Instruments
It is my opinion that when choosing an instrument many factors need to be considered.  When these factors are all accounted for, the student will have a greater chance for success and a long lasting musical experience.  The most important factor is that the choice of instrument generates excitement in the student.  I always try to satisfy the genuine interest of the student.  It is wise to have each student try out the instrument of choice and, with basic instruction, attempt to produce a basic sound.  If I anticipate physical limitations or an inability to produce a this basic sound on the instrument of choice I try to guide the student to an alternative.  Usually this attempt to play an instrument sound is positive.  If the student cannot produce this sound they usually recognize that their first choice may not be the best choice.  This procedure usually "helps" to student to be excited about an alternative.  A poor choice that does not motivate the student almost always results in dropping out of the program.  This process has served me well in my 30+ years of teaching.  As parents you should always ask of you son or daughter has tried to play the instrument they are interested in. 

Each instrument has features that must be physically be accounted for.  Here are some tips on each instrument.


The Flute at one time was made of wood.  Students who have had a successful experience with the recorder will have potential success on this instrument.  Producing sound on this instrument requires that a student create a small oval opening in the lips (epiture) to direct a stream of air over the tone hole.  A student with a "tear-drop lip"  will have difficulty with this process.  When there is a pronounced dip in the middle of the top lip this is very hard to do and the production of a quality sound will be affected.  The student might be able to work around this formation by playing in an "off-centered" way but is difficult, requires special practice, and takes a longer time to produce results. 

Another factor to consider is that the flute requires a great deal of air to produce sound; often more than a tuba.  Students with breathing issues will find this difficult later as the student is required to play longer phrases.
In the same way a student with an under bite will also have difficulty.  The flute is also an instrument that requires intense dexterity music in intermediate and advanced levels

This instrument requires special care since there are rods that can easily be damaged.

Flute Characteristics:
Fingering demands
Large competitive sections
Recorder friendly
Air Demand



The Oboe is often considered a solo instrument in the band and poses less potential physical problems than most.  An under bite is not recommended but there are other considerations.  This instrument has a small double reed (one reed bound to another opposing reed).  The oboe produces sound by the student passing air through a very small opening in between reeds.  The student controls the reed with air, correct pressure from the lips (embrochure) while applying fingerings to play the instrument.  Air must be carefully controlled and at times releasing air is as important as breathing in.

This instrument has some very delicate mechanisms and adjustment screws.  The oboe can be easily damaged if there is a lack of respect for instrument care.

Oboe Characteristics:
Soloistic demands
Small less competitive sections
Recorder friendly
Careful instrument care

The Bassoon is an unusual instrument with a most interesting sound.  The bassoon is one of the first wind instruments added to the orchestra and often functions as the bass or bottom of the woodwind section.  A student starting on this instrument could attain a scholarship or grant in college with solid practice and performance in elementary and high school.  Again an under bite will not allow a student success.  The reed (double reed) generates the fundamental pitch and the student controls the reed with the lips (embrouchure) and applies fingerings to play the instrument.  The biggest challenge is that the fingerings for the bassoon are irregular and require attention to detail.  At Unit 7 schools we do have a few bassoons available for genuinely interested students.

Bassoon Characteristics:
Irregular Fingerings
Small independent sections
Expensive instrument
Unique independent music


The Clarinet is in my opinion the most important instrument in the band.  It also has the widest range of all the woodwind instruments.  Success on the recorder usually signals possible success on this instrument.  As with flute, dexterity is important.  This instrument does not require the same volume of air as the flute but sustained air support is important for quality sound and playing in tune.  The reed generates the fundamental pitch and the student controls the reed with the lips (embrouchure) and applies fingerings to play the instrument.  Students will usually begin in a plastic body instrument since it is the most easy to care for.  Even with this the clarinet must be handled with respect.  Keys can be bent if the instrument is mishandled.

Clarinet Characteristics:
Fingering demands
Large competitive sections
Recorder friendly
Careful instrument care


The Bass Clarinet is large companion to the clarinet.  Again, success on the recorder usually signals possible success on this instrument.  This instrument is not quite as intense with fingerings as the clarinet but the fingering systems are identical.  The bass clarinet often holds the bottom pitches of the woodwind section and functions like a tuba functions in the brass section.  It has a similar technique to the clarinet but requires more air to produce a quality sound.  When need I will often have a clarinet player switch to this instrument when needed.  The bass clarinet has a lush, warm, low sound that students find attractive.  This instruments also leads to playing the contra bass clarinet.

Bass Clarinet Characteristics:
Large instrument
Small independent sections
Recorder friendly
Air Demand


The Saxophone is actually the newest of all the band instruments.  Invented in the late 1800's this instrument is a reed instrument (like a woodwind) and a metal body (like a brass instrument).  The sound is created in a similar manner to the clarinet but the formation of the lips (embrouchure) is larger and requires a more relaxed feel than the clarinet.  There are three saxophones common to the band.  The Alto Saxophone has a range that falls in the treble clef (higher notes).  The Tenor Saxophone has a range similar to the male voice and is a larger instrument.  The Baritone Saxophone is a very large instrument with a range in the bass clef, but written in the treble clef (lower notes).  The jazz periods beginning in the early 1900's to today have made this instrument a very popular choice for the young musician.  Success on the recorder usually signals possible success on this instrument.  The higher pitched the instrument the more intense the fingering patterns become.  The fingering system of all the saxophones are identical. 

The alto saxophone requires a reasonable amount of air but nothing beyond the ability of the typical 5th grade student.  The tenor and baritone saxophones require larger amounts of air with the increased size of the instrument.  The alto and tenor saxophones are typical instruments but the baritone saxophone is typically supplied by the school due to the cost of this instrument.

Saxophone Characteristics:
Can have small independent sections
Recorder friendly
Air Demand with the baritone saxophones



The Trumpet was commonly called the instrument of kings.  This was most probably due to the common practice of playing a trumpet fanfare upon the king's entrance.  The trumpet is a brass instrument and  brass instruments produce sound much different than the woodwinds.  The individual actually produces the fundamental sound by themselves by "buzzing" the lips.  If the student can produce the "buzz" initial success is indicated.  If the student produces a "middle" or "high" sound comfortably trumpet will be a strong choice. 

The difficulty with trumpet is the willingness to slowly develop a good sound.  A quality brass sound takes a long time to develop since the lip muscles that produce the sound (embrouchure) need to be conditioned to the physical process of the buzz.  Another caution when the student need braces to straighten teeth.  It does make playing the trumpet a little more difficult but with proper instruction it can be manageable. 

Trumpet Characteristics:
Students needs to "buzz"
Larger sections
Students with braces need speical attention
Air Demand



The French Horn was the first brass instrument to be added to the orchestra as a regular section.  A conical bore gives this instrument a beautiful, mellow tone while also capable of producing very powerful sound.  The french horn has tubing as long as a tube with a small bore that allows it to be played in the treble clef.  A student who has a vocal background and/or a good sense of pitch will be very successful with this instrument.  Just as the trumpet (see "The Trumpet") the student must also buzz.  If the student cannot get a buzz on the trumpet they may be able to get one on the french horn.  The mouthpiece size is smaller and possibly easier for different students. 

The biggest drawback to playing the french horn is when the student need braces to straighten teeth.  It is more difficult to manage braces with the french horn than the trumpet.  It can be done if the student is patient and the teacher closely monitors progress.

French Horn Characteristics:
Students needs to "buzz"
Smaller Sections
Students with braces need speical attention
Students with pitch skills will be more successful


The Trombone is unique among the brass instruments.  It is the only brass instrument that uses a "slide" in order to change pitch.  This goes back to the evolution of brass instruments when valves could not be produced.  The trombone is cylindrical and has a bright, aggressive sound.  It also has the same range as the male voice.  The bold sound of the trombone is important to the band.  Higher sounds may make the band sound strong but the addition of the trombone makes the group sound powerful.  The student must also "buzz" to produce sound on this instrument but often students will find it much easier to produce the trombone "buzz" than the trumpet or french horn "buzz". 

A point to consider with the trombone is the physical length of the arm.  In the first few years it might make reaching the farther out positions a little difficult but as the students grows this difficulty is easily overcome.  As with the french horn a student with a vocal background and/or good sense of pitch will do well with this instrument.  Find the exact place for each slide position is a little bit of a challenge for the young musician.

Trombone Characteristics:
Students needs to "buzz"
Larger sections
Slide (spacial skills)


The Baritone is the counter part to the trombone but with valves.  They both play in the same range but there are significant differences.  The baritone has a conical bore producing a more mellow sound.  The baritone is often considered a soloistic instrument.  The tone of the instrument adds a richness to the band sound.  To play the instrument the student has the same process as the trombone but uses valves like the trumpet rather than a slide.   The student must also "buzz" to produce sound on this instrument but often students will find it much easier to produce the baritone "buzz" than the trumpet or french horn "buzz". 

This instrument requires more air than the trombone.  It is also an awkward intrument to transport back and forth to school.  The baritone is often used as a preparation for the Tuba.

Baritone Characteristics:
Students needs to "buzz"
Larger sections
Valves (Like trumpet)
Both Treble and Bass Clef

The Tuba is the largest and therefore the lowest pitched member of the brass family.  The tuba fills out the sound of the band playing the lowest foundational notes that the band builds on top of.  The tuba uses valves just as the baritone but requires much more air.  The student must also "buzz" to produce sound on this instrument and sustaining the "buzz" in the beginning of instruction will be challenging. 

Often the student will need the aid of a special tuba stand since the instrument is too big for the average 5th or 6th grade student to handle.  The size and cost of this instrument make this choice a real commitment.  Unit 7 school own many tubas of various sizes for the young band student.

Tuba Characteristics:
Students needs to "buzz"
Very small sections
Large amount of air required
Size of instrument for handling


Percussion includes any instrument that is plucked or struck to produce a sound.  It is common misconception that it is an easy section to belong to.  The percussion instruments are difficult to manage since they each require different and specific techniques.  Another important factor is the performance of "time".  This means that the student has to imagine and perform his/her instrument with specific understanding of an very abstract concept.  All musicians have to do this but it is the primary job of the percussion section.  The advantage of performing in the percussion section is that each instrument has a different difficulty in technique and performance.

Percussion Characteristics:
Students learn to play many instruments
Techniques for different instruments are required
Specific management of small motor skills
Strong sense of time is required (abstract learning)










Last Updated 10/10/11