JAM: December 2006 / January 2007 Issue: Feature Story

Grandview Student Play Without Sheet Music

By Laura Harman

Unconditional acceptance and a feeling of content washed over me as I entered the realm of the band room at Grandview Senior High School. Potential for chaos was high as a wave of students
exited while another one rolled in for class. Maturity and self organization radiated from the young musicians as they made the transition. Smooth yet energizing saxophone notes encased
the room while the strumming of a guitar joined the sound. The sweet pitch of a clarinet added to the music. I was held spellbound as the students harmonized their separate sounds, then sprinkled them throughout the room. Garry Anders, their
teacher, points out that they began playing without coercion or direction. That’s only one of the many aspects of his evolutionary teaching methods.

Primarily, Anders’ jazz band is known for performing without sheet music. “I planted the seed, but it was the students’ decision. It requires much more practice, and the results are amazing. Without sheet music, there’s no need for music stands.
Without music stands, they are allowed freedom to visually communicate and use their brain energy to listen. Acoustics are improved, and it’s much more fun for the audience to watch because the stands aren’t blocking the performers.” Anders’ eyes are twinkling with excitement, and with good reason.
His unprecedented approach of eliminating sheet music has shown other high school jazz bands how beneficial it is to the overall performance, sound, and pure creativity of the performance.

“What’s really great is that the students are able to shine and grow as musicians. Bands from other schools see this and realize that they are easily capable of doing it too. It’s catching on.” With all of the jazz festivals his band attends, it’s easy
for their technique to be seen. Still in high school, they are role models to their peers. However, performing at festivals throughout the country is just one of the wonderful bi-products, but not their sole purpose. Mastering the process of playing and
performing for the love of the music is Anders’ primary goal. “Competition is healthy, and we do attend a few throughout the year. However, it’s not about winning an award or being the best. I like for my students to see their accomplishments, but being able to see how far they have come since the beginning of the year is usually a reward greater than any trophy.”

Above all, Anders teaches with a simple method of treating everybody equally. He practices this mentality in life and in the classroom. For instance, he makes it a common practice to invite guest musicians to his classes to share their approach and style on the instruments they specialize in. When choosing performers to guest teach, “race, gender, and other barriers that society has put up melt away because those characteristics are irrelevant.”

Anders is a true inspiration to his students, fellow teachers, and audiences of jazz lovers. Although he’s aware that he’s been instrumental in changing the way high school jazz is taught, his humble outlook keeps him from desiring credit for it.






	Search our site:		Grandview Student Play Without Sheet Music *By Laura Harman* Unconditional acceptance and a feeling of content washed over me as I entered the realm of the band room at Grandview Senior High School. Potential for chaos was high as a wave of students exited while another one rolled in for class. Maturity and self organization radiated from the young musicians as they made the transition. Smooth yet energizing saxophone notes encased the room while the strumming of a guitar joined the sound. The sweet pitch of a clarinet added to the music. I was held spellbound as the students harmonized their separate sounds, then sprinkled them throughout the room. Garry Anders, their teacher, points out that they began playing without coercion or direction. That’s only one of the many aspects of his evolutionary teaching methods. Primarily, Anders’ jazz band is known for performing without sheet music. “I planted the seed, but it was the students’ decision. It requires much more practice, and the results are amazing. Without sheet music, there’s no need for music stands. Without music stands, they are allowed freedom to visually communicate and use their brain energy to listen. Acoustics are improved, and it’s much more fun for the audience to watch because the stands aren’t blocking the performers.” Anders’ eyes are twinkling with excitement, and with good reason. His unprecedented approach of eliminating sheet music has shown other high school jazz bands how beneficial it is to the overall performance, sound, and pure creativity of the performance. “What’s really great is that the students are able to shine and grow as musicians. Bands from other schools see this and realize that they are easily capable of doing it too. It’s catching on.” With all of the jazz festivals his band attends, it’s easy for their technique to be seen. Still in high school, they are role models to their peers. However, performing at festivals throughout the country is just one of the wonderful bi-products, but not their sole purpose. Mastering the process of playing and performing for the love of the music is Anders’ primary goal. “Competition is healthy, and we do attend a few throughout the year. However, it’s not about winning an award or being the best. I like for my students to see their accomplishments, but being able to see how far they have come since the beginning of the year is usually a reward greater than any trophy.” Above all, Anders teaches with a simple method of treating everybody equally. He practices this mentality in life and in the classroom. For instance, he makes it a common practice to invite guest musicians to his classes to share their approach and style on the instruments they specialize in. When choosing performers to guest teach, “race, gender, and other barriers that society has put up melt away because those characteristics are irrelevant.” Anders is a true inspiration to his students, fellow teachers, and audiences of jazz lovers. Although he’s aware that he’s been instrumental in changing the way high school jazz is taught, his humble outlook keeps him from desiring credit for it. RETURN TO DECEMBER 2006/JANUARY 2007 MAIN INDEX © Kansas City Jazz Ambassadors 1996-2006. All rights reserved.