100%. My modern band instruments are in not the best shape. Applied for a grant, about $10,000 to get a bunch of new stuff. Should find out in the next couple months. I repair enough to keep things functional, but getting some stuff from this century would be good. Brandt I love the vids you post when you're making a point haha

@Brandt Schneider I usually arrive an hour early and that is my functional prep time. I'm not in control of where my preps fall in the schedule, this year all at the end of the day.

@Brandt Schneider That is slick haha

You Won't See Me Before I Come Back - The Bad Plus

In the last couple years I've found the balance. One year I did too much sound before sight and those students struggle to read still. In the first little bit (say 2-4 weeks depending), I'm 90% sound and 10% sight, then once their sounds start to become characteristic and reliable, I adjust pretty rapidly into reading most of the time. But I still try to do a bunch of non-reading playing, like coming up with a little melodic ostinato, teach it by rote, and play some chords with it, and maybe do a simple arrangement at the end of a rehearsal. Once they get the idea, it comes together quick and gives them a chance to just play and listen to each other without so much intellectual stimulus. Or try to learn something by ear, another example.

@Mike Haas I like the 11 steps approach - that is the kind of thing that really helps me because I'm pretty scattered. Following up with what I mentioned above, I try to do a lot of reading in the concert band setting. In a more general setting (pop/rock, class jam) where one might use solfege or other notation systems, I tend to not focus too much on note names or solfege and just go more by rote or by ear because I find the leverage is so much greater in focusing on other aspects of musicianship. Like timing, even from early on, specifically drilling and focusing on syncing up. Or form - keeping your place in the music when your parts comes in and out, and being able to do it independently. After a year or two of this type work, by the time they hit the band program they have a fair amount of experience in realistic ensemble playing. Then it's a lot easier to skip the multiple representations of things and go straight to notation as they are not battling with all that other stuff at the same time.

@Brandt Schneider Very nice list! I want to be in your class haha