Helping students get private instruction and/or better instruments
Beginning instruments are designed for beginners. The bores on some of the brass instruments are smaller because of the lesser air capacity the 6th grader has. Keys on mass-produced woodwinds are designed to survive some falls and mistreatment.
Once a student gets to high school, they’ve been playing that beginning instrument for three or more years and, especially if they show potential, I start to encourage them to step up because at some point it will become the instrument itself holding them back.
My first two experiences involved siblings. I was out of college and teaching band when my youngest sister was in high school band. She needed a new trumpet and I was able to get one for her through the instrument dealer I worked with. My brother got to play my Selmer clarinet when I had moved to Buffet.
Not all my attempts were successful. When I approached one farmer-papa about a new clarinet, his question was,
“Isn’t that the clarinet you told us to buy?”
He had also challenged me when I said I wanted to spend 1-1 time with his daughter in individual instruction.
“Aren’t you the teacher?”, he asked. “Then why don’t you find a way to teach her without me paying extra money for you to do your job.”
He eventually became a very supportive father and band parent.
One high school clarinetist was really good. She was studying with me and was at the point where she needed better equipment. And, knowing her father’s job, I was confident finances were not a problem. I tried the “puppy dog close”.
I learned the “puppy dog close” in sales training. The idea is that you go to the pet store and the store owner offers to let you take a puppy home for the evening with the ability to bring it back the next day. The puppy never comes back.
This is before I was on staff at the high school, but I had a good relationship with the music store in Fort Wayne. I went and asked if I could borrow a Buffet R-13 (top-of-the-line) clarinet with the idea that I could bring it back in two days if I did not sell it for them. They reluctantly agreed.
The next day I was in the band room as students came in for rehearsal. I called that girl over, handed her the new clarinet and asked her to try it out during rehearsal. As expected, she was amazed at the difference. I asked her to take it home for the evening (along with the price tag) and bring it back the next day if she decided not to keep it. She walked in the next day with a check for payment in full. No commission for me.
I was with a student and her family at solo festival. She had worked hard, but struggled in the performance. The mechanics of the instrument were messing her over. Afterward, in the hallway, dad asked me how I thought she did.
“She should get a Gold (she did), but she was fighting that instrument most of the way.”
The next day she had a new clarinet at school. Turns out, papa went to the music store table and bought her a step-up instrument on the spot.
A high school student was taking private lessons and her teacher told me on multiple occasions that her instrument was “crap”. My understanding in talking with the student was that there were some family financial difficulties.
Partly because of her finances, I found a doner and worked out a deal with her instructor to give her lessons for a year. When I called her in to tell her about it, I told her I wanted her to make sure the doner got his money’s worth. There were tears and a promise.
The teacher reinforced with me how incredibly prepared she was for her lessons, but still lamented about the quality of her horn.
I asked for a parent/student/teacher conference and met with them one day after school. I told the parental,
“She is an excellent musician. For financial reasons, we set up lessons for her for a year. She is doing an incredible job with those and her teacher stresses how she is the most prepared student he has had. But [she] needs a better instrument. I don’t know the details of your finances and I can’t tell you how to make it happen, but this girl needs [this]. The music store will work with you, but this needs to happen.”
There were more tears — and a new horn.
That student is now a Band Director.
There were other situations over the years where I was able to help coordinate or provide private lessons or to help a student get better equipment to work with.
Helping students get private instruction and/or better instruments Read More »
I prepared this list for one of my woodwind students and modified it some to include other instruments. There are links within this article to other articles I’ve written about literature selection, accompanists and the judging scoresheet categories.
There were few times I ever got a ride to or from school other than band practices. Charlie C lived in the trailer park behind Rosedale pool and he had a car….or was allowed to drive his parents’ car. He would sometimes drive me. Mom would on rare occasions. 
We had a Marching Band Drill Writer/Visual Tech who would use this instruction when talking about “horns up”. He wasn’t from Boston, but used that type of accent. Here is what he was talking about:
I was rehearsing one of the concert bands on Pep Band music. One ensemble tended to lose tempo. To reinforce my point, I started them with a metronome — and then stop directing. After some time, I would restart the metronome. I described what they were doing: 
It was a good idea…we thought. We discussed the possibility that there might be stranded students at the university over break and, since it was just going to be us, we contacted the school and they sent our information to three students. One responded that he was coming. But alas, no show. After communication about time, location, menu, etc…. It would have been a polite thing to do to let us know. We had a really nice meal and got to use our holiday placemats. Maybe next year — or a different way.