Though other players are less accomplished than you, don't assume this has happened because your band director isn't any good. Many factors contribute to a band's quality, as well as to the quality of individual members. It's not a good idea to "correct" your teacher, or sometimes, even to offer suggestions, depending how they're offered. You seem earnest and genuinely concerned, and just bored and frustrated, but your band director may perceive your comments to have been spawned by an attitude problem (unfortunately). As a director, I would welcome a student seeking more challenge, but phrase your comments carefully. Try to avoid sounding disparaging or overly critical, or arrogant. Ask to try some chamber music--it doesn't even have to be all flutes. Flute-oboe (or another flute)-clarinet trios are nice, or woodwind quartets and quintets are always fun. My high school had a brass quintet and clarinet choir that were outstanding, and just sort of replaced themselves upon graduation. Is there a community band in which you can play? Do you enjoy playing in church? Yours or others, doesn't matter. Are you taking lessons? Ask the band director if your private teacher can come to school sometime and present a masterclass about basic flute-playing concerns--tone, intonation, small ensembles, etc.--, maybe more than once. Does your teacher have other similarly-focused flute students with whom you can play more-advanced flute chamber music? Or ask if your director can find a special project for you to help with, like working as the group's librarian, hosting a clinic or reading band session, or, well, whatever applies.
It's hard to be much better than, or much worse than (imagine how you would feel!?!), our peers. But they're mostly just like us on the inside. They're young and insecure, which certainly colors their relationships with you. Sometimes you probably feel insecure, too. Try to relate on this level, and just treat everyone as equals. We have to remember to always be polite, compassionate, and considerate to everyone. Our current ensemble is only one part our lives, and our identity. After all, we've always got a life outside of band (or whatever group). Some students only have band for a musical outlet, but that doesn't mean it shouldn't be a good experience for everyone involved. My students experience these problems with some regularity. A particularly-fine ninth-grader wound up with THIRD chair a couple years ago, behind two girls who regularly asked her "what's the note?" or "what's the fingering?". How irritating. She took it in stride, however, saying, "I know the band booster president's daughter 'had to' have first chair. My playing is alright, and I DO have a life outside band!". Another held first chair in her junior high school's top band from 7th through 9th grades, inspiring hatred throughout the three years. She smiled, kept her mouth shut, won a state MTNA contest, and is now in high school, where she receives a little more peer respect. Last year, an idiot band director cut one of my students from a big duet in a major wind ensemble piece, leaving the seriously-out-of-tune sax player to play a solo. Why? They couldn't quite get the rhythm togeher, and, instead of actually TEACHING, he cut the student with good tone, good phrasing, and good intonation. Oh, well. We just have to maintain our perspective and sense of humor--you know, the dark one! Someday, really, things will seem better.
