate to accomplish a purpose;
producing the intended or expected result.
• Remember our Essential Questions?
2. Who is it designed for?
3. What makes it effective?
4. What are your expected outcomes?
Need to answer these questions before we begin
show construction!

18. WHAT TYPE OF SHOW?
Football/Home Audience Competitive Format
• Familiar • Skill based
• Energetic • Stresses design
• Easily Appreciable and complexity
• Adjudication
element

19. TRUTHS I WAS TOLD ABOUT
DESIGNING EFFECTIVE MARCHING
BAND SHOWS
• FAST, SLOW, DRUM SOLO, FAST
• NEVER END DOWN
• COPY WHATEVER THE DCI CHAMPION DID
• THE SOUNDTRACK IS THE MOST IMPORTANT
• VISUALS AND DRILL WILL SELL THE SHOW
• YOU MUST HAVE ALL BELL FRONT HORNS

20. TRUTHS I BELIEVE AFTER 24 YEARS!
• FAST, SLOW, DRUM SOLO, FAST
• NEVER END DOWN
• COPY WHATEVER THE DCI CHAMPION DID
• THE SOUNDTRACK IS THE MOST IMPORTANT
• VISUALS AND DRILL WILL SELL THE SHOW
• YOU MUST HAVE ALL BELL FRONT HORNS

21. WHY IS THE SOUNDTRACK SO
IMPORTANT TO EFFECTIVENESS?
• Soundtrack is main substance of show. As it
goes, so does the show
• Well designed soundtrack provides built in
Highs and Lows
• Well designed soundtrack provides visual
designer better material to work with
• Well designed soundtrack provides guard and
percussion instructors with better material to
work with

22. SOUNDTRACK CONSTRUCTION
Strong Weak
• Varying styles or feels • One style/groove
• Change every 20 seconds • Little dynamic contrast
• Intentional shape and • No overall shape to show
direction • Parts don’t add up to
• Interesting use of effective whole
instrumentation • Ensemble only
• Whole is greater than sum
of the parts

23. VISUAL CONSTRUCTION WILL FOLLOW!
• Make line chart of soundtrack/show
• Which soundtrack/show is probably more
interesting or effective?

24. USE FLOW CHART
• Develop with your music arranger or off of stock
charts.
Superman:
• Beginning – big open spread, trumpets central…..perhaps backfield….
• turn for a hit at letter B and condense….
• Letter C – HALT! Biggest impact at
• Letter E – begins with impact…then set up for Alto/Trumpet melodic line at F
• Letter G – melody line Alto/Tenor/Mellos/T-bones…not an impact, but they should
be the focus…set up for minor impact 1 before H
• Letter H – Long, legato melody line – bigger forms…
• Letter I – large, bold form, percussion central for pulse….this is a nice moment,
although short, maybe a halt… big flag motions…
• Letter J – back to melody line and motion, traveling music..use J-K and L to set up
for BIG impact of N (don’t forget the cut measures from the original)
• Letter N – Large, powerful sound set. Main Impact!
• Letter O – ending, maintain power, charge? Difficult part for Alto/Ten/Bari-Sax…but
also a feature for them, they should be heard…..END!

25. BUT IT SOUNDED GREAT IN MY HEAD!
Have you considered?
• How will chosen music translate to field?
– Music with lyrics
– Orchestra vs. band
– Movie soundtracks on field
• Will target audience understand and
appreciate it?
• Is it understood and appreciated by students
and staff?

26. BE A GREAT MECHANIC!
• Build a vehicle that highlights your students
interests!
• Build a vehicle that shows their strengths!
• Build a vehicle meant to race in the format
you have chosen!
• Build a vehicle that everyone involved believes
in!

27. IN THE END…..
“Its all about song choice dog.”

28. OPEN DISCUSSION
• What are your favorite shows?
• What made them exciting?
• What made them effective?