Selecting appropriate wind band repertoire for students and audiences can be a complex process that requires careful consideration of many factors aside from a piece’s “quality,” which can be a subjective and nebulous term. This article posits a framework for repertoire selection that can be utilized in tandem with any concerns regarding the “quality” of a given piece of wind band repertoire. Specifically, the framework asks questions about community interests and values, particular student needs and strengths, and the individual teacher’s own musical values and abilities. By considering these factors, band teachers can define their own repertoire selection processes to choose meaningful and educative repertoire for their students and audiences. Although situated in wind band repertoire and pedagogy, this general framework can also be applied to choosing literature for any ensemble or class.
Helton et al. (Mon,) studied this question.