Struggling to improve the acoustics in your band room? Check out how the Medan Band did it.
Check out my guidelines
Unlike piano players, ear training is essential for wind band performers. But how many band directors bother to give their bands suitable exercises?
While tuning is simple act of adjusting a length of tubing on a wind instrument (often by reference to a single note), intonation is an ongoing process in which a player strives to match the pitch of others in the ensemble during performance.
A common misconception among wind players is to believe that the air moves through the instrument in order to produce the sound. This is simply not true.
The best way for a conductor to improve is in front of a live ensemble. The unfortunate reality, however, is that this is not always possible. Aspiring conductors therefore have little choice but to find other ways of honing their skills.






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This web site is dedicated to college and secondary school concert and wind bands. It contains information about the various instruments employed, as well as hints about band training (including technique and intonation), conducting, the physical laws the govern sound production, and anything else I think the young musicians who play in these bands might find helpful. Some sections (such as the one on interpretation) are more for band directors than players, of course, but overall I have tried to include something of interest to just about everyone.
There is also a large section devoted to the activities of the Brass Band Jenderal (BBJ), a Salvation Army band based in Medan, Indonesia. If you are interested in this Band, click here.
Some of the information on this website has been extracted from my book entitled The Band Director's Handbook: A guide for College and Secondary School Band Directors in Southeast Asia. The book also includes additional chapters on pedagogy and the varying characteristics of different wind band instruments that are not included in this website. It also has a chapter devoted to writing arrangements and transcriptions for wind band. To order a copy of my book, see the publication details below.
Back in the 1980s, when I was working in Kuala Lumpur (Malaysia) while trying to learn Cantonese from my Chinese friends, there was a pop song by Hong Kong singer Sam Hui that caught my attention.
Titled "Money, Money, Money", the humorous, yet oddly reflective, Cantonese lyrics went something like this:
What makes you happy? Money!
What makes you crazy? Money!
With money, I wouldn't care even if I were crippled
Always want more money
Everything goes wrong with money
As a bonus, the chorus included snippets in a sort of pidgin English - "No money, no talk. No money, no talk". And it was sung with an infectious rhythm that was hard to ignore.
The first of the Cantopop superstars, Sam Hui wrote his songs using Cantonese lyrics that included subtle meanings that were hard for a gwai loh (foreign devil) living in Malaysia to understand fully. But the general sympathy with the Hong Kong working classes expressed in the songs was clear enough. Struggling to make ends meet in Malaysia, I could also identify with them to some extent.
For Hong Kongers, of course, Sam Hui's songs went much further than that. Full of earthy colloquialisms, they helped define a sort of local Hong Kong identity at a time when millions in the territory were unsure of what the impending handover of the British colony to Beijing in 1997 would bring.
Sam Hui was a successful and very talented singer and lyricist. But was he really that much better than some of the great performers of classical music? Cynics often point to the inverse ratio that seems to exist between a singer's popularity and his musical education and general expertise. Some of the most successful jazz and rock 'n' roll singers never learned to read music.
Among those for whom a deeper knowledge of music is an essential part of the creative process, dance band leaders have also done pretty well historically. Examples include Johann Strauss (the Waltz King) and Benny Goodman (the King of Swing).
Classically trained musicians, by contrast, don't get anywhere near as rich. Piano players, however, seem to do reasonably well. A brief list would include Arthur Rubinstein, Vladimir Horowitz and Rudolf Serkin.
But whatever you do, history suggests it would probably be wise not to aspire to be a composer. Tchaikovsky's life would have been very different without the support of a rich admirer, Mme von Meck. She gave him an annual grant. The royalties from the sale of Bartok's recordings of his piano music were so bad a sympathetic friend falsified the accounts to make them appear more decent. At one point, Scriabin was so short of cash he could not even raise enough money for a postage stamp. Mozart died a pauper. And Beethoven, possibly the greatest of them all, suffered almost constantly from money problems, even though his music was highly regarded during his lifetime.
Composers of serious music generally do somewhat better these days, of course, but only because they are able to win government-sponsored competitions or attach themselves to prominent tertiary institutions or well-financed orchestras.
Compare this middling success with the riches amassed by contemporary pop singers, and it hardly seems fair.
Yet I must confess an admiration for singers such as Sam Hui. Like Bob Dylan in the US, Sam wrote songs with carefully crafted lyrics that had a serious social message. That set him apart from the general run of pop singers, and gave meaning to his subsequent commercial success.