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MISSION STATEMENT - DOC 13

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					                                     MISSION STATEMENT
It is the mission of the West Hopkins Band Program to provide musical experiences that will help students
acquire the knowledge, skills, attitude and character necessary to become independent musicians, creative
individuals, lifelong participants in music making, informed consumers of music, and supporters of music
and music education.


                                     BAND ORGANIZATION

The WHS band program is made up of three separate bands; the 6 th Grade Beginning Band, the 7th Grade
Intermediate Concert Band, and the 8th Grade Advanced Concert Band. As in years past, the 7th Grade and
8th Grade Bands will perform together for concerts and concert festivals.

                       6th GRADE BEGINNER BAND OBJECTIVES

       Develops correct physical playing position for the instrument
       Exercises appropriate care of the instrument
       Develops a good concept of sound and starts to produce a well-centered tone
       Uses proper breath control, embouchure, attack, and release
       Uses proper fingerings and technique
       Performs a level-appropriate range (refer to scales)
       Perform with a steady beat
       Perform two major scales from memory, ascending and descending, one octave
       Percussion will perform paradiddle, flam, flam tap, flam accent, flam paradiddle, 5,9, and 17-
        stroke roll
       Percussion will develop skills on snare drum, bass drum, xylophone, bells, timpani, suspended
        cymbal, crash cymbals, maracas, temple blocks, triangle, claves, woodblock, sleigh bells, and
        tambourine
       Builds a musical vocabulary:
        Time Signatures: 2/4, 3/4, 4/4, C
        Rhythmic Notation (notes and rests): Whole, Half, Quarter, Eighth, Dotted Half, Dotted Quarter
        Melodic Notation: staff, clef, bar line, double bar line, measure, time signature, breath mark, pick-
        up notes, repeat signs, 1st and 2nd ending, key signature, D.S. al Fine, D.C. al Fine, divisi, unison,
        interval, accidentals-sharp, flat, natural signs, arpeggio, fermata, measure repeat, multiple-measure
        rests, solo, soli, tutti, phrase, ties
        Key Signatures: Bb Major, F Major, Eb Major
        Tempo Markings: moderato, allegro, andante, largo, ritardando, vivace
        Articulation: slurs, accents, staccato, legato
        Dynamics: forte, piano, mezzo forte, mezzo piano, crescendo, decrescendo, diminuendo
        Form: round, duet, solo, theme and variations
       Percussion: rudimental notation, 16th notes and rests
       Pursues frequent and efficient individual practice
       Demonstrates the ability to perform alone and with others (ensemble skills)
       Demonstrates awareness of each individual’s responsibility to the group
       Exhibits punctual attendance at all rehearsals, concerts, and group activities
       Perform music from various genres and cultures, past and present
       Achieves sight-reading skills at the appropriate level


    6th Grade Beginning band Repertoire/Textbook
    Standard of Excellence, Book 1 Bruce Pearson (student purchase)
    Alfred’s Complete Music Theory Workbook (student purchase)
    Published band arrangements and compositions
    Teacher-made worksheets, handouts, music exercises
Additional Music Studied
Published band arrangements and compositions are selected by the instructor. These works are usually
full band arrangements that are performed at public concerts. The selections change each year, based
upon the needs of the students.



        Meeting KY Program of Studies: 6th Grade Beginning Band
                           (1.14, 2.22-2.26)
Elements of Music
AH-6-M-1 Students will demonstrate an understanding of the elements of music (rhythm, melody,
harmony, form, timbre, tempo, dynamics) through singing, instrument playing, moving, listening,
reading, writing, and creating.
AH-6-M-2 Students will describe the use of elements in musical examples.
AH-6-M-3 Students will read and perform, vocally and instrumentally, increasingly complex
melodic and rhythmic patterns in treble and bass clefs.
AH-6-M-4 Students will demonstrate ideas and emotions through performance and/or composition
using performance techniques, practices, and music concepts.
AH-6-M-5 Students will create and notate simple composition incorporating the elements of music.
AH-6-M-6 Students will evaluate own and others’ compositions and performances, using musical
terms and elements to describe technical and expressive qualities.

Historical and Cultural Context
AH-6-M-7 Students will develop an understanding of diverse cultures, periods, and styles of music.
AH-6-M-8 Students will describe how factors such as time, place, and belief systems are reflected in
music.
AH-6-M-9 Students will describe music compositions and/or performances from diverse cultures,
periods, and styles.

All students must be able to create, perform, and respond in order to develop a full appreciation
for the arts.



                            7th GRADE BAND OBJECTIVES

   Demonstrates correct physical playing position for the instrument
   Demonstrates appropriate care of the instrument, including preventative maintenance
   Develops skill in self-tuning, adjusting pitch, blending, and balancing in ensemble playing
   Produces a well-centered tone with extended breath support and embouchure facilities
   Perform attacks and releases with control
   Extend their range with good intonation
   Employs proper fingerings and technique, including basic alternate and trill fingerings
   Perform four major scales from memory, ascending and descending, one octave, and chromatic
   Percussion will perform long roll, flam, flam tap, flam accent, flamacue, paradiddle, double
    paradiddle, 5, 7, 9, and 17-stroke roll, drag, drag tap
   Percussion will develop skills on snare drum, bass drum, xylophone, bells, timpani, suspended
    cymbal, crash cymbals, maracas, temple blocks, triangle, claves, woodblock, sleigh bells, and
    tambourine
   Builds a musical vocabulary:
    Time Signatures: 2/4, 3/4, 4/4, 2/2, 3/8, 6/8, changing meters
    Rhythmic Notation: whole, half, quarter, eighth, sixteenth, dotted half, dotted quarter, triplets,
    syncopation
    Melodic Notation: staff, clef, bar line, double bar line, measure, time signature, breath mark,
    repeat signs, 1st and 2nd endings, key signature, fine, a tempo, caesura, solo, soli, unison, tutti, alla
    breve, D.S. al Fine, D.C. al Fine,, D.C. al Coda, divisi, coda, arpeggio, accidentals-flat, sharp,
    natural, fermata, measure repeat, multiple-measure rests, interval, slur, tie, enharmonic, counter
    melody, chord, chromatics
    Key Signatures: Bb Major, F Major, Eb Major, Ab Major, C Major, g minor, c minor
    Tempo Markings: moderato, allegro, andante, largo, vivo, maestoso, allegretto, ritardando,
    vivace, accelerando, allargano/rallentando, poco a poco
    Articulation: slurs, accents, staccato, legato, marcato, tenuto
    Dynamics: forte, piano, mezzo forte, mezzo piano, pianissimo, fortissimo, crescendo,
    decrescendo, forte piano, diminuendo, sforzando, pianississimo, fortississimo
    Form: round, duet, variation, solo, orchestration, overture, march, canon, chorale
   Percussion Rudimental Notation
   Pursues frequent and efficient individual practice
   Demonstrates the ability to perform alone and with others (ensemble skills)
   Demonstrates awareness of each individual’s responsibility to the group
   Exhibits punctual attendance at all rehearsals, concerts, and group activities
   Perform music from various genres and cultures, past and present
   Achieves sight-reading skills at the appropriate level


7th Grade Intermediate Band Repertoire/Textbook
Standard of Excellence , Book 2 Bruce Pearson                (student purchase)
Published band arrangements and compositions
Teacher-made worksheets, handouts, music exercises

Additional Music Studied
Published band arrangements and compositions are selected by the instructor. These works are usually
full band arrangements that are performed at public concerts. The selections change each year, based
upon the needs of the students.



                    Meeting KY Program of Studies: 7th Grade Band
                                  (1.14, 2.22-2.26)

Elements of Music
AH-7-M-1 Students will demonstrate an understanding of elements of music (rhythm, melody,
harmony, form, timbre, dynamics, tempo) through singing, instrument playing, moving, listening,
reading, writing, and creating.
AH-7-M-2 Students will compare and contrast the elements in musical examples.
AH-7-M-3 Students will read and perform vocally and instrumentally, increasingly complex melodic
and rhythmic patterns in both treble and bass clefs.
AH-7-M-4 Students will demonstrate ideas and emotions through performance and/or composition
using performance techniques, practices, and music concepts.
AH-7-M-5 Students will create and notate a composition incorporating the elements of music.
AH-7-M-6 Students will compare and contrast own and others’ compositions and performances,
using musical terms and elements to describe technical and expressive qualities.

Historical and Cultural Context
AH-7-M-7 Students will develop an increased understanding of the diversity of cultures, periods, and
styles of music.
AH-7-M-8 Students will compare and contrast how factors such as time, place, and ideas are
reflected in music.
AH-7-M-9 Students will compare and contrast music compositions and/or performances from
diverse cultures, periods, and styles

All students must be able to create, perform, and respond in order to develop a full appreciation
for the arts.
                          8th GRADE BAND OBJECTIVES
   Demonstrates correct physical playing position for the instrument
   Demonstrates appropriate care of the instrument, including preventative maintenance
   Develops skill in self-tuning, adjusting pitch, blending, and balancing in ensemble playing
   Produces a well-centered tone with extended breath support and embouchure facilities
   Perform attacks and releases with control
   Extend their range with good intonation
   Employs proper fingerings and technique, including basic alternate and trill fingerings
   Perform six major scales from memory, ascending and descending, one octave, and chromatic
   Percussion will perform long roll, flam, flam tap, flam accent, flamacue, paradiddle, double
    paradiddle, 5, 7, 9, and 17-stroke roll, drag, drag tap
   Percussion will develop skills on snare drum, bass drum, xylophone, bells, timpani, suspended
    cymbal, crash cymbals, maracas, temple blocks, triangle, claves, woodblock, sleigh bells, and
    tambourine
   Builds a musical vocabulary:
    Time Signatures: 2/4, 3/4, 4/4, 2/2, 3/8 in 1, 6/8 in 2, 9/8 in 3, 12/8 in 4, changing meters
    Rhythmic Notation: whole, half, quarter, eighth, sixteenth, dotted half, dotted quarter, dotted
    eighth, triplets, syncopation
    Melodic Notation: staff, clef, bar line, double bar line, measure, time signature, breath mark,
    repeat signs, 1st and 2nd endings, key signature, fine, a tempo, caesura, solo, soli, unison, tutti, alla
    breve, D.S. al Fine, D.C. al Fine,, D.C. al Coda, divisi, coda, arpeggio, accidentals-flat, sharp,
    natural, fermata, measure repeat, multiple-measure rests, interval, slur, tie, enharmonic, counter
    melody, chord, chromatics, meno, molto, piu, sforzando, trill, 8va, grace note, tacet
    Key Signatures: Bb Major, F Major, Eb Major, Ab Major, C Major, G Mjor, D Major, Db Major,
    Gb Major, g minor, c minor, d minor
    Tempo Markings: moderato, allegro, andante, largo, vivo, maestoso, allegretto, ritardando,
    vivace, accelerando, allargano/rallentando, poco a poco
    Stylistic Markings: cantabile, maestoso, dolce, expressivo, agitato, alla Marcia, animato, con
    spirito, grandioso, grazioso, sostenuto
    Articulation: slurs, accents, staccato, legato, marcato, tenuto
    Dynamics: forte, piano, mezzo forte, mezzo piano, pianissimo, fortissimo, crescendo,
    decrescendo, forte piano, diminuendo, sforzando, pianississimo, fortississimo
    Form: round, duet, variation, solo, orchestration, overture, march, canon, chorale, waltz, suite,
    program music
   Percussion Rudimental Notation
   Pursues frequent and efficient individual practice
   Demonstrates the ability to perform alone and with others (ensemble skills)
   Demonstrates awareness of each individual’s responsibility to the group
   Exhibits punctual attendance at all rehearsals, concerts, and group activities
   Perform music from various genres and cultures, past and present
   Achieves sight-reading skills at the appropriate level


8th Grade Band Repertoire/Textbook
Essential Technique 2000 (student purchase)
14 Weeks to a Better Band, provided by school for use
3D Band Books, provided by school for use
Published Band arrangements and compositions
Teacher-made worksheets, handouts, music exercises


Additional Music Studied
Published Band arrangements and compositions are selected by the instructor. These works are
usually full band arrangements that are performed at public concerts. The selections change each year,
based on the needs of the students.
                    Meeting KY Program of Studies: 8th Grade Band
                                  (1.14, 2.22-2.26)

Elements of Music
AH-8-M-1 Students will demonstrate an understanding of elements of music (rhythm, melody, form,
timbre, harmony, tempo, dynamics) through singing, instrument playing, moving, listening, reading,
writing, and creating.
AH-8-M-2 Students will analyze, interpret, and evaluate musical elements.
AH-8-M-3 Students will read and perform, vocally and instrumentally, increasingly complex
melodic and rhythmic patterns in both treble and bass clefs.
AH-8-M-4 Students will perform and/or compose music that demonstrates ideas and emotions
through performance techniques, practices, and music concepts.
AH-8-M-5 Students will create and notate a complex composition incorporating the elements of
music.
Ah-8-M-6 Students will analyze, interpret, and evaluate own and others’ compositions and
performances, using musical terms and elements to describe technical and expressive qualities.

Historical and Cultural Context
AH-8-M-7 Students will develop an increased understanding of the diversity of cultures, periods, and
styles.
AH-8-M-8 Students will analyze, interpret, and evaluate how factors such as time, place, and ideas
are reflected in music.
AH-8-M-9 Students will analyze interpret, and evaluate music compositions and/or performances
from diverse cultures, periods, and styles.

All students must be able to create, perform, and respond in order to develop a full appreciation
for the arts.


                                Meeting the National Standards:
Incorporated in the “Goals 2000: Educate America Act”, the National Standards for Music provide
content standards in nine areas. The West Hopkins Band addresses all nine content standards as
follows:
1. Content Standard: Singing, alone and with others, a varied repertoire of music.
     Vocalization helps students with pitch placement, especially for brass instruments. Students are
     encouraged to sing their music on a neutral syllable, as well as articulation syllables, in order to
     build a good internal sense of pitch and articulation.
2. Content Standard: Performing on instruments, alone and with others, a varied repertoire of music.
     The band learns and performs a wide variety of music representing diverse genres and cultures.
     Good posture, playing position, embouchure and ensemble skills are reinforced.
3. Content Standard: Improvising melodies, variations, and accompaniments.
     At the formation of a jazz ensemble, the students will participate in carefully structured activities
     that will allow them to create their own variations and learn basic improvisation skills.
4. Content Standard: Composing and arranging music within specified guidelines.
     In a series of creativity exercises, students learn to manipulate the elements of music, including
     rhythm, dynamics, orchestration and form. This knowledge is then applied in the writing of short
     compositions, which may then be performed by the students.
5. Content Standard: Reading and notating music.
     Music reading skills are developed. Theory exercises and rhythm drills are incorporated
     throughout the year. Students will practice notating as well.
6. Content Standard: Listening to, analyzing, and describing music.
     Listening exercises are designed to involve students in describing specific musical events and
     analyzing the use of the elements of music in musical selections.
7. Content Standard: Evaluating music and music performances.
     Students are engaged in thoughtful evaluations of their own and others’ performance.
8. Content Standard: Understanding relationships between music, the other arts and disciplines
     outside the arts.
9. Content Standard: Understanding music in relation to history and culture.
    Students explore the interrelationship between music and the larger culture, in a variety of time
    periods and subject areas. Students will learn about the cultural and historical backgrounds of
    several of the musical selections, with tie-ins to related arts and other fields.



                                              GRADING

Performances, Playing and Written Exams-60%

Band is a performance based class. Performances are viewed as major tests. A public performance
is a learning experience that cannot be duplicated in a rehearsal hall or practice room. The level of
concentration required in a public performance assists each student to develop an insight into their own
level of performance. A performance is an important evaluation tool, allowing comparison of a
student’s performance in relation to classroom objectives presented and with past performances.
Absences from performances are only excused in the event of an extreme emergency (hospitalization
of the student death in the family, or other reasons deemed excusable by the band director). The band
director must approve all absences from performances in advance. If needed, I will be more than
happy to contact coaches, sponsors, or club leaders to work out any scheduling problems.

Each student will be required to play assigned materials to determine individual progress on their
instrument. Playing test grades will be determined by note accuracy, rhythmic accuracy, tone quality,
musicianship and correct posture. Students will be allowed to retake some tests that are not A or B
quality.

Practicing is an essential part of playing your instrument. To improve your playing ability and skills,
there is no substitute for consistent, disciplined daily practice. In band, your homework is practice time
at home. When one person doesn’t practice, it hurts the entire band’s progress. Don’t let others down;
do your part to make our playing the best! If needed, practice logs will be provided each week so that
students can keep practice records and turn them in on Friday of each week. The practice records will
require that a parent/guardian total your amount of time and sign it before you can receive credit for it.
You will see much more improvement if you practice for shorter periods of time, than if you try to do
all your practice all at once. Students are expected to practice a minimum of 100 minutes a week. The
best way to accomplish this is to practice 5 days a week for 20 minutes. Each day, students will be
assigned short musical passages that have been introduced in class to practice at home. For the best
results for practicing, I recommend that each student practice in the same place each day free from
distractions and interruption. It is also important that the student practices at the same time each day.
Parents, please encourage your students to practice and have them play their music for you. You will
be surprised at what they can do. Students will need a stand to put their music on to practice. An
inexpensive stand is available at area music stores and is something that the student can use throughout
their music career. Individual lessons and after school band practice do count on practice logs.




How to practice:
1. Seek out private instruction
2. Write out a schedule for practicing
3. Set goals to chart out your development
4. Concentrate/focus on what you are doing
5. Relax and practice slowly
6. Practice longer on pieces or sections of the music you can’t play
7. Play everything like you are singing/be serious
8. Don’t be too hard on yourself/learn from your mistakes
9. Don’t show off
10. Think for yourself
Homework, Worksheets, Supplies, Daily Participation-40%
Yes, band members do have homework and worksheets for class. Most worksheets are done in class
and due at the end of the class period. If worksheets are assigned for homework they will be due the
next day. Most worksheets can be corrected for a better grade. Deductions will be taken for papers
turned in late. All worksheets will be kept in the student’s band folder. This band folder should be
maintained throughout the year with all assignments, worksheets, handouts and music. This will
provide a record of their progression.

Points will be ADDED to a student’s worksheet, homework, daily participation grade for any of the
following:
     1. Attending concerts, contests, or music programs. Students will need to bring the program from
that performance.
     2. Private Lessons


Grading Scale:
The grading scale adopted by Hopkins County Schools is;
90-100= A             80-89= B        70-79= C          60-69= D             59 and below= F


                                       CLASS SUPPLIES
Every student is required to have the following 4 items in class every day.
1. Instrument- in GOOD playing condition with reeds(woodwinds) and valve oil(brass)
2. Band Method Book and Music in BAND FOLDER
3. Theory Workbook
4. Pencil- NO PENS!

INSTRUMENTS
Each student is required to have a good quality instrument in good playing condition in class daily.

BEFORE PURCHASING AN INSTRUMENT PLEASE CONSULT WITH ME. I can help you make
a decision on the best instrument for you and I may also help you save money! Your car rides better
when all the tires are the same brand. Likewise, a band sounds better when instruments match and are
of good quality. For your benefit and the overall program’s benefit, seek the director’s
recommendations.

Students using school instruments will bring home a rental contract that requires a parent or guardian
signature. This contract must be returned before the instrument will be issued. Any student using a
school owned instrument will pay a $45 school instrument rental fee each year. The instrument must
be returned at the end of the year in the same condition that it was when given to the student. All
repair costs will be paid by the student.

BOOKS AND MUSIC
-6th Grade students will be asked to purchase Standard of Excellence Book I. All published sheet music
will be provided and should be kept in the student’s Band Folder. Alfred’s Music Theory Workbook,
Complete is also required.

-7th Grade Students will finish the exercises in the Standard of Excellence Book I. Once we finish,
students will purchase Standard of Excellence Book II . All published sheet music will be provided
and should be kept in the Band Folder. Music Theory and History Workbooks from 6th grade will carry
over to 7th grade.

-8TH Grade students will finish the exercises in Standard of Excellence Book II. Once we finish,
students will purchase Essential Technique 2000. This book may be supplemented with other method
books provided by the school. The students are responsible for returning the school owned band
method books in the condition they were in when given to the student. All published sheet music will
be provided and should be kept in each student’s Band Folder.
                                         SUPPLIES

Flute           Required                                                               Recommended
                Large soft cotton rag to clean the outside of the instrument           pad saver
                2”X 24” rag to clean the inside of the instrument                      folding music stand
                tuning rod                                                             tuner
                                                                                       metronome


Oboe            Required                                                               Recommended
                2- oboe reeds (medium soft)                                    folding music stand
                                                                                        tuner
                small water container                                                   metronome
                cork grease
                silk cleaning swab
                large soft cotton rag to clean the outside of the instrument


Clarinet        Required                                                               Recommended
Bass Clarinet   at least 3 good reeds                                                  folding music stand
                                                                                       tuner
                cleaning swab                                                          metronome
                cork grease                                                            Rovner ligature
                large soft cotton rag to clean the outside of the instrument           mouthpiece brush


Alto Sax        Required                                                               Recommended
Tenor Sax       at least 3 good reeds                                                  pad saver
Baritone Sax    reed case                                                              neck saver
                cork grease                                                            folding music stand
                neck strap                                                             tuner
                cleaning swab                                                          metronome
                large soft cotton rag to clean the outside of the instrument




Trumpet         Required                                                               Recommended
Trombone        mouthpiece                                                             folding music stand
Baritone        valve oil                                                              tuner
Tuba            slide grease                                                           metronome
                mouthpiece cleaning brush
                valve cleaning brush
                snake
                Slide-O-Mix slide treatment (trombones only)
                water spray bottle (trombones only)
                large soft cotton rag to clean the outside of the instrument

French Horn     Required                                                               Recommended
                mouthpiece                                                             folding music stand
                rotor oil                                                              tuner
                slide grease                                                           metronome
                mouthpiece cleaning brush
                snake
                large soft cotton rag to clean the outside of the instrument

Percussion      Required                                                               Recommended
                1 pair of SD 2 drum sticks                                             practice pad
                                                                                       folding music stand
                                                                                       metronome
Many instrument supplies are available through the band office for students. If a student needs any of
these supplies, he/she must order them before or after class. Payment must be in full by cash or check.
No charges of any kind will be allowed. Checks should be made payable to West Hopkins School.


                                   INSTRUMENT REPAIRS

Musical instruments are very fragile and have a tendency to break often even not when mistreated. I
can do minor repairs at the band room. Students should leave their horn (in the case) in the band office
immediately after their band class with the repair request form in the case describing the problem. I
will try my best to have the instrument repaired by the next day. Often times, the instruments break
during class time. Because it takes a considerable amount of time to fix the problem, please do not
expect me to fix the instrument during class since this would take away from instructional time. Please
notify me of all problems with your instrument since it affects the sound quality of the band.

Major instrument repairs will be referred to H&H Music in Evansville, IN. A representative from the
store visits me at Hopkins County Central at least once a week, Tuesday and/or Friday. If a major
repair is necessary please leave the instrument in the band office with the repair request form
describing the problem and H&H will pick it up and determine the cost of the repair. If the amount is
more than $20, a representative from the service department at H&H will contact your parents.
NOTICE: Parents must approve the repair BEFORE the work is done on the instrument! If you are
renting your instrument from H&H, your repair may be covered under the maintenance contract you
have. Once the repair is authorized by the parent/guardian, H&H will send a loaner instrument (if
available) for you to play while your instrument is in the shop.



                                             UNIFORMS

Concert performance:            Red WHS Band polo shirts
                                Black pants
                                Black socks
                                Black shoes

Parade performance:             Black band hoody
                                Jeans
                                Tennis shoes



                                            DISCIPLINE

Band is different than most classes at West Hopkins—the entire purpose of the band is to make noise!
I like to refer to it as “organized chaos”. It is imperative that students maintain self-discipline and
self-control in order not to make extra noise by talking or causing other classroom disturbances. This
way, class time can be productive for all students. We only have a short amount of class time and it
will be spent on instruction and not on discipline problems. If students cannot behave they will be
permanently removed from band.

Classroom Rules
1. Always show respect for each member of our class, including the director. As soon as the director
steps on the podium or in front of the band, the class has begun.

2. Students are expected to be in their seats with the required materials by the time the director steps
up on the podium. Students will stop playing and talking as soon as the director is on the podium.
3. Always raise your hand to ask permission to talk. You miss out on what is being taught and so do
the people around you if you are talking.
4. Always be prepared for class by having all necessary items and having practiced the assigned
homework.

5. Always give your best effort!

   Do not get up in the middle of class without permission.
   No food, gum, candy, or sodas in the band room.
   Stay out of other people’s cases and do not touch their instrument. This includes the percussion
    instruments in the band room. If you are not a percussionist, DO NOT play on those instruments!
   Do not lean or write on the stands.
   Go to the restroom and get a drink of water before or after class.

Consequences
1st Offense—Verbal warning
2nd Offense—Call parents
3rd Offense—Write up
4th Offense—Sent to Office

The West Hopkins discipline code will be followed for failing to follow the class rules.




                                     SEATING AUDITIONS

During the first 9 weeks of class, 6th, 7th and 8th grade band members will be auditioning for seat
placements to determine what music parts the student will play. These auditions will be recorded as a
test grade. All decisions will be final. Students will be able to challenge the person sitting in the next
chair up for a higher seat. The student will choose music to challenge the next chair student and then
inform that student of the music. Both students will sign the “challenge form” and bring it to the
director so that a date will be set for the challenge. If a student refuses a challenge by not signing the
form, the student will automatically give up his/her chair.

                                       PRIVATE LESSONS

There are resources available in the community for students to take private individual lessons with
professional musicians. Private lessons will help the student progress more quickly because of the
individual attention. Detailed, specific, one-on-one instruction will be tailored for your child. Please
see the director for names of private instructors for your child’s instrument. Extra Credit will be given
for private lessons.



                              INDIVIDUAL OPPORTUNITIES

There will be several opportunities for individual students to showcase and be rewarded for their talent.
I encourage students to seek out other solo or ensemble performance opportunities that are not linked
with school.

   All-District Band—students audition for judges and then are chosen to participate in the KMEA
    District 2 All-District Band. The band is comprised of the best middle school instrumentalists
    from around the area. The will practice and perform in January of 2007.
   Solo and Ensemble Festival—students will prepare a selection of solo or ensemble music and
    then perform for a judge. The judge will then give a rating for the students’ performance. Each
    student who receives a distinguished rating will receive a medal.
   Murray State University Junior High Quad State Honor Band—students are ranked by the
    band director based on musical accomplishments. The honor band host site will then select a few
    students based on the director’s recommendations and the need for balanced instrumentation.
   Austin Peay State University Governor Junior High Honor Band—students are ranked by the
    band director based on musical accomplishments. The honor band host site will then select a few
    students based on the director’s recommendations and the need for balanced instrumentation.




                     PARENT VOLUNTEERS/BAND BOOSTERS
We are always in need of parent volunteers to help with various projects such as fundraisers, trip
chaperones, preparing and serving at reception/concerts, and transporting equipment or instruments.


                                INSTRUMENTS ON BUSES

According to district policy, the following music instruments may be transported by the school bus:

                          Flute, Clarinet, Oboe, Alto Sax, Trumpet, Bell Kit

                           All other instruments may be transported by car.



                                            AWARDS

Several Awards are given out at the end of the school year to recognize outstanding musicianship and
dedication. The West Hopkins Band Award Banquet is held in conjunction with the Spring Concert,
usually in May.

                                 MUSICAL PARTNERSHIP

Parents and home practice are an integral part of success. Music study is a three-way partnership
composed of teacher, students, and parents. Each member of the partnership has a responsibility.
Parents may become active members of this relationship by providing the following:

1. Patience, in reminding the student to practice daily.
2. Encouragement, when the going is rough. Some things are learned easily; others require intense
and repeated application. Parental sympathy and understanding are important.
3. Imagination, in creating a musical atmosphere in the home. This can be accomplished by tuning
in interesting musical programs on the radio and television and attending live performances and
concerts.

Favorable practice conditions are also important:
1. Schedule a regular practice time.
2. A quiet room, away from noises and distracting activities.
3. Keep instruments in top condition with all necessary equipment.
4. Praise work well done.
5. Never use practice as a punishment.

Parental supervision on occasion:
1. Remind your child to practice slowly and carefully.
2. Practice in short sessions.
3. Practice setting with good posture.
                                             SUCCESS
Learning to play a musical instrument can be fun and satisfying. It does not happen all at once,
however. Patience and encouragement will go a long way in helping a music student. Be prepared for
occasional frustration and “plateaus”. Consistent practice and a dash of “stick-to-it-ness” should keep
any student on the road to success! Let’s have a GREAT year!

                                CHECKLIST FOR SUCCESS
                                West Hopkins Cardinal Band
_____   1.    A positive attitude, encouraging parents.
_____   2.    Audition for All-District Band.
_____   3.    Good attendance at school and practices.
_____   4.    Private Lessons.
_____   5.    Own a good quality instrument.
_____   6.    Play a solo or ensemble at contest each year.
_____   7.    Attend music camps or workshops
_____   8.    Practice 5 days a week, 20 minutes a day.
_____   9.    Own good recordings of artists on your instrument.
_____   10.   Attend band, orchestra and professional concerts.




   “Musical training is a more potent instrument than any
 other, because rhythm and harmony find their way into the
                  inner places of the soul”

                                            -PLATO


 “We are what we repeatedly do. Excellence, therefore, is a
                         habit”

                                       -ARISTOTLE




                    Together Everyone Achieves More
O


 “We are what we repeatedly do. Excellence, therefore, is a
                         habit”

                                       -ARISTOTLE




                    Together Everyone Achieves More

				
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