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Even though I can not hear it; this must be incredible. These are 8 - 11 year olds (if the ages come close to the American system), playing BY MEMORY. The Yamaha 641 (and its' upright twin) are bigger than the players. Would someone please let me know what they are performing? I am stunned, just watching them!

http://www.youtube.com/watch?v=Y9p0Acf-SbU" target="_blank

They play Lenonard Bernstein’s overture Slava. They play musically, in tune, and with good rhytm.

This video was also discussed on one of the horn lists recently. My comment was a bout the two obvious factors behind this amazingly high level of performance: The dancing conductor and lots of money.

Klaus

When the California Repercussions were invited to play in a big Osaka Midosuji parade and festival (1996) we were on a national TV show the night before the parade. On the same show was a group of of about 20 Japanese 5 year old drummers (who only started playing 6 months before) doing a very complicated routine - playing, dance moves and tight drumming. They were practically flawless! Their coaches/instructors were just some of the parents at the school the kids attended, so I don't know how they were trained so well...

Isn't it amazing what discipline in the classroom can accomplish?

Todd S. Malicoate wrote:Isn't it amazing what discipline in the classroom can accomplish?

I can't fathom how all the discipline in the world accomplishes that. I can't figure out how these kids have had the years on the planet to train the ears to play in tune (with and without mutes) read and memorize music and perform at that level. Some part of me can't (or doesn't want to believe) that any elementary band can perform to rival many American high school and college ensembles

KevinMadden wrote:

Todd S. Malicoate wrote:Isn't it amazing what discipline in the classroom can accomplish?

I can't fathom how all the discipline in the world accomplishes that. I can't figure out how these kids have had the years on the planet to train the ears to play in tune (with and without mutes) read and memorize music and perform at that level. Some part of me can't (or doesn't want to believe) that any elementary band can perform to rival many American high school and college ensembles

We, as a whole, underestimate what children can REALLY do. No one knows what "hard" is until he/she is told so.

A friend of mine has a daughter-in-law who used to teach at that school. He told me that they rehearse every morning from 7 to 8 am, and again every afternoon from 4 to 8 pm. They NEVER practice or play their horns outside of those rehearsals. The best players are asked to hold back and tone it down to avoid standing out.
When I asked if that school also has strong science, math and history programs he just smiled. They certainly get amazing results, but I still wonder what happens to the kids who can't handle the pressure. (There must be some!)

Would all of you have been able to handle it at that age? Would your own kids?
(I know that SOME of you would have thrived on it, but let's be honest.)

As a high school physics teacher I was sometimes accused of putting too much pressure on my students. Although I did get good results, there were certainly a few who could not take it. But my program was a picnic compared to what those kids have been through.

they play fantastic, but somehow I find that scaring....Who would have liked to be drilled like that as a child? The conductor looks very serious at the end, she doesn't smile even a bit. It's not fun, it is work. What if music in your childhood has been hard work and no fun?

Yay for rote learning.

Art Hovey wrote:The best players are asked to hold back and tone it down to avoid standing out.

Gee, and here I was taught that in ensemble playing, a player should blend with the rest of the ensemble, not stick out like a sore thumb., but I guess all my teachers, like were wrong.

djwesp wrote:Yay for rote learning.

Yay for music, in any form, at any time, under any circumstances, produced by any system.

This is 100% amazing. No possible way to spin it otherwise. If rote playing were this easy, then Americans would be doing it. I'll make a deal with anyone complaining about it: If you can get your band to do this, then you have the right to complain or criticize. How do you get a 6th grade trombonist to make that sound!!!????? :jealous:

Their performance of Slava is awesome! Great tone and technique. I still can't flutter tongue myself.

Todd S. Malicoate wrote:Isn't it amazing what discipline in the classroom can accomplish?

It's my understanding that universally throughout Japan, bands are after-school clubs. This includes most universities. Kids are strongly encouraged to join some club — whether it's Karate, boxing, dance, band, etc. They are voluntary, non-credit, and done to build character and humanity. Most directors volunteer their time. The clubs are invariably self-taught by "senior" students (6/9/12 graders) who handle a lot of the administrative duties as well. Many of these kids will continue playing in community, service and company bands.

the future of music is female

When I was in college in the 60's I heard a 7th and 8th grade band at one of the comventions, Midwest maybe, from Kansas, Topeka I think, that was about as amazing for it's time as these Japanese kids. Interestingly enough they were also using Suzuki methodology. It was my first experience with Suzuki and I was impressed to say the least. My principal violin at church teaches a blended Suzuki method. She just brought me 4 kids ages 10 through 13 who play the violin with enough skill to fit right in with our mostly adult church orchestra. They can sight read, play in tune for the most part, produce a decent sound and are a welcome addition to our group. The best thing is that they absolutely love the playing the violin and making music. It's hard for me to write off Mr. Suzuki's methods as "rote" learning, not to be confused with the real stuff, when I see the results in kids like this.

The question of how do they do this?

1)They will listen to an instructor when told what to do and not immediately think they are full of $%!^. They do not have a problem with authority like 99% of Americans do.

2)Parents put their children under a lot of pressure to be smart and successful.
Actually, they push them so hard, Japan has been having problems with children killing their parents. No Joke.

3)If you have ever seen a DVD of these competitions, which I have, you find that the High Schools do not get exponentially better like you might think. The bands hit a glass ceiling rather quickly.

Michael Woods wrote: 1)They will listen to an instructor when told what to do and not immediately think they are full of $%!^. They do not have a problem with authority like 99% of Americans do.

Having not met 99% of Americans, I can't say for sure, but I think your estimate might be a little high.

I know (hope?) you were exaggerating to make a point (which I agree with incidentally) but when we use (and hear and read) this kind of language it becomes easier for some to actually believe it. I teach in a couple of small private schools and can tell you there are still way more "good kids" than bad ones. (Yes, in public schools too, where I have also taught.) Does my program resemble the one in the video? Certainly not. Would it if we had 20 hours a week rehearsal time (instead of 45 minutes a week) and better equipment to boot? I can only dream.

Here's a link to the Seika Girls' High School Band playing, "Variations on a Hymn by Louis Bourgeois" (Claude T. Smith). They sound great, but sure are animated. Maybe that's the Suzuki influence. On the right side there's a link for them playing "Festival Variations" (also by Claude T. Smith).

Seika Girls' H.S. play C.T. Smith