Case Study: Elementary pBuzz in Texas

In this case study, Dr. Robert Rumbelow discusses using pBuzz in Texas elementary music education to better prepare students for beginning band. 

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Dr. Robert Rumbelow is a veteran educator who has taught for 35 years on all levels (professional, university, high school and middle school). He has worked the last 11 years with public school arts programs to improve the experience and competitive results of several school districts as an arts consultant and director. While still an international presence as a conductor and composer, he has committed his time and energy most recently to improving the quality of arts education (primarily band music education) in the Texas districts he assists. Each of his small school bands has shown immediate success, moving all programs to sweepstakes, state marching, big medalist numbers at solo and ensemble, many state solo and ensemble qualifiers and large all-region numbers after only one year at each district.

Dr. Rumbelow: Using pBuzz in an Elementary Setting in Texas

"About 8 years ago I was approached by my long-time friend Dr. Keith Dye (past president of TMEA) about the use of pBuzz and how it might be utilized to strengthen music curricula in the Texas Music Education system. After only a short time with the pBuzz, it became apparent to me that its use in Texas’ outstanding music system would primarily be at the 4th or 5^th-grade level in tandem with recorders, Orff (percussion), and Kodaly (vocal) curricula. 

"While there is so much more to each of these teaching methodologies, I know our small schools usually have one individual teaching elementary music (sometimes the secondary band or choir faculty) and that the district and music education team are particularly interested in focusing their limited student numbers toward band or vocal music education outcomes in Middle School and High School. 

"To better prepare elementary students in this circumstance, I have been recommending the inclusion of the pBuzz as an essential part of every elementary student’s experience. It is very affordable for a school district to purchase a set, offers a fun performance-based tool that supports basic music literacy, and promotes fundamental aspects of wind music education such as buzzing, use of air, how higher and lower pitches are produced by the lengthening or shortening of a tube, and so on.

"Formation of a brass embouchure for use with the pBuzz creates maximum impact in small school district elementary music programs and promotes the continuation of music participation in middle school and eventually high school band programs. 

"I’ve implemented pBuzz use in several small school districts with tremendous success! The elementary curriculum can easily be manipulated to include the pBuzz, and it sets up students for future band success in many ways. All the small school districts I’ve had the pleasure to serve have had an elementary music focus on general music education and the preparation of students to be in band at the middle school level. 

Their curriculum design in that regard is performance-based, and centers on the following:

1. Teaching students to count with the same counting system used throughout the rest of the district (Eastman counting system seems to be the most popular).
2. Teaching students to read note names and eventually recite/perform them back in rhythm with a metronome or computer-assisted application/accompaniment.
3. Teaching students to apply the two skills above to a performance instrument: I’ve recommended singing, percussion, recorders and pBuzz. 

"Teaching time, student/faculty population, and budget control impact every program regardless of size. However, small schools often have split class time, a single teacher, only 10 to 35 students per grade level, and need to be especially budget-conscious due to lower funding models associated with size or the economic status of a community. 

"In response, the curriculum designs I collaboratively work on with small districts who want to have a great high school band program have focused on these outcomes at the elementary level. The pBuzz is absolutely indispensable as the “pre-brass” experience for 4^th or 5^th graders. It is a huge help for band directors to know which students truly excelled in both performance and specific brass concepts (such as embouchure and sound production) as they work to place students on instruments that balance their programs and serve future student success! 

"I am so very excited about what the pBuzz can add to the 4^th and/or 5^th-grade music curriculum and how it leads so smoothly to success with beginning band! I’m a major advocate of pBuzz in the elementary music class and would be happy to share strategies and structures with anyone who enquires. While I’ve written this commentary focused on the development of excellent small school bands, the advantages of pBuzz inclusion would be evident in all-size school programs. However, if your district is focused on high school band success, there is no greater advantage than a terrific beginning band and perhaps pre-beginner experience (4^th or 5^th grade).

"In my opinion, pBuzz is the highest impact, lowest cost per unit option available to our 4^th / 5^th-grade teachers and students."

• Looking for more pBuzz resources? Check out our pBuzz Classroom Resources page for a collection of the best tools to help you deliver pBuzz classes.
• Learn more about the pBuzz Journey book and accompanying teacher's guide in this article.
• Keith Dye introduced Dr. Rumbelow to pBuzz and he created a free video guide, The Basics of Teaching pBuzz.