Essential Repertoire for JH/MS Bands

In October, a survey was launched that asked participation of band directors in teaching positions for junior high and middle school bands. Fifty directors from across the United States and Canada participated providing perspective and lending their expertise. It is a pleasure to announce the following directors who were selected as winners of a free concert duet book from Carl Fischer for participating in the survey:

Kat Amabile, Elk Lake School District
Andrea Cameron, Robert Frost Middle School
Bradley Crow, Wiesbaden Middle School
Benjamin Giesbrecht, Ernie Studer School & Carpenter High School
Allyson Rawlings, Bondurant Middle School
David Semones, John Sevier Middle School
Sheng Thao, CD Fulkes Middle School

To read the full survey including the list of 31 pieces named as essential repertoire, click here.

Key Findings and Recommendations:

Within the survey, three key criteria emerged as the most valued in evaluating and selecting repertoire: Melodic Craftsmanship, Rhythmic Vitality and Tempo, and Pedagogical Usefulness. This aligns with findings an earlier study, which also emphasized the importance of melodic and pedagogical qualities. Rhythmic vitality and tempo may hold particular significance at this level, aiding students in developing their ability to decode rhythms and enhance performance skills across various meters and tempi.

The survey generated a list of 31 Essential Works for Junior High/Middle School Bands, featuring pieces frequently mentioned by directors. These works span grades 1 to 3, balancing educational and musical goals. Many of these pieces also appear on state lists for assessment purposes, reinforcing their educational and artistic value. Notable composers Brian Balmages, Robert W. Smith, Randall Standridge, Carol Chambers, Frank Ticheli, and Larry Daehn had multiple works recognized, showcasing their contributions to repertoire development for young musicians.

Observations on Programming and Repertoire Trends:

• Longevity and Repeated Use: Pieces with strong melodic lines, emotional resonance, and pedagogical utility were most likely to be programmed repeatedly. Examples include enduring works like “Air for Band” by Frank Erickson and “Kentucky 1800” by Grundman.
• Newer Repertoire: Some works, such as “Jungle Dance” and “Byzantine Dances,” are recent additions, and while popular within the profession it is unclear if have yet to see repeated programming by a single director in a school setting.
• Historical Masterworks: Only 3.4% of the list consisted of transcriptions of historical works, mirroring findings from Hash (2005). While still valued, these pieces were not frequently mentioned as essential repertoire.

Recommendations for Directors:

1. Prioritize Melodic Craftsmanship, Rhythmic Challenges, and Pedagogical Usefulness. Select pieces that build technical skills and expressive performance, emphasizing diverse rhythmic elements.
2. Evaluate Longevity and Emotional Connection. Choose works with the potential for repeated use and the ability to inspire students and audiences.
3. Incorporate Cultural and Stylistic Diversity. Program a variety of forms, styles, and culturally representative works to broaden musical exposure. Resources like Jodie Blackshaw’s ColourFULL Music has excellent examples and can provide inspiration.
4. Adapt to Contextual Needs. Align repertoire with your ensemble’s goals, instrumentation, and curriculum. Consider creating a rotation of pieces to meet developmental objectives systematically.
5. Use a Criteria-Based Approach. Whether using the CBREC or a personalized list, ensure repertoire choices support educational, artistic, and programmatic goals.

Final Thoughts:

The 31 Essential Works identified in this study offer a blend of classic and contemporary pieces suited for junior high and middle school ensembles. Directors are encouraged to explore this list, appreciating the balance of educational value and musical appeal these works provide. By integrating the survey’s findings and recommendations, directors can enrich their programming, inspire their students, and connect meaningfully with audiences.