band handbook 201819

St. Isabella School Mrs. Robinson | 2018 – 2019

Band Handbook •

Band Room Expectations

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Practice Tips

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Assessment

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Scales

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Facts About Band

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Theory and Ear Training

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Year at a Glance

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Vocabulary Terms

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Parent Volunteers

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Band Student Contract

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Instrument Selection and Rental Program Accessories to Purchase

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Instrumental Music Mrs. Robinson - St. Isabella School – 2018/2019 WELCOME to WELCOME to INSTRUMENTAL MUSIC! We are about to start another sch ool year, and I’m so excited to meet you and to get started making MUSIC, PRACTICING our PRACTICING our instruments and having FUN FUN,, it helps to understand why we are music with you! Before we get started LEARNING MUSIC, here, what we want to accomplish, and what we will do throughout the year to reach our goals. The Instrumental Music curriculum emphasizes the development of musical skills through playing, listening, reading, creating and valuing. It is my belief that through performing lots of great music, exposure to the rich history music holds, and striving for excellence on our instruments, that a true appreciation for music can develop in each student. It is my goal, that while students learn the skills to become successful musicians, they also learn to understand and appreciate a wide variety of music, and become life – life – long long learners and music lovers. RAPID. A couple of items follow that will make our lives easier, and our progress that much more RAPID.

HOW DO THINGS WORK AROUND HERE? Class rules fall under three main categories: Be Respectful, Be Prepared and Participate.

BE RESPECTFUL – Others, – Others, Yourself and Equipment -

Use only your own instrument. Percussion equipment is only to be used by percussionists.

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Do not play between music selections or while others are talking/speaking, and stop playing immediately when cut off Listen and follow instructions

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Use appropriate language

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Take care of your music and instrument. Keep them where they belong.

BE PREPARED -

Be on time for class

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Have all materials needed for class (music, instrument, pencil, reeds, valve oil, etc…)

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Be mentally prepared and ready to work

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Set up quickly. Gum and snacks are not allowed during class (sticky substances and the dark, moist areas in your instrument do no mix – eww) – eww)

PARTICIPATE -

Always try your very best

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Have a positive attitude

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Practice regularly

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Attend all rehearsals, workshops, camps and performances

BAND ROOM EXPECTATIONS We will be practicing having Super Quiet Uninterrupted Individual Listening Time aka SQUILT. This means we will drop everything and just listen to music together. The purpose behind this is simple: as musicians we learn in several ways: we read music and practice to play it well; we listen to music to better understand it. We will also have: Mindful Mondays, Time-Out Tuesdays, We Got This Wednesdays, Theory Thursdays and FriYays. Stay tuned for what those might mean! When band class is over, everything you used must be returned to its home. Instruments belong in the storage room. Music belongs in your music folder and in the folder storage space. Stand and chairs must be put away each class.





Assessment Students in the St. Isabella Band Program are assessed in 4 areas: Playing Tests, Music Theory, Practice Records and Performance and Rehearsal Skills.

Playing Tests Throughout the school-year students are asked to perform music that we have focused on in class, to assess their progress and locate areas that need improvement. These assessments can include a challenging excerpt from a piece we are studying or scales we have isolated and practiced during class. Students are evaluated on their performance of specific musical concepts including: tone, rhythm, note accuracy, articulation, dynamics, pitch, expression/style, expression/style, phrasing, technique (percussion), and sticking pattern (percussion). Playing tests may be assessed individually, in a small-group, or large-group. Individual playing tests may be recorded and submitted for assessment at any time prior to in-class testing, but if no test is received prior to the scheduled testing class, they must be completed during class time. Students have unlimited time to have any playing test re-assessed – re-assessed – they they simply need to record themselves trying again and send via D2L dropbox, district email or share on Google Drive. 4

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Performs rhythms with only 1 mistake and with a nearly steady tempo. Performs notes with only 1 mistake.

Performs rhythms with 2 – 2 – 3 3 mistakes and with a wavering tempo. Performs notes with 2 – 2 – 3 3 mistakes.

Performs rhythms with 4 or more mistakes and with a tempo that varied greatly. Performs notes with 4 or more mistakes.

Tone is close to grade level. Played with somewhat correct embouchure formation. Mallets/sticks sometimes bounced instrument. Showed some difficulty to sit with proper posture, breathe support and/or instrument carriage.

Tone is below level. level. Played with fair embouchure formation. Mallets/sticks rarely bounced off instrument.

Tone falls far below grade level. Did not play with correct embouchure formation. Mallets/sticks never bounced off instrument. Failed to sit with perfect posture, instrument carriage, and/or breathe support.

Stood with nearly perfect posture and/or had nearly correct stick grip. Sticking patterns were correct. Played rudiments with correct technique.

Stood with nearly correct posture and playing with correct stick grip. Sticking patterns had a few errors. Rudiments were played with somewhat correct technique.

Stood with some correct posture and correct stick grip evident. Sticking patterns had several errors. Rudiments were not played with correct technique.

Failed to stand with correct posture and stick grip. Favored one hand for most of the exercise. Rudiments were not addressed.

Phrasing

The performance demonstrated proper phrasing with few additional breaths needed. Additional breaths were taken in appropriate places.

The performance demonstrated little attention towards phrasing; used several additional breaths. Additional breaths were not taken in appropriate places

The performance demonstrated no attention towards phrasing; used too many breaths. Additional breaths were erratic and not taken in appropriate places.

Dynamics & Articulations

Performs all written dynamics and articulations.

The performance demonstrated some attention towards phrasing; used several additional breaths. Additional breaths were usually taken in appropriate places. Performs most written dynamics and articulations.

Performs with a limited dynamic range and articulations, though a difference is discernable.

Performs with no attention towards written dynamics or articulations.

SKILL

Performs rhythms with no mistakes and with a steady tempo. Performs notes with no mistakes.

Rhythmic Accuracy Note Accuracy Tone

Fundamentals

Tone is mostly characteristic for grade level. Played with correct embouchure formation. Mallets/sticks bounced off instrument. Sat with nearly perfect d posture, used appropriate n i breathe support and W instrument carriage.

n o i s s u c r e P

Struggled to sit with proper posture, instrument carriage, and/or breathe support.

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Music Theory Learning music is like learning a new language, and it takes practice to understand how the language works. Students will receive a music theory workbook to complete in class as practice, as well as lessons within our band rehearsals to test the concepts studied. Students will use these workbooks on Theory Thursdays, on days where they can’t play their instruments in class and may need to complete assignments for homework if not completed during assigned class time. Students will also have testing on music theory concepts in each semester, including note naming quizzes, rhythm drills, terms and symbol recognition and instrument specific knowledge.





Practice Records There is an obvious connection between the pace of a student’s musical d evelopment, and the time spent practicing at home. Playing a musical instrument well requires a dedication to improvement and a commitment to review . Practice Sheets are a monthly assignment that will be

handed out in class but can also be found on D2L (in the “Content” section). Practice sheets are due at the end of each month. 15 sessions of 15 minutes in duration is required each month – month – this this works out to 3 times a week, every week, for a total of 225 minutes. This time is not cumulative, cumulative, meaning that you cannot save the entire 225 minutes for one Saturday. Bonus marks can be obtained by practicing more than the

required 15 days, or 15 minutes per session. Only students who achieve the required 20 days are eligible for bonus marks. If your child plays their band instrument in an outside-of-school group (cadets, Round-up Band, etc.), or plays another instrument outside of school, this time can be counted as bonus time on their practice sheet. 4

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225 minutes or more; at least 15 sessions of 15 minutes each, 3 times every week.

Between 160 – 160 – 225 225 minutes; 12 - 15 sessions of 15 minutes each but not consistently 3 times every week.

Between 100 – 100 – 160 160 minutes; less than 12 sessions and not consistent every week.

Less than 100 minutes and 4 or less sessions OR no practice record turned in.

Performance and Rehearsal Skills Students in band are learning about t he working environment and conditions of a professional company rehearsing towards public performance. The rehearsal process allows performers to develop, manage and ultimately achieve ownership of the roles and material they are helping to create. Students are expected to exercise and cultivate a p rofessional attitude in a range of areas including time management, personal responsibility, and collaboration and negotiation with other members of the ensemble. Learners will be expected to review and evaluate the rehearsal process regularly, monitoring monitoring their own progress and contributions as a member of a working ensemble, and helping to ensure that the rehearsal process leads towards the highest possible standard of public performance. SKILL

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ATTENDANCE

Outstanding attendance at classes, rehearsals, camps and concerts. Has missed no rehearsals or performances. Always prepared for rehearsals and performances through athome practice. Attends rehearsals and performances with required materials.

Good attendance at classes, rehearsals, camps and concerts. Has missed less than 2 rehearsals, and no performances. Often prepared for rehearsals and performances through athome practice. Attends rehearsals and performances with most required materials, though has forgotten necessary items on more than two occasions.

Infrequent attendance at classes, rehearsals, camps and concerts. Has missed 5 or more rehearsals and/or performances. Rarely prepared for rehearsals and performances. More athome practice is recommended. Attends rehearsals and performances with few required materials.

Outstanding level of concentration, communication with director and peers, and positive response to feedback.

Strong level of concentration, communication with director and peers, and positive response to feedback. Good but can be better. Displays a strong level of respect towards other members of the performing group, attitude, and good leadership. Takes good care of

Inconsistent attendance at classes, rehearsals, camps and concerts. Has missed 3 or more rehearsals and/or performances. Inconsistently prepared for rehearsals rehearsals and performances. More athome practice is recommended. Attends rehearsals rehearsals and performances with some required materials, though has forgotten necessary items on more than four occasions. Inconsistent level of concentration, communication with director and peers, and response to feedback. Needs attention. Displays inconsistent level of respect towards other members of the performing group, attitude, and leadership. Takes inconsistent care of

Difficulty showing respect towards other members of the performing group, attitude, and leadership.

PREPAREDNESS

DISCIPLINE AND RESPONSIBILITY

TEAM WORK

EQUIPTMENT

Displays an outstanding level of respect towards other members of the performing group, attitude, and genuine leadership. Takes outstanding care of

Difficulty with concentration, communication with director and peers, and response to feedback. Needs much improvement.

Difficulty caring for





FAQ about Band What are the costs involved in Band? As with any Option class, there are costs involved in this course. We will have activities and require extra materials that will increase the costs above and beyond the course fee. A breakdown of these costs follows: * *

CCSD Instrument Rental Fee Instrument Maintenance

$100.00 (only applies to students renting from C CSD) Costs vary (students will all need to purchase their own personal cleaning kits, reeds, valve oil)

Other events that will have a per s tudent fee include: Band Boot Camp, Winter Band Camp and Music Festival.

When do I get my instrument? Grade 6 and 7 students will go through the Instrument Selection Process in early September. Any students in Grade 8 and 9 new to band will also go through this process. Students can receive their rentals as early as September 21 at the Parent Teacher Interviews. Instruments will

not be given to students until the rental agreement is signed.

Do you need help from my parents/guardians? Yes, absolutely!! There is so much to plan and organize between concerts, field trips and fundraising. There will be a mandatory Band Parent Meeting held on September 20 during Parent Teacher Interviews. Please plan to attend. Can’t make it? Please contact me a t to arrange a time to meet.

How many times a week do we meet for band? Band 6 meets 2 times per 6-day cycle, and Grade 7, and the 8/9 Bands meet 3 times per 6-day cycle. All classes are 45 minutes long. A s chedule for extra-curricular rehearsals rehearsals will be sent home at the beginning of each term.

What about field trips? Will we attend band camps? Yes! Two in fact. We will have have Band Boot Camp for all band students students during the last week of September. This will be an introduction to band for new students, and a review for returning students. We will also have a Winter Band Camp in early 2019. These camps will help us prepare for c oncerts and music festival. Will we go to Music

Festivals?

Yes! Our beginner bands will perform in St. Bonaventure School Beginner Music Festival here in Calgary March. Our senior band will perform at the ABA Provincial Festival of Bands in Red Deer in May. We will start preparing for these events in January.

Will we have concerts? Three concerts are scheduled throughout the school y ear: one for a Christmas celebration, and a S pring concert. We will also have a concert series called Coffee House, where students wishing to perform have a safe and welcoming space to share their g ifts. These events will be announced soon.

How do I find out what’s happening in band? Lots of ways. D2L, Email: [email protected] [email protected];; the music blog: https://stisabellamusicroom.weebly.com/ https://stisabellamusicroom.weebly.com/;; RemindApp: Text @k34bdcd to (438) 793-3375

What music will we play? All band students will sign out two text books: 1. Band Expressions or Standard of Excellence and Habits of a Successful Middle School Musician. Band students will also be loaned sheet music for our concerts. Music will b e selected with student ability and interest in mind. The first concert will be a mix of fun concert band and holiday themed repertoire, the music festival music will be selected from the Alberta Band Association recommended list, and our year-end concert will be pop music and jazz.

Will we fundraise? Yes. We sell poinsettias at Christmas, cookie dough in January and Spring Plants in the spring. These fundraising events are very important to helping us reduce costs for our activities. We need to do as much as we can to make all these fun activities affordable for all students.





Instrument Selection Process Grade 7: During the first weeks of school, students will participate in many introduction activities. These will include review of reading music, understanding rhythm and playing together as a group. Most importantly, students will choose which instrument they would like to learn to play. Band Band members will try out instruments they have interest in, and decide on a first, second and third choice they’d be comfortable comfortable learning to play. The instruments a beginner band student may choose to learn are flute, clarinet, alto saxophone, tenor saxophone, trumpet, trombone, euphonium, and percussion. While these are not all the instruments available to students, they are the most successful for a beginner. It is strongly encouraged that students begin on these options, and pursue others after a year of practice on the above instruments. Special consideration will always be given should a student have a high interest in a more unique, challenging instrument. Students’ first choices are always considered when selecting their instrument for the year. Occasionally Occasionally students may be placed on his/her second or third choice instrument, due to overall instrumentation of the band. Too many students on any one type of instrument are not good for the desired band “sound”. Parents/Guardians Parents/Guardians and students will consulted should the second/third choice is recommended. Please also keep in mind, the decision process for choosing an instrument should consider the students strengths on a particular instrument. Instrument trials will hopefully help students make an educated decision. It is better for a student to start on an instrument that they are easily able to make a sound on, rather than something attractive to them but challenging to sound. Special Note: There will be very few students chosen to play percussion. It is an option for more advanced students who are already proficient on an instrument (such as piano from private lessons) and fluent in reading both treble and bass clef. A percussion aptitude test will also need to be passed. When considering considering band instrumentation, instrumentation, balance balance and blend of sound, the percussion percussion section only needs a few. Percussion is no just “drums” in band. Students will be required to learn to play up to 20 different instruments.

Grade 8: Students who are interested in switching instruments will have the opportunity to consider this option during the first week of classes. Instruments needed to fill out a more advanced band include Oboe, Bass Clarinet, Bari Saxophone and French Horn. Availability of switching

to this instrument will depend on class instrumentation and willingness of the student to be a self-advocate of catching up to their class on their new instrument. Students wishing to switch to percussion will need to pass a percussion aptitude test.

Grade 9: Students in Grade 9 are encouraged to remain on the instruments they played the year before. At this point in their musical education, students are working towards refining their tone, technical dexterity and playing endurance. Special Note: Grade 8 and 9 s tudents new to band or starting a new instrument, are asked to attend the Band Boot Camp as a beginner.

Think you made the wrong choice? If you’re unhappy on your instrument or are not seeing the success you wish for, we can work together to find what will be a good match for you. Please try to hold out until at least Christmas. Then we can talk about making a switch.

Accessories to Purchase Students need to supply accessories for the proper maintenance of their instruments. All accessories are available for purchase at St. John’s Music and/or Long & McQuade stores. Most accessories are available together in Yamaha Maintenance kits. Reeds are sold separately.

Accessories: Flute, Oboe, Clarinet, Saxophone – Saxophone – cleaning cleaning pad papers, cleaning and polishing cloth, tone hole cleaners, cork grease, mouth cleaning brush

Percussion – Percussion – mallet mallet bag, one set each: 5A snare sticks, double bell mallets, timpani mallets

Reeds: Grade 7 should use a 2 reed and change to a 2.5 read as soon







Instrument Rental Program Participation in instrumental music is quite easy and cost-effective cost- effective based on our District’s instrument loan program of $100.00 per program year. This includes the use of one instrument, class lessons, band rehearsals and an atmosphere of cooperation designed to have every student enjoy this meaningful experience. The band program is designed to provide quality instruments to students, and the designated loan fee is based upon an average cost of maintenance and repair for the instruments. Parents are encouraged to investigate purchasing and “rent – to – to – – own” options offered by local merchants. Many of these options make good economic sense if the student continues to participate in instrumental music. Please be conscious o f the quality of instrument if choosing to pursue owning or renting outside of the District’s Instrument Rental Program. There are many different brands of instruments and many choices to make, some better than others. T ypically, a Yamaha instrument will always be a good investment. Instruments from stores such as Costco or Wal – Mart Mart are not a quality instrument and should be avoided. While the price may seem right, in the end they are un-reparable, and

damages and replacement of these instruments will surpass the cost o f a quality instrument. Please contact the following firms regarding their rent – rent – to to – – own own or purchasing policies. * *

St. John’s Music Ltd. Long & McQuade

Phone: 403-265-6300 Phone: 403-244-5555

Students renting from the District Instrument pool are expected to complete a contract online and return the rental fee as soon as possible. The loan agreement contract is a legal document. No instrument will be used until appropriate forms and fee have been returned to the school. Instruments are for the sole use of the student signing the contract and sharing of instruments is not permitted under any circumstances . Percussionist contracts recognize the uniqueness of the percussion instrument and the challenges of at-home practice. The cost for a percussionist to participate in the music program is the same as an instrumentalist. The fee is for the use of a full percussion section, that includes a snare drum, bass drum, timpani, orchestral bells, xylophone, conga drums, bongos, drum set, concert crash cymbals, suspended cymbals, chimes, marimba, vibraphone, gong, and many others, that represent a combined value of several thousand dollars. This fee helps to maintain instruments and cover the cost of eventual replacement of percussion instruments. Percussion students are also provided with a takehome kit for practicing purposes, as part of their rental fee. This k it includes a bell kit, stand, drum pad, mallets and drum sticks.

Instrument Returns All rented instruments from the District District are loaned with the expectation that they’re cared for and are returned in the same condition they





Practice Tips *

Practice in a quiet environment with a music stand and a chair

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Schedule a consistent daily time for practice

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Practice should include a warm – warm – up, up, sight – sight – reading, reading, assigned band material and any other fun music you might have around you

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Organization is the key to a successful practice session. Plan each practice session by setting a realistic goal. Ask yourself these questions:

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What is my goal today? (to play this hard part well, to sound better at this part, etc…)

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Am I relaxed?

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Do I like the tone I’m producing?

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Am I playing with proper technique?

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Am I playing correct pitches and rhythms and at a steady tempo?

When you’re having difficulty with a passage: o

Count the rhythms out loud

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Clap the rhythms

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Sing the notes

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Isolate the section and repeat several times

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Decrease tempo, gradually returning to the initial tempo

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Learn from your mistakes. Play through a passage three times correctly in a row, before moving on.

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Always play musically

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Practice difficult patterns longer than the easy ones

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If you become frustrated, take a short break and come back to it later

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Remember – Remember – correct correct practice includes working on the musical aspects of playing your instrument, and DOES NOT include setting up your chair, stand, getting the music out, and putting your instrument together

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Be optimistic: you are improving!





Scales A scale is a series of pitches which are arranged in consecutive order from bottom to top. You play the notes in order, ascending and then descending, not repeating the top note. S cales are named by the starting note. Each scale will have a different key signature. Each scale is There are 5 types of scales that students need to learn from Grade 6 – 6 – 9: 9: Major – WWHWWWH; – WWHWWWH; Natural Minor – WHWWHWW; – WHWWHWW; Harmonic th th th Minor – raise – raise the 7 not ascending and descending ; Melodic Minor – raise – raise the 6 and 7 note ascending, and lower descending Students will be tested on no te and rhythm accuracy. Scales

Percussion Students Only – Only – Technique Technique Requirements

should be played at a metronome speed of 92 to the quarter note. The following are scales all students are required to learn in the Alberta Education Curriculum Guide:

On mallet instruments:

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Grade 6: Concert Bb Major Grade 7: Concert Bb, Eb, F Major

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Grade 8: Concert Bb, Eb, F, Ab, Major

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Grade 9: Concert Bb, Eb, F, Ab, Db Major and relative minors

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Perform the same scales as the wind players Grade 7 and 8 with 2 mallets; Grade 9 with 4 mallets

On snare drum: -

Perform single stroke rolls, multiple-bounce rolls, flams and paradiddle technique

Why scales? Scales are boring - WRONG!! You can get ahead of the music practice game by taking your scales seriously and realizing that they are far from

boring. Not convinced? Here are 10 reasons why scales should be an integral part of your practice diet. 1. Timing - to play together with other people you need to have

good time, good internal time. One of the best ways to develop this is to practice scales. Slowly at first, with a metronome if needed until you are placing each and every note exactly where it needs to be, not too soon or too late – late – just just right. 2. Intonation - for most instruments (piano aside) there is a need

to make sure we are playing in tune. This does not end when you have tuned a single note or string on your instrument – instrument – that that only tells you that note is in tune. Scales are a great way to check the tuning of each and every no te. The distance between each should be just right. Careful listening is very important here. 3. Co-ordination - during music practice we have lots of things to

remember and the really difficult thing is to remember to do them all at the same time (breathe, sit up straight, bend those fingers,

muscle memory to help you play the scale. This also applies to snippets of scales, of which there are a lot in music. 6. Ears - if you can’t hear what is wrong you can’t correct it. This is

true of all of your music practice. Learn to listen very, very carefully when you practice your scales and you will start to hear areas where you can improve your other playing. Pay attention to tuning, articulation, tone quality, consistency etc. Imagine what a perfect scale would sound like in every way and try to make each of your scales sound like that. 7. Sight Reading - if you can translate the notes you see on the

page quickly into sounds on your instrument you can develop good sight reading. If those notes form patterns that you are familiar with then you will be able to do this even quicker. Knowing your scales will give your sight reading a boost as you will





Theory and Ear Training Training There are many kinds of notes and symbols in music, and many ways to place the notes together on the music staff. Part of being a good musician is having the ability to recognize the various notes in an instance, and play what the composer has intended. Students must be able to recognize and interpret note values and rests of various durations, meter signatures, rhythm patterns and intervals.

Note Names: Treble Clef:

Lines Spaces

Every Good Boy Deserves Fudge FACE

Bass Clef:

Lines Spaces

Good Boys Deserve Fudge Always All Cows Eat Grass

Key Signatures: Order of sharps: Father Charles Goes Down and Ends Battle Order of flats: Battle Ends and Down Goes Charles’ Father

Time Signatures:

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The upper number tells you how many beats are in each measure

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The lower number tells you what type of note receives 1 beat

Intervals: M3 – M3 – Oh When the Saint’s

P5 – P5 – Twinkle, Twinkle, Twinkle Little Star

m3 – m3 – O O Canada

P8 – P8 – Somewhere Somewhere Over the Rainbow

P4 - Here Comes the Bride

Subdivision





Band Student Contract St. Isabella School 2018 – 2019 As a member of the St. Isabella School Band Program, I agree to: •

Practice my instrument regularly

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Have instrument and materials ready for every class (music reeds, valve oil, pencil, etc…)

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Keep my instrument properly maintained and store it in the appropriate location (band storage room, locker, home)

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Show courtesy and respect to myself, fellow students, the teacher, my instrument, my music and any guests we may have

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Participate Participate to the b est of my ability

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Ask for help and stay for tutorial when I need assistance

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Take home notices immediately for my parents/guardians parents/guardians to read

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Return all forms by the due dates provided

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Utilize D2L, the band website and use RemindApp to stay up-to-date on all band news and my assessment

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Assist in fundraising efforts

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Attend all classes, rehearsals, workshops workshop s and performances (and if I can’t make it, I will inform Mrs. Robinson with a note from my parents/guardians) •

Concerts: December 10, May 30

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Band Camps: Beginners September, Band 6+7 January, Band 8+9 F ebruary

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Music Festivals: March (Band 6+7), May in Red Deer (Band 8+9)

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Fundraisers: Poinsettias – Poinsettias – November; November; Cookie Dough – Dough – January; January; Spring Plants – Plants – May May

I have read the above and have discussed the expectations with my parents/guardians. I understand that I must follow these guidelines to participate in the activities tak ing place this year in o ur Band Program.

___________________ _____________________________ _________________ _______

__________ __________________ _________________ __________________ ___________ __

Student Name (Printed)

Student Signature

___________________ _____________________________ _________________ _______

__________ __________________ _________________ __________________ ___________ __

Parent Name (Printed)

Parent Signature

band handbook 201819

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