The Bellville Herd

 

NEWSROOM

 

A Brahma Video Productions Student Newsroom

Kenneth Peters
The Big Red Brahma Band Coordinator
Room: Band Hall
Email: kpeters@bellvillebrahmas.org

The Big Red Brahma Band gives students opportunities to develop their musical and performance skills through marching band, concert band, competitions, school events, and community appearances. Members work together to prepare music, marching routines, halftime shows, and concert performances. Contact the band coordinator for information about rehearsals, performances, competitions, trips, and other band activities.

  • Marching rehearsals and halftime shows
  • Concerts and public performances
  • UIL marching and concert competitions
  • Individual and ensemble competitions
  • Drum majors and student leadership
  • Color guard and percussion activities
  • Band trips and community appearances
  • Awards, competition results, and student accomplishments

Covering the Big Red Brahma Band Beat

Start Here

  • Introduce yourself to Mr. Peters and explain that you are covering the Big Red Brahma Band for the BVP Newsroom.
  • Ask what concerts, competitions, halftime performances, trips, and other appearances are planned for the year.
  • Ask how he prefers to be contacted and how far in advance interviews, rehearsal visits, and coverage should be arranged.
  • Request the current band calendar, including rehearsals, football games, concerts, competitions, trips, and important deadlines.
  • Ask for the names of the drum majors, section leaders, color guard leaders, percussion leaders, and other students with major responsibilities.
  • Ask when reporters may attend rehearsals and whether permission is required before taking photographs or recording video.
  • Check with Mr. Peters and student leaders regularly for schedule changes, performance updates, and competition results.
  • When you discover a possible story, submit it as a pitch before beginning full coverage unless your teacher tells you otherwise.

Your Responsibilities

  • Check for band updates at least once each news cycle.
  • Maintain contact with Mr. Peters and the students leading each section or activity.
  • Keep track of rehearsals, football performances, concerts, competitions, trips, and deadlines.
  • Look for stories involving musicians, drum majors, color guard members, percussionists, and behind-the-scenes preparation.
  • Pitch promising stories to the newsroom.
  • Arrange interviews, rehearsal visits, photography, and video coverage in advance.
  • Confirm names, instruments, leadership positions, performance titles, dates, locations, ticket information, and competition results before publication.
  • Follow up after performances and competitions to obtain official results, photographs, and student reactions.

Important

Schedules, performance plans, and competition results may change. Do not announce an award, rating, placement, or advancement until Mr. Peters confirms that the information is official and may be published.

Do not interrupt rehearsals or enter the field, band hall, warm-up area, or competition preparation area without permission. Ask Mr. Peters before recording complete musical performances, and follow any photography or recording restrictions established by the event or competition.

Reporting Your Big Red Brahma Band Stories

Possible Story Ideas
  • The band begins preparing its marching show for the new season.
  • A new halftime show, concert program, or performance theme is announced.
  • Students prepare for a UIL marching, concert, or sight-reading competition.
  • The band earns a rating, placement, award, or advancement.
  • An individual student or ensemble qualifies for regional or state competition.
  • A student earns a place in an All-Region, Area, or All-State band.
  • The band presents a fall, winter, spring, or special concert.
  • Drum majors, section leaders, or other student leaders are selected.
  • A student learns a new instrument or takes on a major leadership role.
  • The color guard or percussion section prepares a special performance.
  • The band introduces new uniforms, instruments, equipment, or technology.
  • Students attend a clinic, workshop, camp, or special performance.
  • The band performs at a community parade, ceremony, or public event.
  • The band prepares for or returns from a major trip.
  • A student or director receives an award or special recognition.
  • The band reaches an important anniversary, enrollment, or competition milestone.
  • Students overcome a difficult musical, marching, weather, or scheduling challenge.
  • Graduating seniors reflect on their experiences with the band.
  • A former band member achieves something related to music or performance.
Signs There May Be A Story

Pay attention when:

  • A new performance, competition, trip, or concert is announced.
  • Students begin learning new music or marching formations.
  • The band is attempting something it has never done before.
  • A performance includes an unusual musical selection, formation, solo, or visual effect.
  • A student receives a solo, leadership position, or special responsibility.
  • The band wins, places, advances, or earns a high rating.
  • A student qualifies for All-Region, Area, All-State, or another honor ensemble.
  • Several students earn individual or ensemble recognition.
  • The band prepares for a major UIL competition.
  • A concert, competition, trip, or audition deadline is approaching.
  • Students overcome difficult weather, limited rehearsal time, or another challenge.
  • New uniforms, instruments, equipment, or technology arrive.
  • The band collaborates with another school group or community organization.
  • You see students practicing solos, learning formations, or preparing equipment.
  • The band returns from an event with awards, results, photographs, or an interesting experience.
  • You hear someone say, “We have never done this before,” or “This is our best result in years.”
Questions to Ask: The 5 W's and 1 H

You will not necessarily ask every question below. Select the questions that fit your story and ask follow-up questions whenever an answer is unclear or incomplete.

Who was involved?

  • Which students performed or competed?
  • What instruments or equipment did they use?
  • Who served as drum majors, section leaders, soloists, or student leaders?
  • Who directed or prepared the students?
  • Were the color guard, percussion section, or other groups involved?
  • Did other schools or community organizations participate?

What happened?

  • What was the name of the performance, concert, competition, or event?
  • What music did the band perform?
  • What did students have to prepare or accomplish?
  • What ratings, placements, awards, or recognition did they receive?
  • What made the performance or result notable?
  • What challenges did the students face?
  • What role did each featured student have?

When did it happen?

  • When was the performance or competition held?
  • When did students begin preparing?
  • How long did they rehearse?
  • When were results announced?
  • When is the band’s next performance or competition?
  • When are auditions, concerts, or important deadlines?

Where did it happen?

  • Where was the event held?
  • Did the band perform at Bellville High School or travel elsewhere?
  • Where does the band normally rehearse?
  • Where can people purchase tickets or obtain information?
  • Where will the band perform or compete next?

Why does it matter?

  • Why was this music or show selected?
  • Why was this performance or competition important?
  • Why is this rating, placement, or advancement significant?
  • Why did the student choose this instrument or activity?
  • Why should Bellville students and community members attend?
  • What does participation in band teach students?
  • What made the experience especially meaningful?

How did it happen?

  • How did students prepare?
  • How were soloists, leaders, or competitors selected?
  • How did the band learn the music and marching formations?
  • How are performances scored or judged?
  • How did students respond to mistakes, weather, pressure, or other challenges?
  • How did the different sections work together?
  • How can other students join the band, color guard, or percussion section?
  • How did the band earn its rating, placement, or advancement?

Questions for Band Members

  • Why did you choose your instrument or role?
  • What was the most difficult part of preparing?
  • What part of the performance required the most practice?
  • How do you balance music, marching, and your other responsibilities?
  • What were you thinking before or during the performance?
  • How did you feel when the results were announced?
  • What did you learn from the experience?
  • What was your favorite or most memorable moment?
  • What happens next?
  • What would you tell another student interested in joining the band?

Questions for Drum Majors and Student Leaders

  • What responsibilities do you have?
  • How do you help lead rehearsals and performances?
  • What has been the greatest challenge for the band?
  • How do you keep members focused and working together?
  • What improvement have you seen since rehearsals began?
  • What do you want audiences to notice about the performance?
  • What have you learned about leadership?

Questions for the Band Director

  • Why was this music, show, or program selected?
  • What skills did students have to develop?
  • What made this performance or result stand out?
  • What was the most difficult part of preparing the band?
  • How does this group compare with previous years?
  • How are competitions scored or rated?
  • What does this rating, placement, or advancement mean?
  • Which students or sections deserve special recognition?
  • What comes next for the band?
  • Is there anything about the performance or result that people might misunderstand?
People You May Need to Interview

Depending on the story, consider interviewing:

        • Band coordinator Kenneth Peters
        • Drum majors
        • Section leaders
        • Student soloists
        • Students who earned individual or ensemble recognition
        • Members of the brass and woodwind sections
        • Percussionists
        • Color guard members and leaders
        • A first-year band member
        • A graduating senior
        • Students preparing for All-Region, Area, or All-State auditions
        • Band directors, assistants, or instructional staff
        • Parents or members of the band booster organization
        • Teachers or community partners involved in an event
        • Audience members after a concert or performance, when appropriate

        Do not interview only the band director or drum majors. Include the musicians, color guard members, percussionists, and other students whose preparation and performance are central to the story.

        What You Need to Collect

        Before writing or producing the story, collect:

          • The complete and correctly spelled names of everyone involved
          • Each student’s grade level
          • Each student’s instrument, section, leadership position, or performance role
          • The official name of the band, event, concert, or competition
          • The date, time, and location
          • The titles of musical selections or the marching show
          • The names of composers or arrangers when relevant
          • The date students began preparing
          • The amount of rehearsal time involved
          • The names of drum majors, section leaders, and soloists
          • Official ratings, placements, awards, and competition results
          • The competition level and the names of advancing students
          • The date and location of the next performance or competition
          • Ticket prices and purchasing information, when applicable
          • Details about trips, equipment, uniforms, or special production elements
          • At least one useful quote from a student performer
          • At least one useful quote from a drum major or student leader
          • At least one useful quote from Mr. Peters
          • Photographs or video of rehearsals and performances
          • Photographs of featured students, instruments, awards, or special equipment
          • Identification of everyone shown in photographs
          • Programs, schedules, music lists, official results, or other supporting documents
          • The name of the person who confirmed the information and results
          Before You Leave

          Ask yourself:

          • Do I have the correct spelling of every name?
          • Do I know each student’s grade level, instrument, and role?
          • Do I have the official name, date, time, and location of the event?
          • Do I have the correct titles of the music or marching show?
          • Do I understand what students had to do to prepare?
          • Have all ratings, placements, awards, and advancement results been officially confirmed?
          • Can I explain how the performance was judged or rated?
          • Do I know what happens next?
          • Did I interview at least one student performer?
          • Did I include students from the relevant sections or activities?
          • Do I have a strong quote—not merely “I’m excited”?
          • Do I have usable photographs or video?
          • Did I identify everyone shown in my photographs?
          • Did I receive permission to attend or record the rehearsal or performance?
          • Are there event restrictions on photography, video, or audio recording?
          • Do I have Mr. Peters’s contact information?
          • Is there another musician, leader, director, or participant I should interview?