MODERN BAND: GETTING STARTED MARTINA VASIL & DAVID DOCKAN

Modern Band: Getting Started

Martina Vasil & David Dockan

For both authors, modern band has been a relatively new label for something they had already been doing in their teaching careers. For Martina, her middle school general music lessons consisted of students creating beats on GarageBand, composing their own raps, and salsa dancing to popular R&B songs set to salsa beats. Students engaged in informal learning— they had choice in repertoire, learned music by ear, and had time for self-directed and peer learning (Green, 2008). She taught non-formally, or acted as a facilitator and co-creator with students. For David, his 6th and 7th graders performed student-selected music that was learned informally by ear and in peer groups (Green, 2008). The students also used Digital Audio Workstations to create beats, record raps, and write riffs. He also taught non-formally, coaching students, alongside traditional choral rehearsal techniques. All of this was done within the framework of a choral program with the popular music selections being performed alongside the choral works.

It was only within the past decade that the authors heard about a non-profit organization called Music Will (formerly Little Kids Rock), which essentially was helping teachers create “garage” bands, or “modern” bands, in their schools. Music Will provides a support system for music teachers who want to bring popular music into schools, including financial support and free online resources. Music Will helped both authors develop their skills and knowledge in modern band and they continue to grow. However, where do you start if you have never heard of modern band and if you have never taught or performed in this way before?

The purpose of this article is to share what modern band is and is not, why this kind of programming is needed in K–12 music education today, and how to get started using modern band in your classroom. There was no incentive from Music Will to write this article, nor is the purpose of this article to promote or advertise for the non-profit. This is an article written from the perspective of teachers who want as many students involved in school music as possible.

WHAT IS MODERN BAND?

With input from K–12 music teachers, the term “modern band” was coined by Music Will founder and CEO, David Wish, to encompass a kind of music education programming that places popular music at the center of its canon. Just like choir, band, and orchestra have a typical set of instruments that are a part of the ensemble, a typical modern band includes drum set, bass guitar, electric/acoustic guitar, vocals, and computer music software. It is worth mentioning that the “band” term in modern band does not mean that there has to be band instruments or even group performance. Some modern band teachers are doing beat making and audio production, neither of which are a “band”. Styles of music that are commonly

taught in modern band include rock, pop, reggae, hiphop, rhythm & blues, electronic dance music, and other contemporary styles that students prefer (Music Will, 2022). Overall, modern band utilizes student voice through non-formal teaching (teacher as facilitator) and informal learning for students to develop musicianship skills and learn musical concepts.

Modern band is not a program for music education that is set in stone. It is not just “garage band.” It goes far beyond that and is much more flexible. Teachers who want to include modern band programming are encouraged to start where the students are. What music do they like? What skills do they already have? How can the teacher start with these interests and skills and help move students beyond that?

WHY IS MODERN BAND IMPORTANT?

Band, orchestra, and choir directors have attempted to utilize music that students listen to, however the performance and teaching process tends to reflect the hegemonic structures of the western European classical music ensemble. This style of teaching and learning tends to be teacher centered (formal instruction) and has a rigid pedagogy (formal learning). As previously discussed, modern band emphasizes non-formal teaching and informal learning. Modern band, in its philosophy and theory, reflects the principles of culturally relevant teaching (CRT) by shifting the power structures and focus. The three components of CRT—student learning, cultural competence, and critical consciousness—still hold true today, according to culturally relevant teaching scholar, Gloria Ladson-Billings (Will, 2022).

Modern band classes include one of the main components of CRT—student learning. While that may appear to be an obvious statement, music teachers can teach all the aspects of music through repertoire that is chosen by students. In student-selected music there is form, dynamics, beat, rhythm, melody, etc. Students will grow as musicians and music consumers by learning and performing popular music. Music Will’s program focuses on students feeling successful quickly. When a student feels successful early, they are more likely to learn and continue with the task.

Modern band teachers encourage another component of CRT—cultural competence. This is where students “maintain some cultural integrity as well as academic success” (Ladsen-Billings, 1995). When students are able to select their own music, they are able to have their own musical identities validated. It is important for teachers to not label the music of students as “good” or “bad” because that will only continue to push a narrative of their music being lesser than the music of a traditional band, orchestra or choir.

Modern band embraces the last component of CRT—critical consciousness. Students must be allowed to critique the social norms and become critically conscious of the world they are navigating. This can be accessible to students through song writing. When students are writing music, they can write something that is from their lived experiences, and “there is the potential to promote artistic citizenship, which is centered on the practice of ‘music-making as ethical action’ and includes a focus on social justice and care for oneself and for the health of social communities” (Powell, 2021, p. 58).

The shift in dominant power structures, validation in musical identity, and student directed pathways to learning help students to become independent learners and musicians. Modern band helps to empower students to be musicians not only for the ensemble, but for themselves. The implementation of modern band programs has been shown to increase diversity and enrollment in school music programs without taking students away from the traditional school music ensembles (Clauhs & Cremata, 2020; Powell, 2019).

HOW DO YOU START?

Teachers typically follow four routes for starting modern band programming in their schools: extracurricular programming, “pull-outs”, revised classes, or new classes. Extracurricular programming can occur before school, after school, or during lunch/recess in the music room. “Pull-outs” are when teachers use their planning time or extra time in their schedule to invite students to the music room (similar to when band students are pulled out of class for lessons). Revising the curriculum for an existing class can occur easily at the elementary level when teachers

decide to do a unit on ukulele, for example. This may be more difficult at the secondary level, but it is possible with a proposal and administrative approval. Offering a new class is often the most extensive process, with a proposal, committee approvals, and various administrative levels to navigate.

Instruments used in modern band are whatever the teacher has on hand and what has been acquired through donations, grants, school funding, or support from non-profit organizations. For example, there have been modern band programs that are all mariachi music or that include Appalachian dulcimers. This may also look like an after school mixed age choir, grades 3–8, using a canon of R&B and hip-hop music, where students sing mashups of songs and learn everything by ear. It may be a lunch/recess music club for middle school students (grades 7–8) using classroom instruments (e.g., xylophones, unpitched percussion, glockenspiels) to cover popular songs the students enjoy. While it may not look like it at first glance, these examples are modern band classes. Popular music is the central canon, student preferences are taken into account, the teacher facilitates learning, and students are largely self-guided and learn the songs by ear.

Instrumental, choral or general music classes can also use ideas from modern band to engage students in creating arrangements. For example, students can form groups and select music to cover. The teacher guides students to listen to and emulate the percussion, bass, guitar, keyboards, and melody parts to create an arrangement (acapella, instrument ensemble, elementary classroom instruments, etc.). This could be a great way to get your feet wet using non-formal teaching and informal learning in your classroom. Go here to see what the first few classes of modern band might look like: https://musicwillresources.kinsta. cloud/lessons/modern-band-in-context-introduction/

GRANTS AND EQUIPMENT ACQUISITION

Many teachers are hesitant to try new pedagogies, ensembles, or practices because they do not have the budget for instruments or method books. While the teaching approaches and ways of learning within modern band can be used universally, the instruments typically used in popular music are what often make up the modern band ensemble. In this section we offer ideas for funding and acquiring instruments.

A current trend in departments of education across the country is the development of career and technical education (CTE). The Perkins Grant is used to fund CTE. In Ohio, music engineering programs are considered to be a CTE program in Arts and Communication. A modern band program would fall into this category and therefore you would be eligible for funding from the Perkins Grant. This would help to fund a new class. Talk to your CTE coordinator and or district finance office about using those funds.

There are many non-profit arts organizations that provide grants for music classrooms across the country. One organization, Save the Music Foundation, offers the J-Dilla Music Technology Grant, which provides a full modern band set up along with 15 midi keyboards, ipads, microphones and much more (https://www.savethemusic.org/how-we-work/ explore-music-tech/). This grant could be used to revise a class that you are currently teaching or create a new class. Through a quick Google search you will be able to find some other organizations that offer funding for modern band programs.

The community you work in wants you to succeed. It is okay to reach out to them for assistance in supporting and developing your music program. Some programs get instruments from their community by sending out a newsletter asking for donations of guitars, drums kits, basses, and PA systems. You may receive a variety of instruments, but they are great instruments to start on. Some teachers receive funding and supplies through organizations like DonorsChoose or GoFundMe. Donations and funding websites are great to build investment from your community. Community investment could be used to help develop extracurricular, pull-out, revised classes, or new classes.

RESOURCES

The top resource we recommend is the organization that created modern band, Music Will. Their website provides teachers with lesson ideas with and without instruments. There is also a section for students to look up song charts and take beginner video lessons on modern band instruments. Moosiko is

another great resource for chord charts and offers adaptive music learning through a personalized experience. The website offers a free trial where you can try out what it might look like for your classes. Musical Futures is based in the United Kingdom and provides lesson plans and visuals you can use with your classes. There are sample resources on the website. The Association for Popular Music Education is an international organization focused on promoting and advancing popular music education at all levels. The organization offers a blog, runs the Journal for Popular Music Education, and has conferences that include research presentations and practitioner workshops. (See the end of the article for links to all of these websites).

CONCLUSION

It is our hope that by reading this article, teachers become more aware of what modern band is and how it can co-exist with music courses currently being offered in schools. If one is interested in learning more about this kind of school music programming, there are plenty of professional development opportunities to take advantage of—from the modern band workshops offered at the University of Kentucky to the Modern Band Summit (a conference) that occurs every July in Ft. Collins, Colorado. At the least, one can peruse the Music Will website (https://musicwill. org/) to access free materials and videos of what modern band is all about. In the end, the goal is to tap into the musicality of all children. Through modern band programming, we can continue to broaden music education and make it more accessible for all.

LINKS

• Association for Popular Music Education www.popularmusiceducation.org • Modern band Summit in Ft. Collins, Colorado https:// musicwill.org/mbsummit/ • Moosiko: https://moosiko.com/ • Musical Futures: https://www.musicalfuturesonline. org/sample-resources/ • Music Will Website: https://musicwill.org/ • Music Will Free Resources: https://musicwill.org/free/ • Musical Will Academy: https://littlekidsrock.force. com/lms/s/ REFERENCES Clauhs, M., & Cremata, R. (2020). Student voice and choice in modern band curriculum development. Journal of Popular Music Education, 4(1), 101–116. https://doi.org/10.1386/ jpme_00016_1 Green, L. (2008). Informal music learning in the school: A new classroom pedagogy. Ashgate. Music Will. (2022). https://musicwill.org/about/ Accessed September 8, 2022. Powell, B. (2021). Equity in music education: Addressing equity and social justice in music education through modern band: Opportunities and challenges. Music Educators Journal 108(2), 57–59. https://doi. org/10.1177/00274321211060534 Powell, B. (2019). Modern Bands impact on student enrollment in traditional music ensembles. School Music News, Fall, 20–23. https://digitalcommons.montclair.edu/cgi/viewcontent. cgi?article=1041&context=cali-facpubs Will, M. (2022, May 11). What should culturally relevant teaching look like today? Gloria Ladson-Billings explains. Education Week, 41(33). https://link.gale.com/apps/doc/A703631995/ OVIC?u=uky_main&sid=bookmark-OVIC&xid=2d84a766

Martina Vasil, PhD, is Associate Professor of Music Education and Director of Music Education Summer Training at the University of Kentucky, which has included modern band training for the past five years. She is president of the Association for Popular Music Education and was an inaugural member of the Modern Band Fellowship in 2018.

David Dockan is a PhD student in music education at the University of Kentucky. David is also a teaching assistant at the University where he teaches classes on music in the elementary classroom, rehearses the community music ensembles of New Horizons, and supervises student teachers. He is also an intern for the Association for Popular Music Education. David actively writes and presents on popular music education, hip-hop, modern band, and Orff Schulwerk.