Band Room Therapy

What happens when a group of band kids, music teachers, and lifelong performers turn a love of brass music into stadium-sized entertainment?In this conversation, the Banana Band shares the musical paths that brought them together—from school band rooms and college struggles to wedding gigs, touring, and playing for packed crowds across the country. They talk about the mentors who kept them going, the pressure of performing without a safety net, and the unpredictable moments that make every show unforgettable.From playing for food and drinks in the early days to jumping onstage with major artists, this is the story behind the music, the friendships, and the controlled chaos of the Banana Band.Follow along for more behind-the-scenes stories, performances, and life on the road.Sponsors ⁨@SightReadingFactorycom⁩ ⁨@rcpdrumcompany⁩ ⁨@WengerCorp⁩ https://wengercorp.com/triplethreats?utm_source=BTP&utm_medium=podcast&utm_campaign=2627WCTT&utm_content=midrolladTime Stamps0:00 An impromptu Michael Jackson transition1:07 Meet the Banana Band2:11 Finding music and joining the band3:58 From school band to touring musician6:54 A sibling rivalry sparks a music career10:24 Growing up with trumpet and joining the group12:38 From struggling student to music teacher17:07 The drummer’s path back to music20:08 Did anyone consider quitting music?25:10 The mentors and lessons that stuck31:00 Pressure, excellence, and getting the job done35:30 Learning songs by ear and loving the saxophone38:24 Building a life as a working musician40:17 Favorite Banana Band musical moments41:54 Coach joins the conversation43:30 The spontaneous “Bad” performance48:58 The Free Bird balcony story51:36 Playing live with Gavin DeGraw54:50 Getting invited onstage by The All-American Rejects56:09 How the Banana Band began62:19 Auditions and joining the band64:30 Rapid-fire favorite stadiums67:07 Early road stories and unforgettable shows

Beginning band concerts can feel huge—for students, families, and directors. In this episode of Band Room Therapy, Ryan Ashley, Jeff Simpson, Bridget Steppen, and Nicole Vaughn share practical, encouraging ideas for planning a first concert that celebrates growth over perfection.They talk concert formats, helping anxious beginners feel safe on stage, choosing achievable music, involving families, setting expectations for concert etiquette, and the behind-the-scenes details that make the night run smoothly.Whether you’re a new band director planning your first beginner concert or a veteran looking for fresh ideas, this conversation is full of reminders to keep it simple, supportive, and student-centered.In this episode:Low-pressure first-concert formatsHelping students handle nerves, squeaks, and mistakesSetting realistic musical goalsMaking families part of the learning processTeaching concert etiquette for students and audiencesConcert attire, student speakers, setup, and logisticsFinal encouragement for directors and young musiciansSponsers:Standing O MarchingSight Reading FactoryRCP Drum CompanyWenger for Music Educationhttps://wengercorp.com/triplethreats?utm_source=BTP&utm_medium=podcast&utm_campaign=2627WCTT&utm_content=midrolladTimestamps00:00 A reminder: parents love their beginning musicians00:57 Welcome to Band Room Therapy03:44 When each program starts beginning band04:19 Class sizes, instrumentation, and teaching setups09:11 What should a first beginner concert look like?10:21 Keeping first performances short and meaningful11:32 Creating an informal, interactive concert13:45 Helping students work through stage nerves17:34 Why mistakes are part of learning18:39 Handling squeaks, squawks, and wrong notes20:12 Building a concert around student growth25:22 Getting parents involved in the concert27:42 Helping families understand what band class is29:19 Inviting parents into the band room37:11 Choosing music for the first concert38:47 Why the concert experience—not difficulty—is the challenge41:43 Adjusting repertoire to each group of beginners45:22 The bigger goals of a first performance49:11 Teaching stage decorum and performance expectations51:20 Helping families learn concert etiquette54:34 Planning attire, speaking parts, and logistics59:40 A concert-uniform story every director will understand62:29 Final advice for first-time concert directors and students

How does band education work in Connecticut? Host Ryan Ashley talks with Connecticut music educators Anthony Susi and Brian Cyr about the state’s music organizations, all-state and regional auditions, concert and marching band opportunities, jazz education, festivals, mentorship, and what makes Connecticut’s band community unique.They break down the full school-year calendar—from marching season through regional festivals and the All-State Conference—and discuss how a small state creates strong connections among directors, schools, and professional organizations.SponsorsStanding O MarchingSight Reading FactoryRCP Drum CompanyWenger for Music Educationhttps://wengercorp.com/triplethreats?utm_source=BTP&utm_medium=podcast&utm_campaign=2627WCTT&utm_content=midrolladBetterSax with Sweetwaterhttps://geni.us/bettersaxclassicsaxTimestamps00:00 Introduction to Connecticut band education00:51 Meet Anthony Susi and Brian Cyr02:03 Connecticut’s music education organizations03:46 Student-focused events and growing festival opportunities06:05 Regional ensembles and the All-State pathway07:06 How Connecticut’s size strengthens director collaboration08:13 Honor wind ensemble and student composition festival09:38 All-State Conference and professional development13:16 School size and marching band classifications16:27 A Connecticut band calendar: summer through spring20:23 Concert band festivals and adjudication opportunities23:02 Building a statewide concert festival model26:18 Marching band in Connecticut and state championships28:45 University-hosted clinics and performance opportunities33:14 Regional and All-State audition process38:23 Jazz, mariachi, modern band, and world percussion41:40 Honor jazz ensembles and local jazz festivals45:20 Solo and chamber ensemble opportunities48:44 Mentorship and support for new music teachers53:35 Why Connecticut’s band community stands out

This episode is a panel discussion about how band and orchestra programs build leadership from day one, not just through titles or auditions. Mr. Ashley is joined by Austin Campbell, Renee Lechner, and Francisco Quixtan, who each share different ways they develop student responsibility, spot healthy versus toxic leadership, and use their ensembles to teach life skills that extend far beyond music.We discuss how leadership shows up in middle school and high school students, how structured roles can help or hurt culture, and how directors can train, trust, and serve students without putting them above the group.Sponorswww.sightreadingfactory.comhttps://geni.us/bettersaxclassicsaxhttps://wengercorp.com/triplethreats?utm_source=BTP&utm_medium=podcast&utm_campaign=2627WCTT&utm_content=midrolladwww.RCPDrum.comTimestamps00:00 - Opening the conversation on student leadership in band01:14 - Austin Campbell introduces his background and leadership perspective02:43 - Renee Lechner explains why leadership starts in middle school03:21 - Francisco Quixtan shares a K through 12 perspective on leadership05:32 - Why band teaches leadership, responsibility, and life skills06:46 - How beginning band students start showing leadership on day one08:15 - “Every day is an audition” and testing students equally10:04 - Helping students develop leadership through small, natural responsibilities11:02 - Students who need leadership most may not be the obvious ones12:25 - Using positive attention and classroom tasks to reshape behavior14:02 - What toxic leadership looks like in student and teacher behavior16:04 - Why leadership means thinking about the whole group, not yourself17:25 - “Leave it better than you found it” as a leadership mindset18:21 - Second-year syndrome and students who think they know everything19:11 - Teachers modeling humility, mistakes, and apology21:29 - Austin’s leadership assignment based on The Student Leadership Challenge23:34 - Choosing leaders who serve the ensemble, not just themselves25:07 - When strong musicians are not the right leadership choice27:02 - Why first chair is not automatically the best leader29:11 - The group can either be good for a student or a student can be good for the group31:30 - Structured leadership roles, crews, and point-of-contact systems34:51 - Leaders as liaisons, not people above others36:37 - Team-based leadership and shared responsibility in orchestra and band39:21 - How Austin selects structured leaders and drum majors42:18 - Interview questions that reveal a student’s growth and maturity45:06 - Testing how students respond under pressure and frustration46:12 - Renee’s drum major audition process and peer-selection question48:31 - Favorite interview questions, including growth and self-reflection prompts53:03 - Responsibilities handed to section leaders and student leaders55:15 - Letting different students handle tasks each day to build ownership58:32 - Francisco’s recruitment chair and student-run social media role62:27 - End-of-season student feedback and using ideas to shape the program66:57 - Renee’s advice: start leadership early and often69:32 - Francisco’s three T’s: teach, train, trust71:14 - Closing thoughts and takeaways for directors

This episode of Bandroom Therapy brings together host Paul Glader and guests Rachel Allen, Charlie Nesmith, and Mr. Heim for a practical, experience-based conversation about middle school band classroom management. They focus on what a well-run room looks and sounds like, how to balance authority with approachability, and how to handle everything from routines to bathroom breaks without losing tempo.We discuss how to build repeatable routines, set expectations that fit the ensemble and the students in front of you, and stay flexible when the day goes off script. The conversation also highlights why middle school band is a privilege, not just a challenge, and why consistency, calm, and adaptability matter so much at this level.Sponsorships:Sight Reading FactoryRCP Drum CompanySweetwater https://geni.us/bettersaxclassicsaxTimestamps00:00 - Cold open and pre-show chatter00:46 - Episode topic: keeping chaos and tempo in the middle school band room01:39 - What a well-managed room looks and sounds like02:30 - Student engagement during sectional work02:59 - Building band mode through routines and procedures04:06 - Why teachers should explain routines to admins and stakeholders05:10 - No single classroom model fits every band room06:06 - Ensemble type changes the management approach08:12 - Planning for the unplanned and classroom flexibility08:57 - Consistency and fairness in accountability09:48 - Resetting the routine instead of reacting emotionally11:36 - Teacher emotions, regulation, and keeping calm13:45 - Middle school chaos and the need for calm starts14:46 - Teaching expectations and building skill over time15:16 - When students should raise their hand17:01 - Reteaching routines for missing music and interruptions18:30 - How home life affects classroom tone20:26 - Charlie’s silent entry and first-day timer routine24:13 - Mr. Heim’s timer, agenda slide, and technique time25:11 - Warm-up versus technique time25:34 - Starting together and controlling volume27:46 - Warm-up as a management tool and stopping gossip29:38 - Bathroom policy problems and school-wide constraints35:07 - Silent bathroom signals and avoiding the “potty parade”37:16 - Bathroom access, class timing, and emergency flexibility40:12 - Instrument handling during bathroom breaks and fire drills41:16 - Paul’s reminder that this is serious professional development42:20 - Emergencies, medical needs, and when exceptions matter45:00 - Rapid fire: getting the band’s attention46:46 - Teaching silence as a musical and classroom skill48:31 - Do seating charts affect behavior?50:57 - What surprises teachers most about middle school54:46 - Why they love teaching middle school band60:42 - Advice for first-year teachers and new directors63:00 - Secretaries, bookkeepers, and custodians matter64:03 - Stop trying to be perfect65:32 - Building your own teaching identity66:31 - Closing thoughts and episode wrap69:56 - Post-show chat: anniversaries, recovery, and sign-off