Delaware band programs are smaller, scrappier, and more connected than you think—and that’s exactly why they’re changing fast.

Blaine Salerni and Brian Endlein reveal how music education really works in the First State, from decentralized decision-making and one-day State Arts Day to the growing push for jazz, modern band, steel drums, and more access for students.

Delaware might be tiny, but its band world is packed with real challenges and real momentum. Blaine Salerni from Smyrna Middle School and Brian Endlein from Odessa High School break down a state where there’s no UIL-style system, no statewide marching band championship, and very little top-down control—which means relationships, advocacy, and district-level leadership matter more than ever.

You’ll discover:

Why Delaware music education is driven more by district autonomy than statewide structure

How All-State band, jazz, and the new modern band track work

What makes State Arts Day such a big deal for teachers who rarely get music-specific professional development

How marching band, concert band, and solo ensemble opportunities vary from county to county

Why jazz remains one of the hardest, most important fights in band education

Brian shares what it’s like to build a program from the ground up at a school that opened during COVID, while Blaine offers a middle school perspective on what students actually need to stay engaged. Together they unpack the realities of recruiting, scheduling, funding, and why so many programs still depend on unpaid evenings, early mornings, and booster support just to survive.

This conversation also gets honest about mentorship and retention. Both guests explain why new directors need more support, more classroom observation, and more willingness from seasoned teachers to open their doors. In a small state where almost every director knows each other, that culture can be a strength—if people use it.

If you’re a band director, music educator, or anyone curious about how a small state keeps its music ecosystem alive, this episode delivers a rare inside look at what’s working, what’s missing, and what’s growing in Delaware.

Sponsors:

⁨@StandingOMarching⁩

⁨@SightReadingFactorycom⁩

⁨@rcpdrumcompany⁩

⁨@WengerCorp⁩

https://wengercorp.com/triplethreats?utm_source=BTP&utm_medium=podcast&utm_campaign=2627WCTT&utm_content=midrollad

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=midrollad

Time Stamps

0:00 An impromptu Michael Jackson transition

1:07 Meet the Banana Band

2:11 Finding music and joining the band

3:58 From school band to touring musician

6:54 A sibling rivalry sparks a music career

10:24 Growing up with trumpet and joining the group

12:38 From struggling student to music teacher

17:07 The drummer’s path back to music

20:08 Did anyone consider quitting music?

25:10 The mentors and lessons that stuck

31:00 Pressure, excellence, and getting the job done

35:30 Learning songs by ear and loving the saxophone

38:24 Building a life as a working musician

40:17 Favorite Banana Band musical moments

41:54 Coach joins the conversation

43:30 The spontaneous “Bad” performance

48:58 The Free Bird balcony story

51:36 Playing live with Gavin DeGraw

54:50 Getting invited onstage by The All-American Rejects

56:09 How the Banana Band began

62:19 Auditions and joining the band

64:30 Rapid-fire favorite stadiums

67:07 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 formats
Helping students handle nerves, squeaks, and mistakes
Setting realistic musical goals
Making families part of the learning process
Teaching concert etiquette for students and audiences
Concert attire, student speakers, setup, and logistics
Final encouragement for directors and young musicians
Sponsers:
Standing O Marching
Sight Reading Factory
RCP Drum Company
Wenger for Music Education
https://wengercorp.com/triplethreats?utm_source=BTP&utm_medium=podcast&utm_campaign=2627WCTT&utm_content=midrollad
Timestamps
00:00 A reminder: parents love their beginning musicians
00:57 Welcome to Band Room Therapy
03:44 When each program starts beginning band
04:19 Class sizes, instrumentation, and teaching setups
09:11 What should a first beginner concert look like?
10:21 Keeping first performances short and meaningful
11:32 Creating an informal, interactive concert
13:45 Helping students work through stage nerves
17:34 Why mistakes are part of learning
18:39 Handling squeaks, squawks, and wrong notes
20:12 Building a concert around student growth
25:22 Getting parents involved in the concert
27:42 Helping families understand what band class is
29:19 Inviting parents into the band room
37:11 Choosing music for the first concert
38:47 Why the concert experience—not difficulty—is the challenge
41:43 Adjusting repertoire to each group of beginners
45:22 The bigger goals of a first performance
49:11 Teaching stage decorum and performance expectations
51:20 Helping families learn concert etiquette
54:34 Planning attire, speaking parts, and logistics
59:40 A concert-uniform story every director will understand
62:29 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.
Sponsors
Standing O Marching
Sight Reading Factory
RCP Drum Company
Wenger for Music Education
https://wengercorp.com/triplethreats?utm_source=BTP&utm_medium=podcast&utm_campaign=2627WCTT&utm_content=midrollad
BetterSax with Sweetwater
https://geni.us/bettersaxclassicsax
Timestamps
00:00 Introduction to Connecticut band education
00:51 Meet Anthony Susi and Brian Cyr
02:03 Connecticut’s music education organizations
03:46 Student-focused events and growing festival opportunities
06:05 Regional ensembles and the All-State pathway
07:06 How Connecticut’s size strengthens director collaboration
08:13 Honor wind ensemble and student composition festival
09:38 All-State Conference and professional development
13:16 School size and marching band classifications
16:27 A Connecticut band calendar: summer through spring
20:23 Concert band festivals and adjudication opportunities
23:02 Building a statewide concert festival model
26:18 Marching band in Connecticut and state championships
28:45 University-hosted clinics and performance opportunities
33:14 Regional and All-State audition process
38:23 Jazz, mariachi, modern band, and world percussion
41:40 Honor jazz ensembles and local jazz festivals
45:20 Solo and chamber ensemble opportunities
48:44 Mentorship and support for new music teachers
53:35 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/bettersaxclassicsax

https://wengercorp.com/triplethreats?utm_source=BTP&utm_medium=podcast&utm_campaign=2627WCTT&utm_content=midrollad

www.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 Factory
RCP Drum Company
Sweetwater https://geni.us/bettersaxclassicsax
Timestamps
00:00 - Cold open and pre-show chatter
00:46 - Episode topic: keeping chaos and tempo in the middle school band room
01:39 - What a well-managed room looks and sounds like
02:30 - Student engagement during sectional work
02:59 - Building band mode through routines and procedures
04:06 - Why teachers should explain routines to admins and stakeholders
05:10 - No single classroom model fits every band room
06:06 - Ensemble type changes the management approach
08:12 - Planning for the unplanned and classroom flexibility
08:57 - Consistency and fairness in accountability
09:48 - Resetting the routine instead of reacting emotionally
11:36 - Teacher emotions, regulation, and keeping calm
13:45 - Middle school chaos and the need for calm starts
14:46 - Teaching expectations and building skill over time
15:16 - When students should raise their hand
17:01 - Reteaching routines for missing music and interruptions
18:30 - How home life affects classroom tone
20:26 - Charlie’s silent entry and first-day timer routine
24:13 - Mr. Heim’s timer, agenda slide, and technique time
25:11 - Warm-up versus technique time
25:34 - Starting together and controlling volume
27:46 - Warm-up as a management tool and stopping gossip
29:38 - Bathroom policy problems and school-wide constraints
35:07 - Silent bathroom signals and avoiding the “potty parade”
37:16 - Bathroom access, class timing, and emergency flexibility
40:12 - Instrument handling during bathroom breaks and fire drills
41:16 - Paul’s reminder that this is serious professional development
42:20 - Emergencies, medical needs, and when exceptions matter
45:00 - Rapid fire: getting the band’s attention
46:46 - Teaching silence as a musical and classroom skill
48:31 - Do seating charts affect behavior?
50:57 - What surprises teachers most about middle school
54:46 - Why they love teaching middle school band
60:42 - Advice for first-year teachers and new directors
63:00 - Secretaries, bookkeepers, and custodians matter
64:03 - Stop trying to be perfect
65:32 - Building your own teaching identity
66:31 - Closing thoughts and episode wrap
69:56 - Post-show chat: anniversaries, recovery, and sign-off

State of Band: Colorado

Colorado band directors share how the state’s music scene is organized, from its governing bodies and region structure to concert festival, marching band, honor band, and all-state opportunities. The conversation also highlights the strong culture of mentorship, collaboration, and practical support across the state.

Sponsors:

Sight Reading Factory

RCP Drum Company

BetterSax https://geni.us/bettersaxclassicsax

Timestamps

00:00 - Welcome to Colorado and introductions from Andrew King and Melissa Ellenberger

01:55 - Colorado’s music governing bodies: CBA, CHSAA, and CMEA

05:01 - How Colorado is divided into regions by geography and access

06:52 - Region meetings, representation, and communication with directors

09:26 - Colorado’s band conferences, including the Broadmoor-hosted state conference

11:47 - School classifications from 1A to 5A and what they affect

16:54 - Concert festival requirements for high school and middle school

21:20 - Colorado’s yearly calendar from marching season to spring events

23:07 - Region honor bands, ski festival, and winter conference season

25:45 - Middle school recruitment, fifth grade outreach, and instrument test drives

27:41 - Large middle school band programs, summer band camp, and class management

30:44 - What marching band looks like in Colorado, including scoring and state events

34:50 - Individual achievement pathways: honor bands and all-state opportunities

36:13 - Middle school honor band auditions and ensemble makeup

38:24 - High school honor band audition music and statewide consistency

40:21 - Video auditions and selection for all-state

42:09 - Colorado’s all-state band, jazz band, orchestra, and choir structure

45:51 - Solo and ensemble expectations and why it stays at the regional level

46:53 - Mentorship through CBA and district support for new directors

54:12 - Colorado’s culture of sharing, observing, and helping other programs

56:59 - What the guests want people to know about teaching band in Colorado

58:48 - A mindset of appreciating every festival and ensemble like art

This episode digs into what band culture actually means, how it shows up in rehearsal and daily routines, and why it matters for student buy in, trust, and community. Mr. Morgan, Miss Gates, and Mr. Haim compare middle school and high school experiences, share the traditions that shaped their programs, and talk honestly about discipline, parent communication, and the balance between teacher leadership and student ownership.

Sponsors:

Standing O Marching www.standingomarching.com

⁨SightReadingFactory

BetterSax - SweetWater

RCP Drum Company

Timestamps:

00:00 - Opening mix-up and welcome to the culture conversation

01:03 - What band culture means to each director

03:06 - The band is bigger than any one person

04:01 - Students helping define the culture each year

05:02 - Signs of a healthy band room

08:35 - Red flags that culture is drifting

13:44 - Different expectations for middle school and high school

17:54 - How culture gets established in the first weeks

20:03 - Building community with student buddies and section leaders

24:57 - Culture is visible to the whole school

25:44 - Traditions, sayings, and class identities

29:41 - Alma mater, Friday night branding, and student leadership

32:03 - Passing the baton with senior notes and varsity jackets

35:16 - When students say band is about becoming good humans

36:38 - Jazz lunch as a recurring tradition

38:22 - Director driven or student driven

42:41 - Shifting the balance of ownership over the year

45:05 - Moving past the iron fist model

49:49 - Honest, fair, and calm discipline

52:37 - Trust, vulnerability, and being human with students

56:41 - Handling behavior that hurts the culture

60:57 - Parents, communication, and shared support

66:45 - Positive calls home and celebrating small wins

68:39 - A parent partnership that improved student practice

71:07 - Weekly newsletters and consistent family communication

72:08 - Highlighting non band achievements too

75:06 - Advice for first year directors

78:12 - Adapting if the program already has a culture

79:07 - Make students feel they belong and make good music

80:55 - Final thoughts on authenticity, growth, and evolving culture