The First Six Notes with Classroom Composers

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Teaching music can easily become a job that takes as much time as you are willing to give it. Between rehearsals, performances, planning, emails, grading, and everything else that comes with running a music program, it can be difficult to separate work from the rest of your life.

In Episode 40, Kevin Hoff and Jessica Frank discuss work-life balance for music educators and the importance of creating boundaries around the job. They talk about prioritizing what actually needs to get done, accepting that not everything will be perfect, navigating especially busy times of the school year, and making sure teaching does not take over your entire life.

In This Episode

• Why music education can easily become an all-consuming job
• What work-life balance actually looks like as an educator
• Setting boundaries around your time
• Prioritizing what really needs to get done
• Accepting that not everything at school has to be perfect
• Recognizing the difference between busy seasons and everyday workload
• Making intentional choices about where you spend your time
• Creating space for life outside of teaching
• Finding a sustainable approach to the profession

Chapters

00:00 Work-life balance in music education
02:05 What does balance actually look like?
03:50 When school starts taking over your time
05:00 Setting boundaries around the job
06:15 Prioritizing what actually needs to get done
09:50 Accepting that everything cannot be perfect
13:05 Navigating the busiest parts of the school year
15:35 Making intentional choices with your time
18:55 Creating a life outside of teaching
23:05 Finding a sustainable balance
26:20 Final thoughts

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Classroom management in beginning band can be especially challenging. Students are learning new instruments, new routines, and how to function as an ensemble all at the same time.

In Episode 39, Kevin Hoff and Jessica Frank discuss practical classroom management strategies specifically for beginning band. They talk about establishing clear expectations, teaching routines instead of assuming students know them, following through consistently, and addressing individual behavior without bringing the entire rehearsal to a stop.

In This Episode

• Why beginning band requires strong routines from the start
• Teaching expectations instead of assuming students already know them
• Creating consistent procedures for instruments, materials, and rehearsal
• Repeating routines until they become automatic
• Following through when expectations are not met
• Using consequences consistently without turning them into a power struggle
• Addressing individual behavior privately
• Avoiding arguments with students during rehearsal
• Keeping the rest of the ensemble learning while dealing with behavior
• Building a classroom where students know exactly what is expected

Chapters

00:00 Classroom management in beginning band
02:20 Setting expectations from the beginning
05:15 Teaching routines instead of assuming students know them
08:15 Repeating procedures until they become automatic
11:20 What happens when students do not follow expectations?
14:25 Consistency and consequences
17:30 Avoiding arguments and power struggles
20:20 Addressing individual students privately
23:30 Keeping the rehearsal moving
26:35 Creating a predictable beginning band classroom
29:15 Final thoughts

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As music educators, it is easy to keep doing things simply because that is how they have always been done. But every rehearsal activity, performance, tradition, and expectation should have a clear purpose.

In Episode 38, Kevin Hoff and Jessica Frank discuss the importance of asking, “What’s the point?” They explore how defining the purpose behind what we teach can help music educators make better decisions, use rehearsal time more effectively, and focus on the experiences and skills that matter most for students.

In This Episode

• Asking why we do the things we do in music education
• Defining clear goals for rehearsals and performances
• Avoiding routines and traditions that no longer serve a purpose
• Making instructional decisions based on student outcomes
• Focusing rehearsal time on what matters most
• Helping students understand the purpose behind what they are learning
• Balancing performance goals with long-term musicianship
• Being willing to change when there is a better way

Chapters

00:00 What’s the point?
02:30 Why music educators should ask “why”
05:30 Defining the purpose behind what we teach
08:30 Reconsidering routines and traditions
11:30 Using rehearsal time with intention
14:30 Performance goals versus student learning
17:30 Helping students understand the purpose
20:30 Making decisions based on student outcomes
23:30 Being willing to change your approach
26:30 Final thoughts

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Music education has changed, but many rehearsal techniques still rely on the same teacher-directed approach that has been used for decades.

In Episode 37, Kevin Hoff and Jessica Frank discuss modern teaching strategies that can make rehearsals more effective and help students become more independent musicians. They explore modeling, gradual release, chunking difficult material, checking for understanding, and giving students opportunities to think instead of simply waiting for the teacher to provide the answer.

In This Episode

• Moving beyond traditional teacher-directed rehearsals
• Using gradual release to build student independence
• Modeling new skills before asking students to perform them
• Breaking difficult music into manageable sections
• Teaching passages by rote before adding notation
• Checking for understanding throughout rehearsal
• Giving students more responsibility for their own learning
• Moving beyond playing the right notes toward deeper musicianship

Chapters

00:00 What do we mean by modern teaching methods?
02:30 Rethinking the traditional rehearsal model
05:00 Building independence through gradual release
08:00 Modeling and teaching by rote
11:00 Breaking difficult music into smaller pieces
17:00 Checking for understanding
20:00 Giving students more responsibility
23:00 Moving beyond notes and rhythms
26:00 Applying modern teaching strategies in rehearsal

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More music does not always mean a better concert. When music educators program too much or choose repertoire that requires every rehearsal just to survive the notes, there is less time to actually teach musicianship.

In Episode 36, Kevin Hoff and Jessica Frank discuss why music educators should stop overprogramming concerts and focus instead on choosing an appropriate amount of music at the right difficulty level. They share how leaving room in the rehearsal process allows students to move beyond notes and rhythms and spend more time developing tone, balance, dynamics, articulation, and musical expression.

In This Episode

• Why music educators tend to overprogram
• Choosing quality over quantity when selecting repertoire
• Programming music at an appropriate difficulty level
• Leaving enough rehearsal time to actually teach the music
• Moving beyond simply learning notes and rhythms
• Giving students time to develop musicality
• Recognizing when you have programmed too much
• Adjusting your concert expectations to fit your ensemble
• Creating performances where students can feel successful

Chapters

02:30 How much music do you really need?
05:30 Choosing music your ensemble can be successful with
08:30 Difficulty level versus amount of repertoire
11:30 Getting beyond notes and rhythms
14:30 Making time to teach musicality
17:30 What happens when you program too much
20:30 Adjusting expectations for your ensemble
23:30 Quality over quantity
26:30 Final thoughts on concert programming

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What if you could spend less time planning every individual lesson and more time actually teaching?

In Episode 35, Kevin Hoff and Jessica Frank discuss how music educators can create a more predictable, low-prep school year by planning the big picture first, building repeatable routines, organizing resources ahead of time, and using systems that keep instruction moving without constantly reinventing the next class period.

In This Episode

• Planning the school year before planning individual lessons
• Creating a clear scope and sequence
• Building repeatable daily and weekly routines
• Using consistent warm-ups and skill-building activities
• Organizing curriculum and resources ahead of time
• Letting long-term goals guide daily instruction
• Reducing unnecessary day-to-day lesson planning
• Creating systems that make teaching more manageable
• Adjusting the plan when students need more or less time

Chapters

00:00 What does a no-prep school year look like?
02:00 Planning the big picture first
04:30 Creating a scope and sequence
07:00 Building repeatable classroom routines
09:30 Organizing your teaching resources
12:00 Using consistent warm-ups and skill work
15:00 Planning around long-term goals
18:00 Reducing day-to-day prep
21:00 Adjusting when students move at a different pace
24:00 Building a system you can reuse every year

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Running a successful music program takes more than good teaching. Music educators also have to understand where school money comes from, what funds are available, and how to advocate for the resources their students need.

In Episode 34, Kevin Hoff and Jessica Frank discuss school funding, budgeting, fundraising, purchasing, and practical ways music educators can make the most of the money available to their programs.

In This Episode

• Understanding the different sources of money available to a music program
• Working with school and district budgets
• Advocating for the equipment and resources your students need
• Prioritizing purchases when money is limited
• Using fundraising to supplement school funding
• Navigating purchasing procedures and purchase orders
• Finding additional funding opportunities
• Making long-term financial decisions for your music program

Chapters

02:00 Understanding your school budget
05:00 Where music program funding comes from
08:00 Advocating for what your program needs
11:00 Deciding what to purchase first
14:00 Fundraising and additional sources of money
17:00 Purchasing procedures and purchase orders
20:00 Making limited funds go further
23:00 Planning for future program needs

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Not every music educator gets the ideal schedule, class size, instrumentation, or teaching setup. Sometimes success means adjusting your expectations and finding a system that works for the students and circumstances you actually have.

In Episode 33, Kevin Hoff and Jessica Frank discuss their experiences teaching in unusual situations and how they have adapted instruction, pacing, routines, and priorities when the traditional model does not fit.

In This Episode

• Adapting when your teaching situation is not ideal
• Working with unusual schedules and limited instructional time
• Adjusting pacing based on how often students meet
• Teaching students with different experience levels
• Making the most of the students and instrumentation you have
• Prioritizing what matters most when time is limited
• Building routines that maximize instructional time
• Avoiding comparisons to programs with completely different circumstances
• Finding success by adapting instead of forcing the ideal model

Chapters

00:00 Not every teaching situation is ideal
02:00 Adapting to unusual circumstances
05:00 Working with challenging schedules
08:00 Making limited instructional time count
11:00 Different experience levels in the same class
14:00 Adjusting expectations and pacing
17:00 Prioritizing the most important skills
20:00 Building routines that save time
23:00 Working with the program you actually have
26:00 Defining success in your circumstances

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Good classroom management is not about having the perfect consequence system. It starts with creating clear expectations, predictable routines, and an environment where students know exactly what is expected of them.

In this episode, Kevin Hoff and Jessica Frank discuss practical classroom management strategies for music educators, including establishing routines, responding consistently to behavior, handling problems privately, and avoiding power struggles with students.

In This Episode

• Creating clear expectations and routines
• Establishing procedures for the entire class period
• Being consistent with rules and consequences
• Correcting behavior calmly and privately
• Avoiding arguments and power struggles with students
• Creating a safe and predictable rehearsal environment
• Recognizing that the behaviors you allow can quickly become the norm

Chapters

00:00 What good classroom management looks like
02:00 Setting clear expectations
04:30 Building predictable classroom routines
07:30 Procedures throughout the class period
10:30 Consistency with rules and consequences
13:30 Correcting behavior without stopping rehearsal
16:00 Handling problems privately
18:30 Avoiding arguments and power struggles
21:00 Creating a safe and predictable environment
24:00 Final classroom management takeaways

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Once students can assemble their instruments and produce a full instrument sound, it is finally time to start learning notes and making music.

In Part 5, Kevin Hoff and Jessica Frank discuss how they introduce the first notes, connect fingerings with music notation, build note changes, incorporate percussion, and decide when students are ready to move into method book exercises and simple songs.

In This Episode

• Teaching the first notes on each instrument
• Connecting note names, fingerings, and notation
• Deciding how quickly to add new notes
• Practicing clean transitions between notes
• Incorporating articulation from the beginning
• Keeping percussion involved with the winds
• Moving from isolated notes into short exercises and songs
• Knowing when students are ready to move forward

Chapters

00:00 Recapping the first 30 days
01:00 Moving from first sounds to first notes
03:00 Introducing the first fingerings
05:30 Connecting fingerings to written notation
08:00 Adding additional notes
10:30 Practicing note changes
13:00 Incorporating rhythm and articulation
15:30 Keeping percussion involved
18:00 Moving into exercises and simple music
21:00 How quickly should beginners progress?
23:30 Wrapping up the first 30 days

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After students produce their first mouthpiece sounds, the next step is assembling instruments correctly, establishing faster setup routines, and creating the first full-instrument sounds.

In Part 4, Kevin Hoff and Jessica Frank discuss how they keep percussionists engaged, teach safe instrument assembly, correct posture and hand position, and address common problems before they become habits.

In This Episode

• Keeping percussionists engaged from the beginning
• Building stick control and rhythm skills
• Teaching safe instrument assembly
• Using timers to improve setup routines
• Checking instruments section by section
• Teaching posture, hand position, and instrument placement
• Producing the first full-instrument sounds
• Preparing students to learn their first notes

Chapters

00:00 Recapping the first 30 days
01:00 Keeping percussionists engaged
02:00 Starting the percussion section together
04:00 Stick control and rhythm exercises
06:30 Balancing percussion and wind instruction
08:00 Moving to full-instrument assembly
09:30 Demonstrating instrument assembly
10:00 Building a faster setup routine
10:30 Checking instruments section by section
12:00 Teaching safe instrument handling
13:00 Helping individuals without stopping the class
15:00 Hand position and holding instruments
17:00 Posture and breathing
19:00 Instrument-specific playing positions
21:00 Producing full-instrument sounds
23:00 Correcting common tone problems
24:00 Moving into the first notes

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Once students receive their instruments, it can be tempting to start playing immediately. However, taking time to teach instrument care, assembly, posture, breathing, and first sounds can prevent problems later.

In Part 3, Kevin Hoff and Jessica Frank discuss how they distribute instruments, establish safe setup routines, teach mouthpiece and headjoint assembly, and help students produce their first sounds.

In This Episode

• Checking out and labeling instruments
• Teaching safe case and assembly procedures
• Establishing posture and breathing routines
• Preparing mouthpieces, reeds, and headjoints
• Assessing students’ first sounds
• Using mouthpiece work to troubleshoot problems
• Introducing articulation and pitch before reading music

Chapters

00:40 Checking out and renting instruments
02:00 Teaching instrument responsibility
02:30 Distributing and labeling instruments
06:00 Posture and breathing exercises
08:00 Opening instrument cases correctly
10:30 Identifying instrument parts
12:00 Building efficient setup routines
13:30 Attaching reeds correctly
16:00 Preparing mouthpieces and headjoints
17:30 Producing the first sounds
19:00 Assessing students individually
21:00 Starting class with mouthpiece work
22:00 Troubleshooting sound-production problems
23:00 Introducing articulation and pitch

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Choosing instruments is one of the most exciting parts of beginning band, but student preference is only one part of the process.

In Part 2, Kevin Hoff and Jessica Frank discuss how they introduce the concert band instruments, test students on mouthpieces and headjoints, evaluate percussion coordination, and balance student interest with physical fit, available equipment, and ensemble needs.

In This Episode

• Introducing students to every instrument
• Using short videos, guided notes, and demonstrations
• Testing woodwind and brass sound production
• Evaluating percussion coordination
• Managing instrument testing with a large class
• Balancing student preference with ensemble instrumentation
• Helping students succeed on their assigned instrument

Chapters

00:00 Welcome and Part 1 recap
02:00 Introducing the instruments
04:00 Videos, guided notes, and demonstrations
07:30 Building balanced instrumentation
09:00 Handling high-demand instruments
11:00 Setting expectations for percussion
12:45 Preparing for instrument testing
15:30 Flute and woodwind testing
18:00 Brass testing and physical considerations
20:00 Selecting percussionists
21:30 Percussion coordination exercises
25:30 Assigning instruments

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The first month of beginning band can shape the rest of the school year. Before students focus on making music, they need clear expectations for entering the room, handling equipment, following directions, and participating in an ensemble.

In Part 1, Kevin Hoff and Jessica Frank discuss the rules, routines, and behavior systems that help create a calm and productive beginning band classroom.

In This Episode

• Creating clear classroom rules and procedures
• Teaching an effective entry routine
• Setting expectations for instruments, music, and phones
• Handling consequences calmly and privately
• Avoiding vague policies and classroom arguments

Chapters

00:00 Why the first 30 days matter
01:15 Handbooks and written expectations
03:15 Revising unclear policies
06:00 Creating an entry routine
08:00 Rules versus procedures
10:00 Teaching students how an ensemble works
13:15 Instrument and equipment procedures
18:00 Consequences and accountability
23:45 Why procedures should not be rushed

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After nearly three years away, The First Six Notes Podcast is back!

Kevin Hoff and Jessica Frank catch listeners up on their career changes, what they learned during the break, and why now feels like the right time to relaunch the show. Kevin discusses his move from middle school to high school and his upcoming return to middle school, while Jessica reflects on working in administration.

In This Episode:

• Why the podcast went on pause
• Kevin and Jessica’s career changes
• Kevin’s transition into high school and marching band
• Jessica’s experience in administration
• Building stronger elementary, middle, and high school music pathways
• Why they decided to bring the podcast back
• What listeners can expect next

Chapters

00:00 - The podcast is back
00:45 - Where we left off
01:25 - Teaching together in Oceanside
10:30 - Jessica’s experience in administration
14:30 - Kevin’s move to high school
18:00 - Returning to middle school
23:30 - Why now is the right time to return
24:45 - What’s next

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Are you feeling overwhelmed thinking of all you have to do to get ready for the start of another school year? No need to stress! We've got you covered with all the tips and tricks you need to start off your music classes on the right note!

We are sharing everything you need to know about what to do during teacher prep week and in the first few weeks of the school year. From recruitment strategies to setting up classrooms and instrument distribution, we’re covering it all. Whether you're a seasoned teacher or just starting out, this episode is packed with valuable tips to help you navigate back to school season with confidence.

Be sure to join us inside our Facebook Group and share what your favorite back to school tips are!

Show notes: https://classroomcomposers.com/first-weeks-of-school/

Website: http://www.classroomcomposers.com

TpT Store: http://www.teacherspayteachers.com/Store/Classroom-Composers

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How can you successfully teach beginning strings when your background is in band? Teaching beginning strings requires a unique set of skills and knowledge. If you’re a band teacher teaching beginning strings, tune in as we dive into the world of teaching beginning strings.

In this episode, we are breaking down the pros of teaching beginning strings, the 7 prerequisite skills you should have before teaching beginning strings, tips we’ve learned along the way, and what a typical rehearsal for middle school strings looks like.

If you have questions about teaching beginning strings, be sure to join us inside our Facebook Group! We’ll be happy to help!

Show notes: https://classroomcomposers.com/teaching-strings/

Website: http://www.classroomcomposers.com

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Are you using warm-ups and drills as a way to prepare your students to play sheet music? If not, you may be missing out on an incredible opportunity to help your students be more successful in band!

Join us as we dive into the importance of utilizing warm-ups and drills to effectively teach and practice new concepts and skills. Hear how we use backwards planning to craft our warm-ups and how warm-ups can be strategically used to teach important concepts needed to successfully play sheet music!

If you want to chat more about using warm-ups effectively, join us inside our Facebook Group and let us know what is working for you!

Show notes: https://classroomcomposers.com/daily-warm-ups/

Website: http://www.classroomcomposers.com

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All over, teachers are seeing challenging behaviors that we have not seen previously. We know that in order to best serve our students and run a successful band program we need to reflect on what is working and what is not working and adapt as needed.

In this episode, we are diving into the 7 main issues we saw this past school year, what our updated rules and expectations will be going forward, and how we are presenting them to students and parents to ensure there is no misunderstanding about expectations and consequences. This may be a controversial topic but it is one we feel is important to discuss so we can all continue to improve our programs.

Show notes: https://classroomcomposers.com/taking-what-didnt-work-this-year/

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We’ve all gotten frustrated with method books or curriculums that move too quickly or aren’t easily understood by students. We knew there was a gap between what options were out there for beginning bands and what beginning band students and their teachers actually needed.

In this episode, we are diving into how the Quarter Note Companion helps set beginning band students up for success. We are sharing the research the curriculum is founded in, a look inside the 5 components of the curriculum, and how you can use this curriculum with beginning bands or middle school bands.

Show notes: https://classroomcomposers.com/quarter-note-companion/

Website: http://www.classroomcomposers.com

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