Sound strategies

Understanding Challenges in Percussion Education

Brandon Dittgen

Walk into any band room and observe rehearsal for a few minutes, and a pattern begins to emerge. Wind players rehearse with visible structure—assigned seats, clear roles, and predictable routines. In contrast, the percussion section often seems to exist in a parallel universe: rotating between instruments, sharing equipment, and navigating multiple responsibilities. It’s no wonder directors sometimes question why their percussionists lag behind.

But this contrast invites a deeper question: Are percussionists fundamentally different learners, or are they learning within fundamentally different systems? Perhaps the problem isn't with the students at all—but with the structures we’ve built around them. When we begin to acknowledge the unique instructional challenges percussionists face, we open the door to more effective teaching—and a stronger, more cohesive ensemble.

The Myth of the “Wild Percussionist”

Some attribute these difficulties to the spirited personalities percussion tends to attract. While there may be some truth to that, the real issue runs deeper. Every section has its share of high-energy students—but not every section struggles with consistency and focus the way percussion often does. More often than not, these challenges point to gaps in instruction and classroom structure. With intentional teaching and a focus on clarity, organization, and consistency, we can create an environment where percussionists thrive alongside their brass and woodwind peers.

1. Why Don’t My Percussionists Understand Basic Rhythms?

Relying solely on band literature and method books for percussion instruction often leads to rhythmic development gaps. Band music may lack rhythmic variety or present uneven difficulty across parts. A suspended cymbal roll may offer no real challenge, while mallet players might rely on memory rather than rhythmic reading.

Strategy: Prioritize rhythm development during warm-up fundamentals or small group lessons. Supplement ensemble repertoire with rhythm focused materials. Since percussionists often perform less frequently in ensemble settings, supplemental lessons become a critical opportunity to reinforce rhythmic accuracy and fluency.

2. Why Do My Percussionists Struggle with Note Values?

For wind players, teaching note values is straightforward: they simply correspond to sustained sounds. On a drum pad or snare drum, however, note duration is abstract. Without sustain, a dotted quarter note and a quarter note followed by an eighth rest sound identical.

Solution: Emphasize note values using mallet percussion and instruments with resonance. Reinforce learning with exercises focused on counting, subdivision, and rhythmic vocalization. Teaching percussionists to verbalize rhythm counts while playing (“say-it while you play-it”) will significantly improve their rhythmic understanding.

3. Why Can’t My Percussionists Read Notes?

Note reading is foundational in wind and brass instruction. Students typically learn one or two notes at a time, applying them progressively to their lesson materials and music. This sequential pacing allows for steady, scaffolded growth.

In contrast, percussionists often receive a less structured introduction. Because they must learn multiple instruments, their time is split between mallet and battery percussion, which can slow their development.

The issue becomes clear when percussionists are expected to play advanced mallet parts that exceed their reading ability. This leads to compensatory behaviors like memorizing patterns, writing note names into scores or labeling instrument bars—shortcuts that promote survival rather than deep learning.

Recommendation: Integrate consistent mallet instruction alongside battery work. Lesson books that support simultaneous instruction on snare and mallet percussion are excellent tools. If your school lacks mallet instruments, consider requiring xylo kits—just as wind players are expected to obtain instruments. This ensures mallet skills are not treated as optional.

4. Why Aren’t My Percussionists Focused?

Percussionists often appear distracted or disengaged during rehearsal, but this behavior is frequently a symptom of structural issues rather than a lack of motivation. Their placement at the back of the ensemble creates both a physical and psychological distance from instruction. Out of the conductor’s direct line of sight and often out of earshot for detailed comments, it’s easy for attention to drift.

Recommendation: Increase engagement by creating clear structure and expectations. Make sure every percussionist has an active role. Intentionally rotate seating for a rehearsal and bring the percussionists to the front; this simple shift can lead to surprising changes in focus. Finally, check in with them regularly during rehearsals, just as you would with any other section. When percussionists feel seen, heard, and musically responsible, their engagement tends to rise naturally.

5. Why Do My Percussionists Seem Disorganized?

Wind players have personal folders, instruments, and stationary work spaces. Percussionists share instruments, mallets, and music, requiring logistical planning and coordination. Without clear systems, transitions and equipment management quickly become chaotic.

Recommendation: Teach students how to organize their space. Provide trap tables at each station, assign folders by station or individual, and post the rehearsal order in advance. A well-organized setup fosters responsibility and efficiency.

6. Why Aren’t My Percussionists Listening?

Overplaying and lack of ensemble awareness are common issues with young percussionists. Practicing on drum pads can skew their sense of dynamics, and their placement at the back of the ensemble often leads them to over-project or disconnect from the group sound. Combined with the multitasking nature of their parts, it’s easy for listening to fall by the wayside.

Fix: Assign “listening partners” or wind parts for percussionists to follow during rehearsal, helping them focus on how their sound blends with the ensemble. Use recordings and score study to build context and awareness of musical roles. Give students regular access to real instruments so they can develop sensitivity, dynamic control, and better ensemble instincts. Encouraging intentional listening helps transform percussionists from isolated players into full musical contributors.

Fixing Systems, Not Students

The most transformative teaching doesn’t come from fixing students—it comes from fixing the systems around them. Percussionists aren’t chaotic by nature—they’re navigating chaos. When we offer the same structure, clarity, and purpose we give other sections, we help them lead, listen, and contribute at the highest level. With intentional support, every percussionist can step confidently into the music-making process—and into their full potential as musicians.

Brandon Dittgen is a music educator and composer based in Cincinnati, Ohio, with a diverse career spanning teaching, performance, music retail, and writing for wind band and percussion. He currently teaches grades 6–12 band and coordinates the percussion program at Milford Exempted Village Schools. A dedicated advocate for music education, Brandon was honored as a 2025 CMA Foundation Music Teacher of Excellence.

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