When instructor changes, it is common for previously active bands to disappear or for the number of members to suddenly decrease. Of course, the opposite is also true, but either way it can be very troublesome in the long run.
It takes a lot of instruments to make a good band. Some of them are quite expensive, and it costs a lot of money to keep them in good condition.
If the band's activities temporarily decline or are interrupted for years, the condition of the instruments will deteriorate, and a lot of energy (adjustments to return them to their original condition) will be required to start again, and in some cases, they may not be able to be used anymore.
In addition, the value and reason for the existence of the band that was incorporated into school events will also disappear, and even if band activities resume, it may be difficult to return to the original position.
Not all teachers can teach band, and it is not their main job to teach band, so we cannot put the responsibility on teachers alone, but I think it is a big issue that needs to be considered whether a band of a certain level and number of members can be maintained even if several instructors are replaced.
Even in junior high schools, when teachers are replaced and both teachers seem to have the same knowledge and teaching ability, they may not be able to maintain the status quo well, or activities may temporarily decline. Why is that?
I think the main reason is that the teaching method is not standardized but each teacther's own style.
The teacher who taught the band until now and the new teacher say different things. Students who believed what the previous teacher said distrust the new teacher, rebel, activities do not continue, etc.
In the case of elementary schools, it seems that it is more common for the next person to take over the band to be unable to be found. I think this is also largely influenced by the fact that the teaching method is not standardized.
For example, if all elementary schools in a certain district practice according to a Band Method without skipping any part, they can continue practicing in the same way no matter which school in the district or which teacher is replaced.
If you use one of the many band methods for wind bands and practice in that way, the next teacher can easily take over.
In principle, that level of band activity in elementary schools should be sufficient.
The "First Division Band Method," which has long been famous in wind bands, is a very well-thought-out textbook for elementary school students around 4th to 6th grade, but I have not seen many schools that practice it in order as a band ensemble textbook, which is its original purpose.
Of course, each band should incorporate their instructor's ideas into their practice, but unless there are basic commonalities that are dominated by the instructor's individuality, it will not be possible for ideas to be passed down from instructor to instructor.
It's great that "Any school that the teacher goes to will have a good band," but it's a problem for public schools that "After the teacher left, there were no bands."
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