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Princess Anne Middle Panther Ban

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					Princess Anne Middle Panther Band Website Why be in Band:

YOUR CHILD YOUR CHILD DESERVES A MUSICAL EDUCATION
Your Child Should Study Music To Gain These Benefits:
• Self-Confidence • Responsibility • Mental and Physical Discipline • Coordination – Dexterity • Group Activity – Cooperation and Unity • Creative and Recreative Activities – Self-expression • Increased joy of living through appreciation of the arts and nature • Development of a career or avocation • Being a part of a team with a common goal • Better peer relationships and often better grades (according to research) • Training to become a happy, cooperative and useful citizen • Fun, Travel, Concerts, Parades, Athletic Events

Parent Participation
. Give your child the opportunity to gain the benefits listed above . Be sincerely interested – Constructive criticism does not harm a child but indifference does . Provide a quality instrument, case and music stand to make the child’s task easier and more gratifying (your music dealer and school music director can guide you in this) . Keep the student supplied with important accessory equipment: extra reeds, lubrications, cleaning equipment, etc. . See that the instrument is in accurate adjustment to provide the best playing conditions . Be sure the mouthpiece is suitable to the child and produces the best sounds with the greatest ease . Employ a private teacher to greatly increase the student’s chances for success . Consult the school music director for guidance in this valuable phase of your child’s education . Provide a suitable time and place for child’s practice . Provide a safe place for instrument to be kept . Be interested in the student’s lesson preparations and always be ready to acknowledge the student’s progress (many parents find it rewarding to learn

to play an instrument along with their child) . Be active in the school’s band parent organization

A musical education through the study of an instrument offers your child benefits that are more fulfilling than in any of the other educational experiences. What other study includes all of the following enrichments?

Music Provides Lifelong Enjoyment
Studying and playing a musical instrument, whether alone or in a group, offers the young person a lifelong enjoyment and appreciation of music. This might be attained through creating, performing, or eventually, educated listening. The pursuance of music, one of the Fine Arts, leads to deeper understanding and love for all things of beauty and creative expression, whether natural or manmade. This ability to better appreciate the aesthetic raises the joy of living and offers the person a foundation to become a happy, welladjusted, and useful cooperative citizen.

Music Develops Mental and Physical Abilities
Performing on a musical instrument requires highly developed mental and physical disciplines. These requirements are present from the very beginning of the study and gradually develop as the student progresses. The artist performer in the symphony orchestra must have strict mental and physical controls. The performer, beginning or advanced, must read symbols on the music page and transfer them to the instrument, using finger, mouth and tongue controls to produce the desired results. The sound must then be played for the correct, notated duration at the precise moment. This is controlled in ensembles by the conductor, whom the performer must always see while at the same time watching the music. The sound must then be blended and balanced with all the other members of the musical organization. This formula for playing a single note in a band or orchestra indicates the amount of discipline demanded of the player. Nevertheless, children develop these skills amazingly fast. Music Develops Cooperation

There are many personal responsibilities connected with being a member of a school band. It is necessary to be cooperative and to join in a combined effort to attain the goals of the director and the other members of the group. Being a participant in a group activity that has a worthwhile common goal is rewarding and more fun than working alone.
Music Improves Self-Expression

Children need opportunities for self-expression and creativeness. They require a “release” for their energies and inner thoughts. It is better that these necessary releases be obtained through music than other, often harmful, means. Possibilities for selfexpression and creativeness through the playing of an instrument are endless.

Music Provides Unlimited Opportunities

One of today’s serious problems is lack of communication. Music provides unlimited opportunities for closer communication because it is truly a universal language. Have you ever stopped to think that a member of any school band could sit in a comparable group anywhere in the world and instantly be an important contributing member of the organization, even though that student could neither speak nor understand the spoken language? Even the printed terminology on the music sheet would be familiar. In how many other academic subjects would this be true?
Music Provides a Future

Instrumental music offers many vocational opportunities, especially in the teaching field. Professional performers are well paid, although the profession is limited mostly to the highly developed players. As an avocation or as a means for providing funds for advanced schooling, music offers numerous opportunities.
Music Is Fun

Above all, a musical experience for your child will provide pleasure for the child and the whole family. Concerts, parades, athletic events, trips, festivals, contests–all can be enjoyed by the entire family. An opportunity for increased family unity is worth pursuing. Give your child the opportunity to learn to play a musical instrument so that both of you may experience the many advantages that are offered.
The Challenge of the First Few Months

The first few months of learning to play an instrument are the most challenging; therefore, equipment should be of quality that offers the greatest assistance. Too many beginners fail in the early stages of learning because the instrument supplied is not in good playing condition or does not have the necessary properties to make it respond with ease.

CHOOSE A QUALITY INSTRUMENT
Give Your Child a Fair Chance

Do not demand that your child learn to play the instrument that is available in the family possessions. First, your child may have no desire to play this particular instrument, or may not be physically able to handle it. Second, the instrument probably needs an overhaul because of the long storage period, and, if it is in less than top playing condition, the student will become discouraged quickly and might then give up. So, give your child a fair chance. Invest in quality for your quality child. A quality investment will pay dividends.

The Importance of Quality Instruments

Quality student instruments must be manufactured by a company recognized for excellence in the field. The preservation of time-honored craftsmanship is a priority at United Musical Instruments, where King instruments are made. Pick up a King instrument and you hold generations of knowledge and expertise in your hands. UMI has a strong commitment to research, development and testing, which result in new instruments, new processes, and new performance features, so that every instrument can perform better than ever before. As a parent, you may also want to know that we build our student instruments with many of the same features and specifications that are included in our professional models, while keeping the price affordable. So remember, Mom and Dad, that a quality instrument, whether you rent or buy, is the best start to success for the promising young musician.

What instrument should I play? Click here to get basic facts and information about beginning instruments. This site originates in the United Kingdom so any information about the prices of instruments will need to be converted to US dollars.
http://www.paythepiper.co.uk

Course Description

Band 6 This is a course focused on introductory music fundamentals, technical achievement, and acquisition of concert performance skills, and rehearsal skills through exposure to a verity of literature and performances. Materials: Students will provide their own instrument (with the exception of some low brass and low woodwind instruments). Books: Standard of Excellence Method Book-Book #1, & Standard of Excellence Music Theory and History Book 1. Students are also responsible for reeds cork grease, valve oil and any other items required to maintaining their instruments. Percussionists will be tested for aptitude in this area. Renting or purchasing a percussion/Bell kit is not recommended until this procedure is completed, after classes

are in session. Students that have been playing percussion prior to enrollment in this class will not be required to take the test. All students are required to perform in the Winter and Spring Concerts. Participation in District II Band Festival, Marching Band, Jazz Band and Solo/Ensemble are strongly encouraged. Band 7 This is a course focused on introductory music fundamentals, technical achievement, and acquisition of concert performance skills, marching performance skills, and rehearsal skills through exposure to a verity of literature, rehearsals, and performances. Materials: Students will provide their own instrument (with the exception of some low brass and low woodwind instruments). Books: Standard of Excellence Method Book-Book #2, & Standard of Excellence Music Theory and History Book 2, Students are also responsible for reeds cork grease, valve oil and any other items required to maintaining their instruments. Percussionists will need a snare and a bell kit. All students are required to perform in the Winter and Spring Concerts. Participation in District II Band Festival, Marching Band, Jazz Band and Solo/Ensemble are strongly encouraged. Band 8 This is a course focused on the continuation of music fundamentals, technical achievement and acquisition of concert performance skills, marching performance skills, and rehearsals skills through exposure to a verity of literature, rehearsals, and performances. Materials: Students will provide their own instrument (with the exception of some low brass and low woodwind instruments). Books: Standard of Excellence-Book #3, Students are also responsible for reeds cork grease, valve oil and any other items required to maintaining their instruments. . Percussionists will need a snare and a bell kit. All students are required to perform in the Winter and Spring Concerts. . Participation in District II Band Festival, Marching Band, Jazz Band and Solo/Ensemble are strongly encouraged. Percussionists need to buy both the Snare/Bell book and the Timpani/Aux. book, either book 1,2 or 3 depending upon their class. Percussionists will need a pair of mallets (medium), Snare sticks (SD1 Generals are real good), Practice pad, Snare, and a Bell kit. The PAMS will supply all auxiliaries, timpani’s, timpani mallets, and keyboard instruments. Band Hand Book Rehearsals All rehearsals will be scheduled in the afternoons from 3:50 to 5:25 p.m. 5 minutes before the afternoon bus arrives. Students are expected to attend all after school rehearsals for ensembles in which they participate. A schedule of events will be given out well in advance. If a student has a conflict, they should make arrangements with the director before hand, at least 1 week in advance for rehearsals, and 2 weeks or more for a performance. Students should bring in excuse notes before missing an event, or rehearsal; excuse notes are required for absences. The week of a performance, rehearsals are mandatory. Extenuating circumstances will be addressed on an individual basis. City functions such as ALL City and District Band requires 100% attendance. Missing one of these rehearsals will result in removal from the group. Tardiness will result in the loss of chair position.

Performances Certain performances will be graded (ex. Winter & Spring Concert). If a student must miss a Performance, the director must have a 2 weeks notice in advance, since you have the dates already please make sure there are no conflicts. If a missed performance is excused, an alternative assignment will be given to the student to make up the grade. Sometimes circumstances arise and certain things cannot be avoided, the director will address these on an individual basis. Parents are encouraged to drop off and pick up students at the school for away performances; (of course Parents are always welcome to come). If this is not possible, the details need to be arranged in advance of the performance with the student’s assistant principal. A copy of this approval in writing must be provided to the band director. Sports Students participating in school sports will be expected to attend on a “half and half” basis. If this is not possible, it is the student’s responsibility to make arrangements in advance with the band director or coach. “We will work with you on this.” Uniforms The concert uniform for all bands is a white top and black bottom. Boys: White dress shirt, long black tie, black pants, black socks and black shoes. Girls: White top, black skirt- (no skirts above the knees), or a black concert dress and black shoes (no open toe). (Please make arrangements before the day of the concert to get these items.) Marching Band: The students will be issued a complete uniform. The students will leave the uniforms at school and change into them just prior to a performance. The uniforms are not to be taken home, but will be returned to the school directly after the performance. Students will need to purchase their on black shoes and wear black socks. Shoes may be purchased through the band boosters. Shoes may also be used during the Spring & Winter concert Instrument Storage Students may store instruments at the school in the band room at their own risk. If the student is renting an instrument, it is suggested that the student take advantage of the insurance option available at the time of purchase.

Awards Members of performing organizations will receive awards at the Annual Awards Banquet. Some ensembles have completion requirements: Two semesters of marching band and guard, Jazz band, etc. Awards are based on full participation in rehearsals and performances. Special recognition and or trophies are awarded for being in the Music Panther Honor Club and leadership positions such as President, vice-president, Librarian, Drum Major, Drum Captain, and Guard Captain, as well as for participation in All-City Band, Solo/Ensemble and District Band. Certificates and or Bars are awarded for being in a performing group and not missing any rehearsals or performances.

Assessment Measures: Mastery will be assessed via performance based through Concerts, playing tests, and written tests, as well as guided practice in class and practice logs. Performance on the instrument (Ex. Concert or playing test) will generally evaluate correct posture, proper characteristic instrument sound, correct fingers, rhythms, articulations, interpretation of style and any other pertinent factors relating to the music. Class work will involve worksheets and other relevant activities pertaining to the subject of study. Practice logs will be checked once per marking period. A total of 6 weeks will be checked for marking period one. A total of 8 weeks will be checked for each of the 3 remaining marking periods, a grand total of 30 weeks for the year. After school practice, Ex. Marching band rehearsals will count towards your practice log; Private lessons will count the same as your private lesson (teacher verification), any sessions with Mr. Privette after school will count that number of minutes, either solo/ensemble. Sixth grade at least 100 min. per week. / 120 min and over 5 extra points Seventh and Eighth graders 150 min. per week. / 180 min and over 5 extra points Reeds: Woodwind students are also responsible for reeds (Mitchell Lurie{Premium} with Hite mouthpiece, size 2 ½ for beginners..size 3 second semester/over the break to B and C, then to size 3 ½ as students move closer to high G,A,B, and C (2 nd year). Then to Vandoren V-12 reeds (silver box)..Size 3, then 3 ½ … end of eight grade. If you are taking private lessons, ask your private teacher what reed you should be playing on. Bonus Points: Concerts outside of school (bring program or ticket stub) 1 pt. each

Member of outside music groupsEx. Marching Band, Jazz Band, Church Group- 1 pt. per week (during that season)
Private lessons (with teacher verification) 1 pt. per week. Note: Bonus points may only raise a student one-letter grade. Unused Points will be forfeited at the end of the grading period. Students must turn in bonus points by the end of the nine weeks in which they are earned. Students will have the opportunity to retake any test given in class within one week of the original test grade. Students are responsible for arranging to make up any missed work due to absence from class. Students who make an “A” during the nine weeks, 100 minutes on the practice log each week, must be in a after school music group, (ex. Marching band) and missing no rehearsals or performances will earn membership in the Music Panther Honor Club that nine weeks. Students who earn this for the whole year will earn a special honor at the end of the year banquet.
More information on how you earn a Performance grade in band. Tone Quality:

A B C D

Very full and supported from top to bottom of range: good intonation; embouchure and playing positions are correct. Good support but a little “airy”, “fuzzy” or “edgy” (Use more air support or a stiffer reed. Brass open teeth) No air support; lack of control in top and bottom ranges; very “airy/fuzzy/edgy:’ tight or forced sound, squeaks. No tone control; all “air” in sound; very “stuffy” and unfocused

Scale: A One to no errors; excellent tone quality; correct speed and tonguing; very even; no hesitations; correct intonation B Two errors in technique or pitch; good overall tone with slight lack of tone control at top range; too fast or uneven rhythm or started again. C Three errors and uneven or too fast, incorrect tonguing, tone/pitch problems. D Four errors with noticeable tone and pitch problems. E Five or more errors; student is obviously unprepared 0 Student did not play Music Selection: A grade will be given in each of the following categories: Technique Style Rhythm Articulation A B C D E 0 No errors A few errors, but no key signature errors; too slow, “heavy tonguing” Errors throughout Obvious errors throughout; much to slow; little technical continuity Selection is obviously unprepared Student did not play.

Making a Difference - The Positive Side of Preparation
There are many levels of preparation that evolve from the time a new piece of music is passed out until it is performed. For progress to occur, each rehearsal should yield a higher level of refinement until every member of the group reaches a comfort level that enables them to perform with confidence. Making mistakes is a natural part of the learning process. Conscientious preparation will cause mistakes to diminish over time. Do not confuse making mistakes with poor preparation! There is a big difference between making mistakes while playing a part that has been given a reasonable amount of preparation, and merely stumbling (or not playing at all) through that same part on everybody else's rehearsal time. Frequently, additional technical exercises (scales, rudiments, etc.) will be needed to assist the musician in attaining a desired level of proficiency. As stated before, each rehearsal should yield a higher level of musical refinement. What may have been considered a great start on a piece of music will undoubtedly be considered less than adequate several rehearsals later. Achieving the common goal of making

good music is a very special joy to be shared by students, director and audience. This goal is unattainable if inadequate preparation becomes commonplace. This goal, along with the joy and satisfaction associated with it, are held in high regard at Princess Anne Middle School. A rewarding, successful experience as a member of the Princess Anne Middle School Band is entirely within your grasp. Go ahead, "make a difference." Now let's learn how to practice. Practice Guidelines: A Princess Anne Panther Band member has a personal duty to practice for his/herself, as well as for their fellow band members. Remember, a band is only as good as its weakest player. In order for practice to improve your playing, it must be directed toward proper goals and efficiently carried out. Before you practice, you should have a picture "in your ear" of how your instrument should sound. Listen to live and recorded music so you will know where and how you should direct your practice. Be aware of your immediate goals. What is your greatest weakness right now? It might be sound, strength, facility, note reading, sight-reading, theory or counting. What technical problems do you most need to overcome? It might be scales, arpeggios or rudiments. With this in mind, you can begin to practice more effectively. Let's begin. How much should I practice? 6th grade 20 minutes, three to four times a week, minimum. 7th grade 30 minutes, three to four times a week, minimum. 8th grade 30 minutes, four times a week, minimum.

DEVELOPING GOOD PRACTICE SKILLS

PRACTICE... WHAT IS IT HOW DO WE DO IT HOW TO APPROACH A TOUGH LICK

THOUGHTS:
Practice makes permanent, not perfect! If you start out by practicing wrong, you will permanently play that spot wrong!! Good practice is hard work.

Practice is NOT always fun (sometimes it is - especially when you can feel the improvement!). Practice is working on small sections until you can play them; then add the small sections together to make slightly larger sections, etc. Practice and run-through are different procedures (both useful). Putting the horn to your face and blowing (or grabbing the sticks & banging) is not practice. Think before you play. Think before you play. Think before you play. Don't quit as soon as you "get it". Do it three more times!! If you really want to make it permanent, make yourself do it correctly three times in a row. If you mess up the 3rd time, you have to start counting all over again. "Great! I got it!!" Tomorrow you probably will have lost it... But the good news is that it won't take as long to get it back as it took to learn it the first time! It may take many days or weeks to get it right and be able to play it correctly every time!! Practice is more than just notes and rhythms. Go for the details. Get a beautiful tone. Make sure the notes speak clearly. Get the dynamics & accents... DETAILS! If you start making more mistakes or getting really frustrated, take a break. Come back to the spot later in your practice, or even tomorrow. DO NOT PRACTICE UNTIL IT HURTS!!!!!! If a body part hurts, stop. If it continues to hurt every time you play, see a doctor!

THE TOUGH LICKS:
How you approach a tough lick depends on what is difficult about it!!! A - Rhythm difficulties Rule number 1-- Never play until you understand the rhythm. (If it is an easy rhythm, it is a good challenge to see if you can play it through right the first time, but then go back and make sure you were correct by doing little chunks & thinking about the rhythm.) Intellectualize about the rhythm. Write in the counting if you need to, or write in where

the beats fall. Feel the rhythm in your body. Count through it, or speak through it while tapping your foot or being your own metronome. Work slowly until you understand the rhythm. Be your own metronome. Work with a metronome. Figure out how tapping your foot helps. Gradually speed up. ALWAYS work in small chunks - one or two measures at the most. Sometime you will need to work on 3 or 4 notes at a time!! Don't bite off more than you can chew or you will choke! B - Nasty note combinations (nasty rudiment combinations) Again, as always, work in small chunks. Here you will need even smaller numbers of notes - sometimes only 2 at a time!!! When you have the small section you are working on learned, add more to it. Add the pickups or the measure before. Take it into the next measure. Be sure to practice the "links". If you practice measure 4, then measure 5, and never practice linking 4 & 5 together, you will stumble every time you cross the measure. Practice measure 4 into the first note of measure 5. Go over to offending notes in many different ways - forwards, backwards, different rhythms, staccato, legato. Start slowly & gradually work faster. If you are thinking, "I can play it best fast", you haven't really got it learned yet! If you can only play it fast, you are missing notes. Play it at all tempos. Do you know your alternate fingerings (standard sticking patterns) that help make the tough spots easier? C - "It's too high!" (or too low) (or too fast to stick evenly) Be sure you have practiced you basic skills. Brass players, are you working on lip slurs every day?? Those are your push-ups; they strengthen your chops so that you can slur more easily, but also so you can be more flexible on the low notes and have the strength to do the high notes! Woodwinds & brass, are you playing long tones? They strengthen muscles, too! Boring, but important!! Percussionists, are you practicing your long rolls and even single strokes?? Do you warm up before every practice? You must warm up the muscles slowly or you will injure something and never have the strength to conquer the extremes.

Work up to (down to) the note gradually. Play the notes around it and be sure they are solid and gradually add the next one. Is your embouchure/position correct for this note?? You may need to tighten your lips or open your jaw more or take more mouthpiece in your mouth or angle the instrument differently. Ask your teacher. Practice every day. That is a must for a good tone and a good range. You and your instrument need to work together every day so that the muscles are in good condition. You can not expect to play high/low notes if you don't practice. Percussionists can not expect to play smooth sounding rolls and fast patterns if you don't practice. D - Dynamics Exaggerate. Play the louds really loud and the softs really soft. Yes, you will miss & splat notes, the tone will be gross, and you may not be able to get the notes to come out, but it's OK - you are strengthening muscles by pushing them beyond what they can do. Basketball analogy: If you want to get to where you can shoot free throws well, do you always practice at the foul line if you can't get the ball in? No, you'll miss most of the time. Do you find the place from which you can sink it and always practice there? No, you'll never get better. What do you do? You start where you can sink the ball and then back up. Whoops, missed again. Darn, missed. GOT IT! Missed again... And gradually you can get it most of the time. So you back up again. Etc. When in a game, do you go to the place you know you usually miss? No, of course not! Hot shotting never wins a game. You move in to where you know you can sink the ball and score the points. How does this relate to dynamics?? If you always play in the levels where you know you can play well and get the note to speak and have a good tone, you never get better. When you practice, "back up" a bit. Let the note splat because you are playing too loudly, let the sound not come out because you are trying to play too softly. Those are missed baskets. Your muscles will learn how to hit it every time and then you back up a little more! Exaggerate the louds & softs in your practice. When you get to rehearsal or concert time, stay within the range you know you can do well!

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Performance Groups: Optional Activities Pep Band/Marching Band: This group performs in the stands at our home football games. After-school rehearsals will be required in September and October. Students will be required to wear their pep band shirt to school on performance days. Any PAMS band members are eligible to participate. I hope that every student will take the opportunity to participate in this group to learn and enjoy a very important style of musical performance, literature and history. Band Festival: This event is not optional for 8th Grade Concert Band Members and is sponsored by the Virginia Band and Orchestra Directors Association (VBODA). The event is held the second weekend in March on a Friday and Saturday, at a school in either Virginia Beach or Norfolk. Parents and students will be informed of the performance day and time in early February. All eighth grade students are required to attend. Jazz Band: This group performs jazz, swing, Latin and pop styles at various activities during the year. The group will practice one day per week after school, starting in either October or November. Flute, Clarinet, Saxophone, trumpet, trombone, percussion, piano, guitar and bass players are eligible to participate. If large numbers of students are interested in participating, auditions may be held. An information and sign-up sheet will be posted before auditions and rehearsals begin. Sixth and Seventh Grade All-City Bands: This activity is sponsored by the Virginia Beach City Public Schools. Participants are selected by the band director. Each middle school is granted a quota of students for participation. Selection for the band will be based on class participation, dependability, grades and playing tests, and a test on audition material. Selected seventh grade students will audition for chair positions at one of the city's middle schools in January; however, sixth grade students do not audition for chair positions. Students participate in two days of rehearsals in March, which include a Friday evening and Saturday morning. A concert is presented on Saturday afternoon. District Band Auditions: This event is sponsored by the Virginia Band and Orchestra Directors Association (VBODA), and is held in early December at a school in either Virginia Beach or Norfolk. All seventh and eighth grade students are eligible to audition. The audition consists of major scales, chromatic scale, a prepared piece, and sight-reading. Students receive audition materials in November. There is a small fee to audition. All-District Band: This event is sponsored by the Virginia Band and Orchestra Directors Association (VBODA)Those students who audition and are selected for the band participate in two days of rehearsals with a guest conductor the first Friday and Saturday in February at a local school. This weekend provides students the opportunity to perform some excellent music literature with the area's finest players. There is a fee of around $15 for participation. Princess Anne Middle students who perform with this group will receive a certificate and a State medal. According to school board policy, students must maintain a 2.0 grade point average in order to participate in this event. Solo and Ensemble Festival: This event is sponsored by VBODA and is held in April or May at a school in the PAMS, Landstown, or Corporate Landing area. Students prepare solos, duets, trios, quartets, etc. to perform for a judge. The students receive a rating from I (Superior) to V (Poor) for their performance. Students receiving either a I or II will receive a medal. Music for the performance must be listed in the VBODA Graded Manual. Most area music stores will have selections sorted by grade level. If a student needs assistance in finding material, please check

with the director. I highly recommend all students participate, in this event. There is a small fee to participate.

Band Links

Music Theory
This is a great site for all students to work on their music theory skills.
www.musictheory.net/lessons.html

This is another site to check.
www.emusictheory.com

Click on learning music or surf the site for your own individual needs.

Music software programs
Free downloadable music and music writing software. The free software program has limited features.
www.sibelius.com

This web site provides the program Scorch that allows play, transposition, instrument change, save and print options. Scorch works with the Sibelius music products. Scorch is free. Amazing!!!
www.sibeliusmusic.com

Instrument Care
Caring for your band instrument: articles on the professional band instrument technicians’ web site:
www.napbirt.org/instrument_care.htm

The Standard of Excellence Band Method Book
www.kjos.com

Sheet Music

J.W. Pepper is the world’s largest sheet music retailer. This site has solo sheet music and much more. Service is extremely fast and reliable.
www.jwpepper.com

Music Retailers
The following sites can help you with local and national retailers. Check out rental prices, supplies, instruments, ect. Music and Arts Centers
www.musicarts.com

Brook Mays Music (The Flute Tooter is associated with Brook Mays)
www.brookmays.com

The Woodwind Brasswind
www.wwandbw.com

Washington Music Center
www.wmcworld.com

Educational Sites
A guide to Symphony Orchestra Instruments
www.mathcs.duq.edu/~iben/home.htm

The New York Philharmonic Kidzone Includes an Instrument Laboratory, Games and much, much more.
www.nyphilkids.org/main.phtml?

What instrument should I play? Click here to get basic facts and information about beginning instruments. This site originates in the United Kingdom so any information about the prices of instruments will need to be converted to US dollars.
http://www.paythepiper.co.uk

Links for specific instruments
Brass
www.conn-selmer.com www.music.indiana.edu/musicref/brassint.htm

Woodwinds This company makes many brands of reeds including the La Voz reeds recommended.
www.ricoreeds.com www.woodwind.org/clarinet

Percussion
Steve Weiss Music www.pearldrum.com www.groverpro.com

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PANTHER MUSIC CLUB
Although the members of this club decide what they want to study, it is completely aligned with the Virginia Learning Standards for Arts in Education. Panther Music Club Goals: * To enhance student musical knowledge through participation in small and large ensembles. * To refine communication between ensemble members. * To expose students to various musical styles. * To expose students to different cultures through music. * To enhance listening skills and appreciation for other music. * To create a general atmosphere conducive to learning and appreciating music of all kinds.

Students in Panther Music Club meet once a week after school to participate in a number of activities. Such activities include playing in both chamber and large ensembles, listening to and critiquing music, learning the basics of improvisation, playing in small jazz combos, putting on concerts for each other as well as for parents, and also going to hear professional performances of varying styles of instrumental music. Virginia State Learning Standards For The Arts Standard 1: Creating, Performing And Participating In The Arts Students will compose original music and perform music written by others. They will understand and use the basic elements of music in their performances and compositions. Students will engage in individual and group musical and musicrelated tasks and will describe the various roles and means of creating, performing, recording and producing music. Standard 2: Knowing And Using Arts Materials And Resources Students will use traditional instruments to create and perform music. They will demonstrate their ability to use various resources to expand heir knowledge of listening experiences, performance opportunities, and/or information about music. Students will identify opportunities to contribute to their communities¡¦ music institutions, including those embedded in other institutions (church choirs, industrial music ensembles, etc.). Students will know the vocations and avocations available to them in music. Standard 3: Responding To And Analyzing Works Of Art Students will demonstrate the capacity to listen and comment upon music. They will relate their critical assertions about music o its aesthetic, structural, acoustic and psychological qualities. Students will use concepts based on the structure of music¡¦s content and context to relate music to other broad areas of knowledge. They will use concepts from other disciplines to enhance their understanding of music. Standard 4: Understanding The Cultural Dimensions And Contributions Of The Arts Students will develop a performing and listening repertoire of music of various genres, styles and cultures that represent the peoples of the world and their manifestations in the United States. Students will recognize the cultural features of a variety of music compositions and performances and understand the functions of music within the culture.

BAND STUDENTS OF THE WEEK

SECTION OF THE WEEK

CLASS OF THE WEEK

MY FAVORITE SITES
  http://www.vintagesax.com http://www.yamahaadvantage.com

FINGERING CHARTS FOR BAND INSTRUMENTS
CLICK THE LINKS FOR EASY TO USE FINGERING CHARTS
Flute Fingering Chart Clarinet Fingering Chart Trumpet Fingering Chart Flute Trill Chart Saxophone Fingering Chart Trombone Fingering Chart Oboe Fingering Chart Single Horn Fingering Chart Euphonium Fingering Chart Bassoon Fingering Chart Double Horn Fingering Chart Tuba Fingering Chart

PRACTICE PRACTICING

Print this page & take it with you to your practice. (If you need a reminder of efficient practice techniques, go to the developing practicing techniques section.)

Name _______________________________ Date_________________ Instrument __________________ This paper [ ] required is: [ ] enrichment ( [ ] home [ ] in place of a make-up lesson

PRACTICE PRACTICING...
Learning to practice efficiently takes practice!!! Good practice is a skill. This sheet will help guide you to efficient practice.

Name of piece you are working on _______________________________________ What spot in the piece are you working on _________________________________ Describe how you decided that you needed to work on this spot.

What is your goal in your practice - what is hard about this spot? It might be
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difficult rhythm difficult note / fingering patterns - awkward fingerings, or sticking / rudiment patterns too high, too low or too hard to control

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difficult dynamics

Be specific about why this spot was difficult for you? ("I didn't understand the rhythm" or "I could do the counting, but I couldn't play the spot & keep track of the beat" or "The combination of flam & triplet kept tripping me" or "The notes bobble when I slur between them" or whatever describes your issue)

Describe what techniques you used to tackle this spot.

About how many times did you practice this spot in one session? ___________ Describe some of your successes or frustrations.

What are your future practice plans for this spot?