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Here's the way the pieces are built:
There are three instrumentally diverse unison parts...hence, all trumpet
1's, flute 1's, alto 1's, etc, are playing unison notes and rhythms, as are
all 2's and all 3's across the score respectively. This means that the band
is not viewed in terms of instrumental sections, but in terms of three
"Parts", each of which include a wide swath of instruments. This also means
that if you have only 3 instruments in your band (which has happened!), by
having all the "Parts" covered you will still have a full sounding ensemble!
When played all together they sound in triadic harmony.
Moreover, all three Parts are generally in unison rhythms (like a church
hymn, only much hipper), which allows for a very strong ensemble almost
immediately. There are exceptions in every piece, depending on the
difficulty level. A grade ½ piece has entirely unison rhythms to provide the
strongest sound for very young players, while a grade 2 piece has
independence between the three Parts for large sections of the chart to
build musicality in a developing band.
Finally, the materials used are those presented in the first part of most
band method series:
1. Only quarters, halfs, wholes, and eighths are present rhythmically.
2. The (concert) pitches are the first 10 notes in most Band Methods: G below
middle C to Ab above middle C (diatonic to the Bb/Eb Major scales). There
are a few color notes in higher grade charts.
3. Time signatures are limited to 4, 3, and 2.
4. Articulations are limited to slurs, staccato, and in some advanced
pieces, legato.
Since these materials are what the kids are studying in their lessons, the
3-Part Arrangements are “testing the known material”. This is much more
effective than having a generic piece off the shelf, not aligned with their
lessons, which requires “teaching to the test” to pull off. The Three Part
Arrangements then act to strengthen and solidify the foundational materials
that the students are learning from their Band Method series, and so the
concert becomes an educational extension of their lessons, and an almost
instant success! This encourages the kids, builds the music program,
bolsters parental support (their kids sound great!), and makes the concert a
logical stepping stone in the curriculum.
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