“Stagger Breathing” is a strategy where members of your ensemble breathe at different times, creating the aural illusion that the sound continues without gaps or breaths. Here’s how to implement this technique effectively with your band.

Stagger Breathing During Musical Phrases

When a phrase of music is played, it’s often full of various note durations, like quarter notes, half notes, eighth notes, etc. Should rests be part of the phrase of sufficient frequency and length, employing stagger breathing won’t be necessary, as students can simply keep their bodies full of air by breathing in the rests. However, in the absence of sufficient rest, apply a stagger breathing strategy.

1. Assign Breathers: Assign students to be an “early” breather, a “middle” breather, or a “late” breather. These assignments should be as balanced as possible, such that each group (early/middle/late) has an equal number of players for each part, with similar strengths.
2. Designate Breathing Spots: Assign each breathing spot group to a breathing place. In this case, students will leave out one entire beat (approximately quarter note length, depending on the tempo).
3. Rehearse Separately: Rehearse each breathing group separately so you, as the director, can hear the breathing spot in unison.
4. Combine Groups: Once confident that all groups understand their breathing assignment, play together.

Stagger Breathing During Long Notes

During long, loud impacts, students have to have places to breathe! To accomplish this, use the same strategy as above, with one significant change: students will need to “sneak out” and “sneak in” to the sound.

For example, let’s say we have a 16-count tone, at 168 beats per minute tempo…

1. Remember Assignments: Ensure students remember their breathing assignment group (early, middle, or late!).
2. Designate Breathing Spot: Assign the breathing spot for this note:
   • Early breathers should breathe on count 4. This means they “sneak out” (decrescendo) during beat 3, breathe on 4, and “sneak in” (crescendo) on beat 5, resuming normal volume by beat 6.
   • Middle breathers should breathe on count 8. This means they “sneak out” (decrescendo) during beat 7, breathe on 8, and “sneak in” (crescendo) on beat 9, resuming normal volume by beat 10.
   • Late breathers should breathe on count 12. This means they “sneak out” (decrescendo) during beat 11, breathe on 12, and “sneak in” (crescendo) on beat 13, resuming normal volume by beat 14.
3. Rehearse Separately: Rehearse each breathing group separately so you, as the director, can hear the breathing spot in unison.
4. Combine Groups: Once confident that all groups understand their breathing assignment, play together.

Elevating Your Ensemble’s Musical Brilliance

Mastering stagger-breathing techniques offers your marching band an avenue to sonic excellence. With meticulous practice and thoughtful implementation, your ensemble can achieve remarkable musical continuity and captivating performances that resonate with audiences. Elevate your marching band’s impact by embracing the art of stagger breathing.

Incorporating these strategies into your band rehearsals will improve your band’s sound and enhance its overall performance quality.

The post Teaching Stagger Breathing: A Simple Strategy for Stronger Ensemble Sound appeared first on Evan VanDoren Music.

Psychologist Angela Duckworth defines grit as the combination of passion and perseverance toward long-term goals. For marching bands, grit is what carries students and directors through months of rehearsals, weather setbacks, and competitive pressure.

What Grit Really Means in Marching Band Shows

Duckworth’s work breaks grit into two parts:

1. Passion — sustained interest in a long-term goal.
2. Perseverance — the drive to keep improving despite obstacles.

Sound familiar? That’s the heartbeat of every great season. From the first downbeat in July to the last show in November, gritty programs thrive not because everything goes right — but because they keep showing up when it doesn’t.

Why Grit Outperforms Talent

Duckworth’s research at the University of Pennsylvania shows that natural talent only gets you so far; consistent effort predicts success more accurately. In marching band shows, that means:

• Students who stick with fundamentals eventually surpass “naturals.”
• Design teams that refine drafts repeatedly end up creating more impactful products.
• Directors who stay calm under pressure lead better when contest results don’t go their way.

Great shows aren’t born; they’re built through relentless iteration — and that’s grit in motion.

For a related look at mindset, read Unleashing Potential: A Growth Mindset for Marching Band Shows.

How to Build Grit in Your Program

1. Model It Yourself

Students mirror your resilience. When you stay composed after a rough run-through, you show them how professionals handle adversity.

2. Set Purpose-Driven Goals

Duckworth notes that grit thrives when goals feel meaningful. Remind students why they’re performing: to move audiences, to grow as musicians, to represent their community.

3. Redefine Success

Shift focus from rankings to progress. Celebrate cleaner phrasing, stronger posture, better ensemble balance. Over time, the consistency pays off — in both performance and morale.

4. Normalize Struggle

Help students understand that frustration means they’re growing. The best marching band shows have rough days built into their journey. The key is learning from them, not avoiding them.

Learn more about resilience in An Olympian’s Playbook for Marching Band Success.

Grit and the Director’s Role

It’s easy to tell students to “push through,” but grit isn’t about grinding endlessly — it’s about sustained, intentional effort.

The best directors balance high standards with empathy. They teach students that growth takes time, and that consistency beats intensity every time. That’s how championship-level marching band shows — and healthy programs — are built.

For more on balancing pressure with purpose, check out The Lasting Impact of Great Music Educators.

FAQs

Why is grit important in marching band shows?
Because marching band is a long-term pursuit. Grit fuels focus and emotional endurance — keeping your ensemble motivated when the excitement fades.

How can I teach grit without burning students out?
Pair challenge with recovery. Push hard during peak rehearsal, but schedule reflection days. Praise effort and perseverance, not just clean performances.

What’s the difference between grit and discipline?
Discipline is daily consistency; grit connects that effort to long-term purpose. Both matter — but grit adds heart to habit.

Can grit be taught to younger students?
Yes. Start small: consistent tone exercises, memorizing short segments, or reflecting on small wins. These early habits lay the foundation for future persistence.

Where can I learn more about grit and education?

• VanDoren Music Blog — resources on leadership, teaching, and show design.
• External: Angela Duckworth’s TED Talk on Grit and her book Grit: The Power of Passion and Perseverance (Scribner).

Evan VanDoren
Composer, educator, and advocate for directors who build resilient, inspired marching band shows.
evanvandoren.com

The post How Grit Builds Championship Marching Band Shows appeared first on Evan VanDoren Music.

It may not hang above your office door like it did at AFC Richmond, but it’s there.

It’s what you choose to believe about your students after a disastrous rehearsal. It’s what you choose to believe about your staff when communication breaks down. It’s what you choose to believe about yourself after a disappointing contest result.

That’s why Ted Lasso resonated with so many educators.

It isn’t really a show about soccer.

It’s a show about leadership.

And if you watch it through the eyes of a band director, you’ll realize almost every lesson Ted teaches his players is something we’ve wrestled with on the practice field for years.

During my years at Cedar Park High School, I had the privilege of helping build a program that won three UIL State Championships. Looking back, those championships weren’t won because we found a magical rehearsal technique or wrote better drill than everyone else.

They were built on culture.

Culture determined how we handled failure. Culture determined how students treated each other. Culture determined whether people wanted to come back tomorrow after today went badly.

The music mattered.

The drill mattered.

But leadership determined whether those things reached their potential.

Here are fourteen leadership lessons every band director can borrow from Ted Lasso.

1. Believe

Trust your people even when things go wrong.

Nothing tests your leadership like failure.

A section falls apart during a run. Your drum major freezes at the biggest contest of the season. The brass has the worst rehearsal they’ve had in weeks.

Your instinct is to tighten control.

Sometimes the better answer is trust.

Students often perform at the level you believe they’re capable of reaching. When they know you still believe in them after a bad day, they stop trying to avoid mistakes and start trying to solve them.

Confidence borrowed from a trusted leader often becomes confidence they eventually own themselves.

2. Do the Inner Work

The stuff you avoid is usually the work you need most.

Every director has conversations they don’t want to have.

The parent who’s upset.

The staff member who isn’t pulling their weight.

The student leader who has talent but is hurting the culture.

Ignoring difficult conversations never makes them easier.

The best directors I’ve known spend as much time working on themselves as they do working on the show. They examine their own ego. They admit when they’re defensive. They ask for feedback instead of assuming they already know the answer.

Leadership starts long before rehearsal begins.

3. Coach to Their Best, Not Their Worst

Treat people as who they can become.

September students are not November students.

Freshmen who can’t stay in step today might become section leaders two years from now.

One of the easiest mistakes directors make is assuming today’s performance predicts tomorrow’s potential.

It doesn’t.

The greatest teachers I’ve worked with constantly coached toward possibility rather than current ability.

Students usually rise, or fall, to the expectations placed upon them.

4. One Leader Can Change an Entire Culture

Your leadership style changes how the whole team behaves.

Culture isn’t what you write in your handbook.

Culture is what students copy.

If your instructional staff panics, students panic.

If your staff gossips, students gossip.

If instructors blame judges, students blame judges.

If leaders stay calm under pressure, students learn resilience.

The emotional ceiling of your program is often set by the adults in the room.

Before students ever become performers, they become imitators.

5. Listen to Every Voice

Great ideas can come from anyone.

Some of the best rehearsal adjustments I ever made didn’t come from staff meetings.

They came from students.

A sophomore mellophone player notices a traffic jam in drill.

A freshman percussionist finds a cleaner sticking.

A quiet clarinet player asks a question nobody else was willing to ask.

Leadership isn’t having all the answers.

It’s creating an environment where good ideas can surface from anywhere.

6. Keep Mentoring After the Promotion

Leadership development doesn’t stop with the title.

A section leader becomes drum major.

A drum major graduates and becomes an assistant.

A former student starts teaching.

Your role changes.

Your investment shouldn’t.

Some of the most meaningful conversations you’ll ever have happen after students leave your classroom.

Great directors don’t just develop performers.

They develop people.

7. Own Your Mistakes

Apologize. Learn. Change.

Students know when you’ve made a bad decision.

Pretending otherwise damages credibility far more than simply admitting it.

Maybe you changed drill too late.

Maybe you pushed rehearsal longer than you should have.

Maybe you misunderstood a situation involving a student.

Own it.

Leadership isn’t about never making mistakes.

It’s about showing students what accountability looks like.

Ironically, admitting you’re wrong often increases respect instead of reducing it.

8. Fight for What’s Right

Choose the hard right over the easy wrong.

Every director eventually faces decisions that cost something.

Removing a talented marcher because they repeatedly violate expectations.

Cutting an exciting visual because it isn’t safe.

Standing up for your students when it’s unpopular.

Character is easy when nothing is at stake.

Leadership is revealed when doing the right thing has consequences.

Your students are always watching which version of “right” you choose.

9. Be a Goldfish

Learn from mistakes, then let them go.

Every director has a rehearsal they’d rather erase.

Maybe it happened your first year.

Maybe it happened yesterday.

The healthiest programs don’t ignore mistakes.

They simply refuse to let yesterday’s rehearsal steal today’s.

Evaluate.

Adjust.

Move on.

Students need leaders who remember lessons but forget shame.

10. Help People Grow Beyond Their Job

Your greatest product isn’t a performance.

Band teaches leadership.

Band teaches resilience.

Band teaches responsibility.

Band teaches collaboration.

Those lessons last far longer than any trophy.

The freshman learning how to lead a sectional today might someday lead a company, coach a team, teach a classroom, or raise a family.

That’s the real return on investment.

The marching band show is simply the vehicle.

11. Lead with Curiosity

Ask before you assume.

The student who starts missing rehearsal isn’t automatically lazy.

The staff member who’s unusually quiet isn’t necessarily disengaged.

The section leader who seems frustrated may be carrying something you can’t see.

Good leaders investigate before they evaluate.

Questions almost always build more trust than assumptions.

12. Listen for What’s Not Being Said

Silence tells a story too.

Sometimes the loudest warning signs aren’t loud at all.

The section leader who suddenly stops giving feedback.

The staff member who quits offering ideas.

The senior who simply says, “It’s fine.”

Sometimes silence means peace.

Sometimes it means people have stopped believing they’ll be heard.

Pay attention to both.

13. Be Vulnerable to Build Trust

People trust honest leaders.

Students don’t need perfect directors.

They need authentic ones.

Tell them about the competition where your band didn’t make finals.

Talk about the arrangement you rewrote because the first version wasn’t good enough.

Share what you’ve learned from failure.

Vulnerability doesn’t weaken leadership.

It reminds students that growth is supposed to include setbacks.

When leaders model honesty, students become far more willing to be honest themselves.

14. Don’t Be the Smartest Person in the Room

Surround yourself with experts.

One thing I’ve noticed after working with hundreds of marching band programs is this:

The strongest programs rarely have directors trying to do everything themselves.

They hire great visual designers.

They trust talented choreographers.

They ask judges for honest feedback.

They invite clinicians to challenge their thinking.

They remain coachable long after they’ve become successful.

Confidence isn’t pretending you know everything.

Confidence is being secure enough to learn from people who know something you don’t.

The Best Programs Aren’t Built on Leadership Speeches

None of these lessons are revolutionary.

They’re also incredibly difficult.

Trusting students after they fail costs patience.

Admitting you’re wrong costs pride.

Listening before speaking costs humility.

Hiring people who know more than you costs ego.

But those decisions shape the culture students experience every single day.

Years from now, very few graduates will remember their prelim score.

Many won’t remember exactly where they placed at state.

Most won’t remember every set in the closer.

They will remember how it felt to walk into your rehearsal.

They’ll remember whether they felt safe enough to fail.

Whether they felt challenged enough to grow.

Whether they felt believed in.

Maybe that’s why the “Believe” sign mattered so much in Ted Lasso.

It didn’t win matches.

It reminded everyone what kind of people they wanted to become.

The best marching band programs work exactly the same way.

Great shows entertain audiences.

Great leadership changes lives.

Frequently Asked Questions

What leadership skills are most important for band directors?

The most important leadership skills for band directors include communication, consistency, empathy, accountability, emotional intelligence, and the ability to build a positive program culture. While musical expertise matters, leadership often determines whether students reach their full potential.

How can a first-year band director build trust with students?

Start by listening more than you speak. Learn the program’s traditions before making major changes. Be consistent with expectations, admit mistakes when they happen, and follow through on your promises. Trust is earned through hundreds of small interactions over an entire season.

How do you build a strong marching band culture?

Strong marching band culture is built through shared expectations, consistent leadership, meaningful relationships, and clear communication. Directors who model humility, resilience, and accountability create environments where students are more likely to do the same.

Does leadership matter more than musical ability?

Neither exists in isolation. Strong musical instruction is essential, but leadership determines whether students consistently buy into the process, respond well to adversity, and continue growing over multiple seasons. The best programs combine excellent teaching with exceptional leadership.

Evan VanDoren is a composer, arranger, and former Texas band director. After helping build one of the state’s most successful marching band programs, he now works with band directors across the country, designing custom and pre-built marching band shows through VanDoren Music. His mission is simple: help directors create programs where students thrive both on and off the field.

The post 14 Leadership Lessons Every Band Director Can Steal From Ted Lasso appeared first on Evan VanDoren Music.

Designing a marching band show takes creativity, teamwork, and technical expertise.
But the skill that keeps your program running year after year isn’t found in the score or the drill—it’s communication.

Every time you request rehearsal space, travel funding, or staffing help, you’re not just managing logistics—you’re shaping how your program is perceived.
Learning to speak the language of administrators turns those moments from stressful to strategic.

Step One: Expand Your View

Directors see the program through one lens—student growth, performance quality, and day-to-day logistics.
Administrators, on the other hand, see a full district ecosystem—budgets, staffing models, safety policies, and parent relations.

Understanding that perspective changes the conversation.
When you show that your goals support their broader mission (student engagement, school pride, community connection), your requests stop sounding like “asks” and start sounding like solutions.

Try this mindset shift:

Instead of: “We need more rehearsal time.”
Say: “We’ve found that an additional after-school block would help students feel more prepared and confident going into contest season, which directly supports attendance and morale.”

It’s the same request, reframed with shared goals.

Step Two: Lead with Data and Heart

Numbers matter—but stories stick.
When advocating for your marching band program, blend data with impact.

• Share student participation growth over the past three years.
• Note improvements in academic eligibility and retention.
• Include one or two student stories about how the show experience built confidence or community.

This combination builds credibility and emotional connection—two things administrators rarely ignore.

Step Three: Offer Solutions, Not Just Problems

Every administrator’s inbox is full of problems. Stand out by being the person who brings possible answers.

If rehearsal space is tight, suggest creative scheduling options or partnerships with nearby facilities.
If travel budgets are limited, propose ways to share costs across programs or phases of the season.

Proactive directors don’t just protect their programs—they elevate them.
Your message becomes, “I’m thinking like a partner,” not “I’m adding to your to-do list.”

Step Four: Communicate Like a Professional Partner

How you say something matters as much as what you say.
Be concise, respectful, and forward-thinking.

Practical habits that build trust:

• Start emails with a positive statement about recent student success.
• End every conversation with clarity on next steps.
• Save major conversations for in-person or phone calls whenever possible.
• Follow up promptly with a short summary so nothing gets lost.

This kind of communication builds long-term trust—and makes future “yes” answers easier to earn.

Step Five: Align Your Program with School Goals

When administrators see your marching band shows as an essential part of the school’s success, doors open.

• If your campus is focused on community engagement, emphasize how your performances bring people together.
• If academics are the top priority, highlight the discipline, problem-solving, and teamwork that band students develop.
• If the school is focusing on equity or inclusion, share how your show design and student leadership reflect those values.

You’re not just running a band—you’re advancing the mission of the district.

Step Six: Replace Groupthink with Collaboration

It’s easy for arts programs to feel isolated from the decision-making process.
But collaboration beats complaint. Invite input from your colleagues—choir, orchestra, theater, even athletics.

When fine arts directors present united, well-researched requests, they demonstrate collective value.
You’re not asking for special treatment—you’re showing how arts education strengthens the entire campus experience.

Step Seven: Build Influence by Being Consistent

Advocacy isn’t a one-time pitch; it’s a steady rhythm.
Every positive interaction, clear report, and proactive update adds to your credibility.

When you become known as a clear communicator who thinks beyond your own ensemble, administrators listen differently.
That reputation turns short-term wins (an approved budget, an extra rehearsal) into long-term trust and support.

The Bigger Picture

Strong communication with administrators doesn’t just benefit directors—it benefits students.
It leads to stable funding, healthier schedules, and opportunities that allow your program to thrive.

Every conversation—no matter how small—shapes how your marching band shows are seen and supported.
Lead those conversations with professionalism, empathy, and purpose, and you’ll do more than earn resources—you’ll earn respect.

About the Author

Evan VanDoren is a composer and arranger who creates custom marching band shows for schools across the country. He helps directors design meaningful, musical productions that bring out the best in their students.
Learn more at evanvandoren.com/marchingbandshows.

The post The Art of Advocacy: Communicating with Administrators About Your Marching Band Program appeared first on Evan VanDoren Music.

Applying the Rule of Thirds to Marching Band Shows

1. Feel Good: Celebrate Wins

In the rhythm of marching band season, there will be those moments when everything clicks — section locks, visuals hit, audience responds. Celebrate them. These are the “feel good” thirds.

2. OK: The Maintenance Zone

This third is steady work: rehearsals go well, routines grow cleaner, the band stays engaged. You’re not sprinting, but you’re moving forward. If you’re never here, you might be oscillating between fatigue and burnout.

3. Lousy: Embrace the Struggle

This is where growth happens. On the days when fatigue sets in, when weather bites, when parts fall apart and you question your plan — that’s the “lousy” third. Not failure — but sign you’re pushing the edge.

Why This Framework Matters for Marching Band Shows

• Prevents burnout: If you’re always in the “feel good” or “lousy” zones without the steady “OK”, you’ll hit mental or physical walls.
• Keeps ambition in check: You’ll challenge your band without overwhelming them — growth comes from smart stress + recovery, not relentless pressure.
• Leads to better design and execution: When you build in this balance, your “marching band shows” have the time to mature, hit clarity, and deliver performance-confidence, not just spectacle.

For deeper rehearsal and design strategies, check out 7 Strategies to Upgrade Your Marching Band’s Performance on my site.

Practical Steps for Directors

• Track the thirds: At the end of each week, ask: “Did we feel good, OK, or lousy — and why?” Use that data to adjust your plan.
• Build smart rest: On the “OK” or “lousy” weeks, schedule intentional recovery: light rehearsal, watch video, student-led feedback.
• Celebrate the “feel good”: Recognize your band’s wins — not just contest trophies, but growth markers (clean level transitions, student leadership, dynamic contrast). For ideas on student-lead reflection, see Let Your Students Take Risks!
• Design for growth-phases: In your show planning, allocate blocks for risk, refinement, mastery. A “lousy” phase might involve trying something new; the “OK” phase builds stability; the “feel good” phase shows it off.

FAQs

Why use athletic principles for marching band shows?
Because the best marching band shows are built on endurance, resilience, teamwork, and peak execution — the same ingredients athletes train for. This framework gives you a language and structure to lead your program with intentional balance.

What if my season feels mostly “lousy”?
That’s okay — it means you’re pushing. But it’s unsustainable. Use that signal to dial back a bit: shorter rehearsal blocks, more student-led segments, focus on fundamentals. Then shift toward “OK”.

Can I apply this outside of contest season?
Yes. Use it during fall rehearsal, winter concert prep, or spring tour. The thirds apply to any long-haul program with build-up and climax phases.

Where can I find more insights on high-performance design for marching band shows?

• The Ultimate Guide to Selecting Music for Your High School Marching Band Show — delve into music-choice strategy.
• Beyond the Field: How Marching Band Shapes Personal Growth and Skills — explore how the experience builds more than performance.
• External: Research on periodization in athletics (ex: strength & conditioning journals) gives strong parallels for our rehearsal cycles.

Evan VanDoren
Composer and educator helping directors craft marching band shows that perform like championships and grow like programs.
evanvandoren.com

The post Train Like an Olympian: The Mindset Behind Great Marching Band Shows appeared first on Evan VanDoren Music.

In this blog post, we’ll explore four essential tips for mastering marching band drill, ensuring your students perform at their best.

1. Teach Students How to Read the Field

Resist the urge to mark individual positions on the field with chalk, paint, or any other marker. Instead, take the time to teach students how to find their coordinates on the field.

While this process will take time initially, it will save time later. Additionally, and most importantly, it will significantly improve students’ retention of their physical coordinates, resulting in improved visual performance.

For more rehearsal philosophy, see Let Your Students Take Risks!.

2. Create a Grid

To help students understand how to read the field, create a grid to assist with visualizing the distance of various step sizes. This grid will be a valuable tool for students to use when determining how far they have traveled in a given amount of time.

Distance and step sizes can be difficult for students to understand, especially when visualizing the distance traveled. Using a grid, students can clearly see the relationship between different step sizes and distances.

This principle supports visual consistency — also explored in The Fastest Way to Make Your Band Sound Better.

3. Have a Process for Learning Drill

Developing a structured process for learning drill is essential. Here’s a recommended approach:

• Find the Coordinate: Students should first locate their starting position.
• Move to the New Coordinate Facing the Direction of Travel: From the initial coordinate, march to the new position while facing the direction of travel.
• Move to the New Coordinate Facing Forward: Next, practice moving from the initial coordinate to the new one while facing forward, simulating normal performance conditions.
• Count Aloud: Throughout these steps, have students count the number of counts in each drill set out loud. This practice reinforces timing and rhythm.

Want to help students connect better with your process? Read Unleashing Potential: A Growth Mindset for Marching Band Shows.

4. Focus on the Basics

When learning drill, emphasizing basic concepts is key. Ensure students have a solid understanding of:

• Individual Coordinates: Each student’s specific position on the field.
• Straight-Line Paths: Moving in straight lines to maintain form and accuracy.
• Even Step Sizes: Consistency in step size is critical for synchronized movement.

You can reinforce these fundamentals through targeted exercises like those mentioned in 7 Strategies to Upgrade Your Marching Band’s Performance.

5. Get Off the Grid

Once you have rehearsed for a few weeks on your “gridded” field, work on learned segments of show “off” of that field!

Students will develop a bad habit of looking down at anything that will help them find their coordinates. By removing the “training wheels” of the gridded field, students will learn to move their eyes appropriately to accurately march drill as they will need to in a performance setting.

For ideas on building adaptable performers, explore An Olympian’s Playbook for Marching Band Success.

Conclusion

Incorporating these strategies into your rehearsal routine will significantly improve your students’ ability to learn and execute marching band drill.

With patience, practice, and a structured approach, you’ll see marked improvements in their precision and confidence on the field.

By teaching them to read the field, using a grid, following a structured process, focusing on basics, and eventually getting off the grid, you set the stage for stellar marching band shows.

For further reading, check out the VanDoren Music Blog and Beyond the Field: How Marching Band Shapes Personal Growth and Skills.

The post 4 Essential Tips for Teaching Marching Band Drill Like a Pro appeared first on Evan VanDoren Music.

1. Students must have all the things!

Nothing slows down a marching band rehearsal faster than logistical elements being missing. For students, not only will they not be able to learn at the highest level, but it also sets a dangerous precedent that the student does not have to do what the director says they have to do! I encourage you to have a specific list of supplies and where they go during rehearsal and do consistent supply checks often throughout your season. Taking care of these logistical details will create an environment of being “detail-oriented” that will positively impact your performance.

2. Make certain the students can hear you!

It’s best to amplify your voice when teaching outside. Ensure that the sound of the amplified voice is clear and loud and does not break up in any way. For students to follow procedures and implement positive change, they must first be able to hear the director!

3. Focus on systems and processes!

The exercises above employ a system that is similar throughout all exercises. The more your students can get comfortable with the systematic procedures you utilize, the better they’ll be able to focus on creating positive change in their performances. Even if it causes you to move a little slower at the beginning of something, take the time to solidify your systems and processes!

4. Have a schedule!

It is crucial to have a detailed schedule. Begin with a schedule in long form (spanning the entire season), where you identify big-picture goals for each week. Then, create weekly schedules that break down how you’ll achieve that week’s goal each day. Include your “tempo plan”: what tempo you’ll learn each movement at and how you will gradually speed it up over time to achieve quality performance!

5. Have a goal, one at a time!

Always identify the one goal you want students to aim for. Make it specific, tangible, and simple! You should teach using the following procedure (except for full marching band/drill rehearsals):

1. Identify what you want the students to change (i.e., the “goal”), and how you want them to change (i.e., the information)
2. Allow students 3-5 repetitions to accomplish the goal, providing very short snippets of guidance along the way.
3. During these repetitions, the teacher should assess whether change is taking place (i.e. Are the students accomplishing the goal you set out for them to accomplish?).
4. Tell the students whether or not they accomplished the goal.
5. Give the students more information about how to change the same goal further, or provide a new goal and new information.

6. Praise often!

Students need lots of positive feedback on an ongoing basis. However, be cautious not to give false praise. For example, rarely is anything “really good” in August! In the absence of quality performance, where possible, praise effort.

7. Create a risk-free environment!

Especially at the beginning of your season, work to create a risk-free environment for your students to get better! When a student gives a wrong answer, praise their effort, or the small part of an answer that might lead in the right direction. If a student makes a foul sound on the field in an effort to play while moving, praise their effort for doing so! When a student enters early (in silence, for example), but with a big, full sound, praise them, and then encourage them to count more carefully. Marching band is an uncomfortable task, and students need to be given lots of chances to try and fail so that one day, they succeed!

8. When it doesn’t sound good, start with the visual responsibilities!

Often, when something sounds bad musically, it’s because students are challenged visually. I would encourage you to slow down and work on the student’s visual responsibilities first, slowly layering in musical responsibilities.

9. Let your drum major conduct everything!

There’s no huge need for a band director to conduct a marching band. The ensemble is often receiving their pulse from an audible tempo source behind them anyway! Additionally, the band director does not conduct during the show… the drum major does!

10. Use your staff!

For those directors who are fortunate enough to have multiple band directors or multiple staff in some capacity, I would encourage you to utilize your strengths as much as possible. The “lead” director doesn’t have to “lead” everything. If a second staff teacher is more skilled or experienced in a certain area, then utilize that person’s strength in that specific way! Where you can divide your group into multiple, smaller groups, do so! Your staff teachers are your greatest resource.

11. Consider your setup!

Your classroom setup should allow your students to have space to do step-outs and mark time, in addition to exposing their individual performances. I suggest you explore setting up in arcs or circles of mixed instrumentation, and that you avoid block set-ups. The more individual performance can be exposed, the more quickly improvement will occur!

12. Always move your feet unless there’s a specific reason not to!

As described earlier in this guide, your band’s success hinges on your ability to marry music, movement, and breathing concepts. As such, you want to have your band do those three things as often as possible! There will certainly be times when it will make sense not to move and play. For example, you may want to readdress tone production or isolate a musical challenge. These and more are great reasons to stop moving your body. However, when you address and improve that musical concept, immediately add the visual responsibilities. Ultimately, it doesn’t count in marching band unless it’s on the move!

13. Rehearse marching band music during classes!

During the school day, most band programs are divided up into more ability-based classes. This is the perfect opportunity for you to work with smaller groups to improve the performance of your larger ensemble. Be sure to set up similarly as you set up with the full group, on a smaller scale. Avoid sitting in chairs. Instead, have students standing, moving their feet, and doing step-outs, just as they’d be doing outside. Mix up the instrumentation to better isolate individual students’ sounds. If you have an outdoor field available during the day, use it! The more you can expose student performance in realistic show settings, the better your performance will ultimately be!

Further Reading

For additional insights on refining your full-season program and elevating your ensemble’s performance, check out 7 Strategies to Upgrade Your Marching Band’s Performance, The Fastest Way to Make Your Band Sound Better, and explore the VanDoren Music Blog for more resources.

FAQs

What’s the quickest way to improve my marching band rehearsals?
Focus on consistency. Establish clear systems, goals, and routines. These create predictable structures that accelerate improvement.

How do I balance musical and visual instruction?
Start with the visual first, then add music. If something sounds off, check whether movement responsibilities are the cause.

What’s the biggest rehearsal mistake band directors make?
Neglecting to praise effort. Students need consistent, authentic feedback that rewards persistence, not just outcomes.

How can I make rehearsal time more efficient?
Set one clear goal per segment, use time markers, and ensure everyone understands the “why” behind each task.

Where can I learn more about improving marching band shows?

• Marching Band Shows — explore customized show concepts and educational content.
• Unleashing Potential: A Growth Mindset for Marching Band Shows — a companion piece on mindset and motivation.

Evan VanDoren
Composer, educator, and advocate for directors crafting memorable marching band shows.
evanvandoren.com

The post 13 Proven Ways to Improve Your Marching Band Rehearsals appeared first on Evan VanDoren Music.

Look at any consistently strong program and you’ll find the same pattern: a director who keeps learning. Not just from clinics or books—but from people. Mentors shorten the learning curve, expand your creative palette, and steady you when the season gets loud.

Mentorship isn’t a hierarchy thing. It’s a clarity thing. The right voice at the right moment can save weeks of trial and error and unlock a better show design, a calmer rehearsal, and a healthier staff culture.

How Mentors Directly Improve Marching Band Shows

• Sharper show concepts. A mentor pushes you to tighten the story arc, pacing, and transitions before drill is set and rehearsal time is on the clock.
• Cleaner rehearsal priorities. When everything feels important, mentors help you decide what moves the needle today.
• Sound + visual alignment. Fresh ears and eyes catch balance, staging, and effect issues you can’t see from inside the grind.
• Stronger program culture. Mentors model how to pursue excellence without burning out your students—or yourself.

What a Great Mentor Relationship Looks Like

• A sounding board, not a dictator. They ask questions that make you think, then let you make the call.
• Regular touch points. A 30-minute check-in every few weeks keeps momentum and lowers stress.
• Access to a network. Need the right drill writer, arranger, or sound designer for this year’s concept? A mentor can point you to people who fit your aesthetic and budget.
• Honest feedback. Respectful, direct, and specific—about music, drill, electronics, staging, and leadership.

How to Find the Right Mentor (or Mentors)

You don’t need one perfect person. You might build a small “board of advisors.”

• Local veteran: Knows your region’s calendar, panels, and expectations.
• Design partner: Someone you trust to poke holes in your marching band show concept before you commit.
• Leadership coach: Focused on staff structure, student leaders, parent communication, and sustainability.
• Outside perspective: A director from another circuit or state who isn’t tied to your local politics.

How to ask: Keep it simple—“Would you be open to a quick monthly call through October to talk show design and rehearsal flow?”

How to Be a Strong Mentee

• Bring the goods. Share charts, audio, rehearsal video, or a one-page show map before you meet.
• Ask specific questions. “Where does the pacing sag?” beats “What do you think?” every time.
• Try the advice, then report back. Close the loop so the feedback gets sharper.
• Own your voice. Use mentorship to become more you, not a copy of your mentor.

A One-Hour Mentorship Sprint (Template)

Use this anytime in the season—especially before you lock drill or electronics.

1. 10 min — Context: Concept sentence, repertoire list, desired effect moments.
2. 15 min — Watch/Listen: Last rehearsal clip or MIDI mockup.
3. 20 min — Triage: Identify the top three blockers (pacing, staging, balance, performer demand, prop flow).
4. 10 min — Action plan: Choose one win for this week and one medium-term change.
5. 5 min — Next touch: Set the next check-in and what you’ll send ahead of time.

The Ripple Effect Beyond Contest Day

Mentorship doesn’t just improve the product—it changes the experience.

• Students feel momentum. Clearer priorities create cleaner reps and more confidence.
• Staff alignment increases. Fewer mixed messages, more shared language.
• You stay energized. A trusted guide reduces decision fatigue and keeps the work joyful.

Quick Start: Make Your Mentor Map

Write three names:

1. A local director you respect
2. A design brain you can text for quick takes
3. A leadership coach type who keeps you steady

Send one message today. “Coffee next week?” is enough to start.

Related resources from me

• Custom Shows: If you want a partner in the creative process—from concept to final polish—explore my work at evanvandoren.com/marchingbandshows.
• Build-Your-Show: Prefer to customize proven materials? Start here: evanvandoren.com/buildyourshow.

FAQ: Mentorship for Marching Band Directors

How soon should I loop in a mentor for a new show?
Early. A 30-minute call during concept development can save weeks later.

Do I need a formal mentorship program?
No. Many of the best relationships are informal—consistent, purposeful, and respectful of time.

What if my mentor’s style isn’t my style?
Great—use it as a lens, not a script. Keep what fits your values and audience.

How often should we meet during the season?
Every 2–4 weeks works well. Short, focused, and scheduled.

Can I be both a mentor and a mentee?
Absolutely. Sharing what you know sharpens your own process and strengthens the community behind your marching band shows.

About the Author

Evan VanDoren is a composer and arranger who creates custom marching band shows for schools across the country. He helps directors design meaningful, musical productions that bring out the best in their students. Learn more at evanvandoren.com/marchingbandshows.

The post The Mentorship Advantage: How Great Band Directors Keep Improving Their Marching Band Shows appeared first on Evan VanDoren Music.

Every band director is a leader, whether you signed up for it or not. Your words, energy, and habits ripple through your students, staff, and community. You model what excellence looks like long before the first note of a marching band show ever sounds.

But here’s the truth: leadership isn’t something you do; it’s something you are.
The best programs thrive because their directors lead with consistency, empathy, and conviction. When you set that tone, your band follows.

Seven Habits of Great Band Director Leadership

1. Lead with Gratitude

Before you fix a problem, notice what’s already going right. Students perform better when they feel seen and appreciated. Gratitude builds trust, and trust builds better rehearsals. The best leaders start with “thank you” before “try again.”

2. Build Up, Don’t Tear Down

Feedback is vital—but it only works when it’s rooted in respect. Direct without demeaning. Students won’t remember every score or judge’s comment, but they’ll never forget how you made them feel during rehearsal. Growth happens in safe, encouraging spaces.

3. Choose Kindness Over Being Right

It’s easy to win an argument. It’s harder—and far more powerful—to win someone’s heart. When mistakes happen, stay focused on the person, not just the product. The best marching band shows come from cultures built on compassion and accountability in equal measure.

4. Model What You Want to See

Your tone becomes the band’s tone. If you want focus, show focus. If you want professionalism, live it. The most effective directors understand that their daily habits—punctuality, patience, preparation—set the standard for everyone else.

5. Communicate Clearly and Often

A brilliant idea can’t succeed if no one understands it. Clear communication—between directors, staff, students, and parents—is the quiet engine behind every successful season. When everyone knows the plan, confidence replaces chaos.

6. Embrace Change

Every season is different: new students, new music, new challenges. Great directors don’t fight change—they use it. Try new design ideas, refresh your warm-ups, or experiment with show pacing. Growth comes from curiosity, not comfort.

7. Critique Privately, Celebrate Publicly

Save corrections for one-on-one moments, and make praise a public habit. When your band sees that excellence is noticed and effort is valued, morale soars. Celebration creates momentum—and momentum wins seasons.

How This Shapes Marching Band Shows

Leadership and design are inseparable. A director who leads with clarity and empathy creates better art because every decision—musical, visual, and emotional—flows from shared purpose.

• Clarity creates cohesion. The more precise your leadership, the more unified your ensemble becomes.
• Kindness fuels creativity. Students take risks when they feel supported.
• Gratitude sustains excellence. Appreciation keeps the long season from wearing people down.

When you lead well, your students don’t just perform the show—they believe in it.

Leadership Beyond Contest Season

True leadership outlasts the fall.
Reflect often. Stay teachable. Keep showing up with optimism, even when it’s hard.

The shows may end, but the lessons your students carry—discipline, respect, joy—are what make your program timeless.

Final Thoughts

The best marching band shows aren’t only about drill, sound, or design.
They’re about leadership—the quiet, steady kind that transforms effort into artistry.

When your students see a director who leads with purpose and care, they don’t just learn music.
They learn how to lead.

About the Author

Evan VanDoren is a composer and arranger who creates custom marching band shows for schools across the country. He helps directors design meaningful, musical productions that bring out the best in their students.
Learn more at evanvandoren.com/marchingbandshows.

The post Leading the Way: Building Better Bands Through Personal Leadership appeared first on Evan VanDoren Music.

The most successful marching band shows don’t just rely on talent or luck; they grow from directors and students who believe they can improve, adapt, and push further than before. That’s the power of a growth mindset in marching band.

What a Growth Mindset Means in Marching Band

A growth mindset means seeing every rehearsal, setback, and critique as an opportunity to get better — not proof of limitations.

For students and directors alike, it looks like:

• Treating early-season struggles as part of the process.
• Welcoming feedback from judges and staff as fuel for improvement.
• Experimenting with new ideas in design, technique, and sound.

As Carol Dweck’s research at Stanford University shows, growth-minded leaders build teams that are more resilient, collaborative, and innovative — all traits that define the best marching band shows. (Source)

Why Mindset Drives Better Marching Band Shows

1. Growth Mindset Strengthens Your Students

Students who believe they can improve through effort become more engaged. They listen more closely in rehearsal, bounce back from critique, and take ownership of progress.

2. It Creates a Healthier Rehearsal Culture

A fixed-mindset culture fears mistakes. A growth-mindset culture learns from them. When your band views setbacks as learning moments, energy stays positive — even on tough days.

Learn more about shaping rehearsal culture in Let Your Students Take Risks!.

3. It Elevates Design and Performance

Design teams with a growth mindset iterate fearlessly — refining visuals, adjusting transitions, re-orchestrating, and taking creative risks. That’s how truly original marching band shows are born.

For more on creative improvement, check out The Fastest Way to Make Your Band Sound Better.

Putting Growth Mindset into Practice

Step 1: Reframe Failure

Instead of “We missed that set again,” try “We’re closer than yesterday.” Language matters. It shapes how students think about improvement — and how they perform under pressure.

Step 2: Build Reflection Into Every Rehearsal

At the end of practice, ask students:

• What worked today?
• What will you improve next time?

These two questions turn rehearsals into lessons about growth, not perfection.

Step 3: Celebrate Progress, Not Just Placement

Recognition fuels motivation. Highlight section improvements, individual milestones, and even “most improved” moments after contests.

If you want a deeper dive into long-term growth and perseverance, read Lessons from Angela Duckworth on Marching Band and Grit.

From Fixed to Flexible

Here’s how that shift looks in everyday band life:

That perspective doesn’t just build confidence — it builds programs that last.

How Growth Mindset Shapes the Best Marching Band Shows

Marching band shows are living, evolving creations. Directors who embrace growth thinking inspire design teams to innovate, motivate students to practice intentionally, and lead programs that grow year after year.

The best shows aren’t written overnight. They’re built through constant learning, reflection, and the belief that there’s always another level to reach.

Learn more about that philosophy in The Lasting Impact of Great Music Educators.

FAQs

Why does mindset matter in marching band shows?
Because talent isn’t enough. A growth mindset drives resilience, creativity, and discipline — all critical for developing consistent excellence across the season.

How can I teach my students to adopt a growth mindset?
Model it yourself. Praise effort, highlight progress, and normalize mistakes as part of learning. Share examples from past rehearsals or performances where improvement came through persistence.

Can mindset affect show design?
Absolutely. Designers who embrace growth are more likely to evolve their ideas, rewrite effectively, and take creative risks that make their marching band shows memorable.

How can I apply this mindset year-round?
Use post-season reflection to identify what worked and what didn’t. Try applying lessons to concert season planning or leadership development.

Where can I learn more about growth mindset?

• VanDoren Music Blog — practical strategies for directors and designers.
• The Ultimate Guide to Selecting Music for Your Marching Band Show — explores how music choices connect to long-term growth.
• External: Mindset Works Research — foundational studies on growth mindset and learning.

Evan VanDoren
Composer, educator, and advocate for directors building stronger marching band shows through creativity and growth.
evanvandoren.com

The post How a Growth Mindset Transforms Marching Band Shows appeared first on Evan VanDoren Music.