Band Room Therapy

Ryan Ashley

Join our panel of directors as we share a laugh and shine a light on our own band rooms.

  1. 2d ago

    Measure 26: Keeping Time

    How do you teach a jazz band rhythm section when it isn't your instrument? On this episode of Band Room Therapy, host Ryan Ashley sits down with three experienced educators to cover piano, bass, guitar and drums. They share practical tips, favorite books and resources, and ways to help young players find the feel.Guests:• Ryan Ashley – high school band director in Arkansas, host of Band Room Therapy• Keith Heim – middle school band teacher near Nashville, Tennessee• Dr. Ty Ellender – New Orleans freelance percussionist and educator (LSU doctorate in percussion performance)• Chris Berg – jazz composer and retired college jazz program director, known for his "chicken" chartsSponsors @SightReadingFactorycom   @WengerCorp  https://wengercorp.com/triplethreats?utm_source=BTP&utm_medium=podcast&utm_campaign=2627WCTT&utm_content=midrolladCHAPTERS0:00 Intro0:47 Welcome and panel introductions2:54 The story behind the chicken charts5:43 Setting up the rhythm section conversation6:13 Piano: how much theory do they need?9:37 Piano: comping without overplaying10:45 Piano resources and voicing books11:46 Bass: teaching walking bass lines13:25 Bass: start with the root, then add scales and arpeggios17:59 Developing solid time with a metronome20:58 Guitar: from rock chords to jazz voicings25:09 Guitar chord books and apps26:36 Getting a jazz guitar tone28:27 Freddie Green style comping on a solid body guitar32:47 Drum set: why drummers hold the power33:44 Teaching swing feel to beginner drummers40:52 Feathering the kick drum44:46 Must-know grooves for beginner drummers46:07 Brushes, ballads and advice for directors who aren't rhythm players47:44 Why listening is the best teacher53:07 Drumming resources and Groove Essentials54:47 Reading drum charts, slashes and defaults58:47 Final thoughts and goodbyeResources mentioned:• Voicings for Jazz Keyboard – Frank Mantooth• Jazz Piano Voicing Skills – Dan Hurley• Bass Lines in Minutes – Chris Berg• Beginning Jazz Guitar – Jody Fisher• Mickey Baker's jazz guitar method• iReal Pro app• Groove Essentials – Tommy Igoe• Drumeo and Stanton Moore's Drum AcademyIf this episode helped you, subscribe for a new conversation every week, and share it with a director who is building their jazz band.

  2. 5d ago

    Florida: State of Band

    Florida band is way bigger, more organized, and more complicated than you think.From statewide classifications and assessment rules to the politics of marching circuits, Joe Latez and Bailey break down how Florida’s band world actually works—and why it keeps producing strong programs across an eight-hour state.Ryan Ashley sits down with Joe Latez, director of bands at Satellite High School in Melbourne, and Bailey, who teaches at Delora Middle School in Satellite Beach, for a deep look at the systems shaping music education in Florida. This isn’t just geography and logistics—it’s a look at the structures, debates, and culture that affect everything from concert band repertoire to all-state auditions.You’ll discover how Florida’s music organizations connect—from FSMA and FMEA to FBA, FOA, and FVA—plus how marching band assessment differs from the competitive circuits run by FMBC and FFCC. The conversation also gets into the real-world impact of Florida’s district system, how schools are grouped, and why classification has been one of the most debated issues in the state for decades.We break down the Florida assessment model, including concert band requirements, sight-reading expectations, repertoire selection, and the controversial shift toward classifying bands by literature instead of school size. Joe explains why that change matters for fairness and rigor, while Bailey shares what it means for smaller or recovering programs trying to rebuild after COVID. They also dig into the approved music lists, march selection, and the wild question of what actually counts as a march.You’ll also hear how Florida handles all-state, all-county, jazz, and solo and ensemble auditions, including the difference between virtual and live auditions, the rigorous scale and etude requirements, and why the state’s huge talent pool led to the creation of honor ensembles in the first place. For directors, there’s also a candid look at mentorship, the Extra Years feedback program, and the kind of support new teachers can expect when they enter the profession.If you’ve ever wondered how a giant, diverse state keeps its band culture moving, this episode gives you the inside story. Essential listening for band directors, music educators, and anyone curious about what Florida is doing right in band—and where the challenges still live.SponsorsSight Reading FactoryWenger for Music Educationhttps://wengercorp.com/triplethreats?utm_source=BTP&utm_medium=podcast&utm_campaign=2627WCTT&utm_content=midrolladTimestamps0:00 Welcome & meet the guests2:03 Who governs band in Florida3:43 Marching band circuits & color guard4:25 Districts, meetings & conferences6:57 Jazz band & performance assessments7:56 Modern band & music technology9:51 School classification & sight reading15:43 Marching band assessments18:16 Concert band requirements & the march list25:29 Honor bands & All-State28:15 All-State & jazz auditions30:39 Solo & ensemble32:01 Mentorship for new directors34:29 Retention of directors37:53 Closing thoughts on Florida band

    Florida: State of Band

  3. Oct 22

    Measure 25: Why Band Again

    Why We Chose Band Four band educators compare origin stories, talk about what keeps them in the profession, and swap first-year teaching chaos stories. The conversation matters because it shows how band shapes identity, classroom community, and career commitment in ways that go far beyond playing notes. Sponsors 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 0:24 Intro to the episode and the question of why each guest chose band 1:24 Ms. Hazlett introduces her Milwaukee band program and fifth-grade pilot 3:03 Regional dialect check: bubbler, cart, buggy, soda, pop, and Coke 4:44 Ryan explains the prank sound effects and cricket counter running through the episode 5:31 Why the group is talking about band and what each person will cover 5:58 Renee’s origin story: youngest sibling, family band tradition, and choosing saxophone 7:25 Renee on when band became part of her identity and why music classmates mattered 9:28 Ms. Hazlett on being a music education “Nepo baby” and choosing clarinet in fifth grade 11:25 Marching band, section leader responsibilities, and the moment teaching started to feel possible 12:30 Dad as band director versus dad not being her actual teacher 14:39 Strong female band director role models and why they mattered 15:57 Paul’s band origin story, his brother’s influence, and his high school jazz sax teacher 17:59 Ryan shares his own band director tribute and why the conversation hits home 18:54 Dr. Laura Dunbar’s idea: go into music ed because of a teacher, not in spite of one 19:56 Why Ryan believes band is the most important class in school 20:51 Renee on strong female directors and why band means life lessons, not just music 23:23 Paul on band as identity, difficulty, practice, and yearly variety 24:51 Adapting to changing student skill levels, instrumentation, and repertoire 26:10 Ms. Hazlett on choosing music education because she loves teaching, not performance 27:31 Why band can serve both casual participants and high-achieving students 28:37 The transition into first-year teaching stories and how hard the shift really is 29:17 Ms. Hazlett on year three, starting a brand new program, and imposter syndrome 32:21 Paul on imposter syndrome still showing up years later 34:12 Paul’s slow start after college, recession-era job hunting, and a point-two job 35:27 The jump from part-time work to running a full band and marching program 36:26 Trying to lead without pretending to be someone else 38:00 Student teaching as a safe environment versus the realities of a first job 39:17 Renee on student teaching in elementary and high school, then entering middle school 41:19 Renee’s first jobs in Wisconsin, Minnesota, and learning to manage a full program 42:56 Eighth graders pushing back and why sixth grade feels easier to shape 45:05 Paul taking over from a previous director and dealing with senior resistance 46:14 The awkward pressure of replacing a beloved director 47:40 Paul’s student teaching in jazz versus what the job actually required 48:32 Ryan’s classroom story about confiscating a phone and a student cursing his door with dirt 50:26 Ms. Hazlett’s first-year story about a firecracker exploding in a student’s pocket 54:42 Renee’s first-year story about a student throwing a chair and the chaos that followed 58:19 Why first-year teaching moments feel huge, but become part of normal school reality 59:09 Not taking student behavior personally and remembering what kids bring into class 1:00:57 Why admin emails can spike anxiety instantly 1:01:52 Paul’s funny first-year story: a car parked on the marching practice lot 1:02:24 Attempting the “move the car as a team” lesson and accidentally nearly having students break into it 1:04:42 Final round of appreciation for band, ending with a salute and sign-off

  4. Oct 15

    Measure 24: Don't Be Afraid to Fail Faster

    The best band directors are not the ones who never fail—they’re the ones who fail faster, reflect honestly, and get their students back on track before the moment slips away. Ryan Ashley sits down with Zach Smith, Mrs. Breedlove, and Mr. Morgan, aka Cooking With Valve Oil, for a sharp, funny, and surprisingly practical conversation about building a culture where mistakes become momentum instead of shame.Ryan, Zach, Bre, and Morgan break down what failure really looks like in a band room, from bad repertoire choices and botched rehearsal plans to the pressure of marching season, contest prep, and first-year teaching mistakes. You’ll hear why “just do something” is often better than waiting for the perfect move, and why humility matters more than pretending you have every answer.Sponsors:RCP Drum CompanySight Reading FactoryWenger for Music Educationhttps://wengercorp.com/triplethreats?utm_source=BTP&utm_medium=podcast&utm_campaign=2627WCTT&utm_content=midrolladTimeStamps01:09 – Welcome to Bandroom Therapy03:17 – Don’t be afraid to fail faster05:56 – Why low-stakes failure matters11:25 – Taking action instead of waiting for the perfect answer17:03 – Owning mistakes in front of students22:21 – Breaking routines and trying something new34:17 – Recognizing when an idea isn’t working41:11 – Building a culture where students can fail safely48:10 – Reframing “hard,” “easy,” and “I can’t”51:54 – Encouragement, effort, and community in the band room1:01:41 – Advice for new band directors1:06:51 – Closing thoughts

  5. Oct 12

    Delaware: State of Band

    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

  6. Oct 8

    Measure 23: Banana Band Bash

    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

  7. Oct 1

    Measure 22: Wait, We're Playing a Concert?!

    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

  8. Sep 28

    Connecticut: State of Band

    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

    Connecticut: State of Band
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About

Join our panel of directors as we share a laugh and shine a light on our own band rooms.

Information

  • Creator
    Ryan Ashley
  • Years Active
    2026
  • Episodes
    39
  • Rating
    Clean
  • Copyright
    © Ryan Ashley
  • Show Website
    Band Room Therapy

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