Learning the Drill

  1. Procedure—Note the emphasis on Visual Dominant Learning.
  2. Carry drill notebooks and/or coordinate books (no instruments).
  3. Find location and go to position on page 1.
  4. Look at drill or coordinate sheet and look at location on the field for page 2.
  5. Walk in tempo, correct number of counts to page 2, looking at the set.
  6. Stand at attention facing correct direction. The director corrects drill sets and form from tower and field staff does the same on field. When it is accurate, members or leaders mark the set (if that is the system). Members should stand at attention then and become visually aware of how the form and spacing looks and feels.
  7. Walk quickly back to page 1 and fall in at attention.
  8. March from page 1 to page 2 notlooking down and halt.
  9. On command, check form with eyes only (don’t look down) and adjust.
  10. On command, check set marker and adjust (or “step off” position).
  11. Once form is set, stand at attention and look to become visually aware of how the form looks.
  12. Reset and repeat process (g–j) as many times as needed for the members to feel comfortable (maybe 3–6 times).
  13. Learn page 3 using the same process (b–k) for pages 2-3.
  14. Go back to page 1 and run 1 to 2, halt and check. Then pages 2 to 3, halt and check. Repeat if needed.
  15. Run page 1 to 3 non-stop until it is comfortable.
  16. When a new page is learned, go back to page 1 and review in sequence, first with halts in between and then non-stop. This sequential learning increases retention.
  17. Continue this sequence until an ending point is reached that constitutes a rehearsal segment, a halt or the end of a section of music. This segment might be 4 to 10 pages long.
  18. Start the process anew with this rehearsal “starting point” as the point of return and learn that segment. The starting points might be every 3–5 rehearsal letters of music in logical divisions. It saves time because students can quickly get to these drill pages, as opposed to expecting students to quickly start on any page of the drill. (i.e. It only takes a few extra seconds to start at page 8 (a starting point) rather than page 10 which is the targeted rehearsal page.) The “start at any page” approach will take much more time.
  19. Music can be added, when it is memorized, working in segments always beginning at “starting points.” Start with only leaders or seniors playing.
  20. Summary
  21. Learn page 1
  22. Learn page 2 (repeat as needed)
  23. March 1–2 (repeat as needed)
  24. Learn page 3
  25. March 2–3 (repeat as needed)
  26. March 1–3 (repeat as needed)
  27. Continue add-on process until a new rehearsal starting point is reached.

Cleaning the Drill

Cleaning the drill is a season long process.

See Chapter 6: Rehearsal Techniques—Procedures—Level Two for general ideas. A few key concepts to review:

  • Music or Visual focus of rehearsal needs to be clearly defined. (Focus on ONE thing!)
  • Use the Spiral Learning Method for music and visual for each rehearsal segment
  • Play only—stand at halt or mark time (Music Focus)
  • March only—don’t play, sing the music (Visual Focus)
  • March and Play—(Synthesis)
  • Then move to the next rehearsal segment
  • Each focus will gradually improve and become automatic as the other is added.
  • Work in rehearsal segments (often referred to as “chunks”). Use consistent “starting points” throughout the season to save time.
  • Don’t overuse Dr. Beat! The band performs without an amplified metronome, so they must frequently rehearse without it. Suggested percentage of rehearsal use of Dr. Beat:
  • Band Camp 100%
  • Two weeks before first show 75%
  • Last rehearsal before any show 25%
  • Remainder of season 50%
  • Last week of season 0%