student signatureparent signature - mr. j web viewi have been involved in music since i was a young...

ASTORIA BANDS

Student and Stakeholder HANDBOOKForward by the Director

Dear Students and Stakeholders,

My name is Jeremy Johnson, and I am pleased to be the director of Bands in the Astoria School District. I’m filled with excitement and enthusiasm for what the future holds for this blossoming program. This is going to be a historic, epic year for bands at Astoria High School, Astoria Middle School, and Lewis and Clark Elementary School.

The purpose of this handbook is to provide parents, students, administration, and all other stakeholders and participants in this endeavor with a clear vision and mission statement, along with a complete and thorough description of objectives, procedures, resources, class descriptions and syllabi, forms, and a tentative calendar of events for the year. The calendar is subject to change, but will only be changed if completely necessary.

I look forward to sharing fun, exciting, and positive educational musical experiences with students, parents, and the community at large this year and for many years to come. It is my personal and professional objective to ensure that band will continue to thrive as an essential and permanent part of the schools and community of Astoria. Students, parents, faculty and administration: I thank you for your support in this endeavor.

Sincerely,

Jeremy C Johnson

Director of Bands

Astoria School District 1C

208-409-4921

[email protected]

Table of Contents1……………………………………………About the Director2……………………………………………Mission Statement3………………………………………..Classroom Atmosphere4……………………………………………………Objectives5…………………………………….Guidelines and Procedures

6…………………………………………….Class Descriptions and Syllabi7………………………………………………………...Forms8……………………………………………………...Calendar9………………………………………………....My Schedule10……………………………………………..Disclosure Form

1. About MeI have been involved in music since I was a young boy. As a child, I

was a member of the world-renowned Kiwanis Boys Choir, Junior High and High School Honor bands and choirs, High School

Marching, Concert, and Jazz bands as principle horn and lead trumpet, High School Jazz Show Choir and A Capella Choir.

Between 2004 and 2006 I served a full-time proselyting mission for the LDS Church in Venezuela and Chile, during which time I not only served and taught from religious texts, but started several choirs and taught English to small groups of natives. During my time there I also became fluent in Spanish.

I received my Bachelor of Music Education Degree from Brigham Young University-Idaho. During my time there, I was a Mentor Teacher for music theory, ear training, and musicianship, President of the Composers Society, Principle Horn of the BYU-Idaho Symphony Orchestra, First Horn and Section Leader of the BYU-Idaho Symphony Band, Assistant Conductor of the University Band, and member of several choirs and small ensembles. I did my student teaching under Kevin Fallon in the Riverton High School Band.

As a horn player, I have taken lessons from Kendell Nielsen, Gail Williams, J.D. Shaw, and Jon Klein. I learned conducting from Diane Soelberg, who is currently the Music Department Chair at BYU-Idaho. From 2011-2013, I was the assistant conductor of the Davis County Symphony Orchestra. As a performer, I was a member of a professional woodwind quintet in Idaho Falls. I have also performed as a member of the Idaho Falls Symphony Orchestra, the Teton Chamber Orchestra, the Kurt Bestor Christmas Orchestra, the Wasatch Symphony Orchestra, the West Jordan Symphony Orchestra, and in an accompaniment orchestra behind award-winning country singer Collin Raye. While playing in the Wasatch Symphony Orchestra, I was featured as first horn for the very difficult and transcendent Concertpiece for Four Horns and Orchestra by Robert Schumann.

As an educator in public education, I taught for two years in the Granite School District as a 5th and 6th grade band teacher in nine elementary schools, followed by three years teaching band, choir, percussion ensemble, piano, guitar, and Native Flute on the Navajo Reservation in Southeastern Utah. In 2013-2014, I was awarded the Outstanding Teacher of the Year award for Monument Valley High School.

I am also a composer, arranger, and a singer-songwriter. In 2015, I released the album Blue Sky, which can be found on iTunes, Amazon Music, and other digital music stores.

I am inspired by the beauty of nature and the outdoors. I am also inspired by good people, and have a desire to be inspiring to young people as a life-long teacher and a life-long learner. I am an amateur star-gazer, hiker, basketball player, and writer. I also love the ocean--especially the Oregon Coast. Most importantly, I love my family which is the center of my life. My parents are my heroes and my siblings are my best friends. I am married to my college sweetheart, and we have two amazing little boys!

2. Mission Statement

To ensure that every student who is in the band can read, understand, appreciate, play, perform, analyze, and create music at a high level and can

extrapolate the lessons learned in the process to the

other aspects of their education and lives in

general. This will occur within a positive, rigorous,

rewarding and synergistic atmosphere. All of the

activities, performances, competitions, trips, lessons,

and literature will revolve around the successful completion of these

objectives.

3. Classroom Atmosphere

1. Safe – Students have the right to feel safe in the classroom. Students will be treated with respect regardless of their race, religion, gender, sexual orientation, or any other unique distinguishing beliefs, traits, or characteristics.

2. Positive – Corrective instruction, whether academic or behavioral, will be given in a positive and motivational way. The director, other adult leaders, student leaders, volunteers, and anyone else interacting with other humans within the band must also adhere to this guideline. This doesn’t mean that direct and concise correction will not be given. It will be delivered in a positive way.

3. Rigorous – Material will be chosen, presented, and taught in a way that will develop a maximum amount of each student’s potential, dramatically increasing their skill levels and thereby increasing the quality of performance collectively.

4. Fun – In order to balance the high rigor, rehearsals and activities will be fun. We don’t work music, after all—we play it.

5. Rewarding – As a result of correct balance of rigor and fun, band will be a rewarding experience. We will achieve great things, and we will recognize those achievements on a regular basis, using them as motivation to achieve even greater things.

6. Student-Centric – Student opinions will be taken into account on music selections, trips, activities, and other important aspects of the group. Band presidency members will be responsible for representing the views and opinions of the band when important decisions are made. The director has an open-door policy.

7. Autonomous – The other side of a student-centric philosophy is the ability for the members of the group to self-start. This requires leadership, procedural knowledge, and a thirst for excellence from each individual member of the group.

8. Synergistic – Band members give 100%, and the directors give 100% back 100% of the time. All individuals involved work within a positive environment to get as close to perfect as possible, and create music that is beautiful and precise in all aspects. We also work to maintain positive relationships with the other music groups in the school, administration, sports, and other academic classes.

9. Friendly – Regardless of skill-level, popularity, personal hygiene, handsomeness, hair-sheen, economic status, race, religion, sexual preference, level of commitment, height, weight, girth, strength, or lack thereof—each member of the band is to be treated fairly and respectfully. Please do not exclude people or make them feel left out. Make each member of the group feel equally included and support each other in and out of the band room.

4. ObjectivesLessons taught in the classroom include but are not limited to the following objectives, organized into two categories: Ensemble objectives, and individual objectives. Grading procedures will be based upon the demonstration of completion for objectives taught in a lessons throughout the quarter/semester.

ENSEMBLE OBJECTIVES

1. Full Instrumentation (not graded)a. Recruiting – Students and stakeholders will be asked to help with recruiting

efforts, such as creating posters and performing at the elementary and middle schools.

b. Retention – Every effort will be made to make sure that students can be in band from middle school through their senior year. This is important for the vitality and continued success of the band. If there are scheduling problems, please discuss them with the director as soon as possible. There are ways around most if not all scheduling issues. K

2. Musicianship and Aestheticsa. Balance – the strength of the various sections (saxophone, trumpet and

clarinet sections, for example) and the extent to which one or more of these sections tend to dominate the band as a whole

b. Blend – the extent to which the sounds produced by instruments of similar tone colour merge together to form a homogeneous timbre such that no one player dominates.

c. Phrasing – “The art of dividing a melody into groups of connected sounds so as to bring out its greatest musical effect...” (John Clifford, The musiclover’s handbook)

3. Uniformity and Precisiona. Note Accuracy – Playing the right noteb. Intonation – Keeping notes in tune relative to a standard pitch frequencyc. Tone Quality – The steadiness, darkness or brightness of the timbre of sound,

as appropriate to the style of the piece being played.d. Following the Conductore. Rhythm – Playing notes at the correct time as notated within the groupf. Articulation – The attack and release of a note, as notated

4. Synergic Relationships(not necessarily graded)a. Partnerships – are you working well with the people around you?b. Sections – Does the section set and accomplish meaningful goals?c. Ensemble – Is the ensemble learning and improving at a high level?d. Audience – In the concert setting, is the audience engaged?e. School – Is band important in the school culture? f. Community – Does the band contribute to the community regularly?g. District – Do the upper-level grades encourage and inspire the lower-level

grades in a positive way?h. State – Do we participate in the state festivals and activities? Does our

program motivate voters and legislatures to continue funding music education?

i. Region – Do we look down on the programs similar to ours in surrounding states, or do we encourage and work with them?

INDIVIDUAL OBJECTIVES

1. Knowledgea. Notesb. Rhythmsc. Vocabularyd. Musical Approach Unique to each piece of music

i. Historyii. Styleiii. Cultural Considerations

e. Basic Music Theoryf. Basic Compositional Techniques

2. Technical Skilla. Scalesb. Chords and Arpeggiosc. Ranged. Lip Flexibilitye. Articulationsf. Breathingg. Individual Instrument Considerationsh. Endurancei. Rhythmic Precision

3. Musicianshipa. Tempob. Tone Qualityc. Intonationd. Tension Eliminatione. Volume Controlf. Dynamic Sensitivity (blending within a section)g. Phrasingh. Posturei. Finessej. Successful application of stylistic considerations

5. Guidelines and Procedures

The following Procedures are guidelines, subject to amendment at any time at the discretion of the director, under the advice and counsel of the administration of the school, the district, and stakeholders in the student’s education.

1. REHEARSAL ROUTINE (a general outline, subject to change)a. Students are to be in their seat with their instrument and music by the tardy

bell, or they will be marked tardyb. Students will have their instrument out, pencil on stand, have their music in

order as written on the board, and be warming up within one minute of the tardy bell

c. Ensemble Warm-up begins within five minutes of the tardy bell.i. Instruments snap in “to-the-ready” position when the director steps up

to the podium. ii. Begin whatever ensemble warm-up is indicated. Generally, the warm-

up will be:1. Breathing2. Buzzing3. Long tones4. Scales5. Chorale

d. Woodshed – Improve your skillsi. Might be as a section, might be individual, might be as an ensembleii. Generally will not last more than 10 minutes

e. Rehearse Musicf. Cool Downg. Write what you accomplishedh. Put chairs and stands away

2. Grading Procedures (in order of weight): Notice that practicing is not part of the grade. However, practice is absolutely necessary to the successful completion of individual goals and objectives. Please practice.

a. Performances – All Performances are required. Pep band is required for high school band students who are not part of the sport being played. Failure to attend a performance will result in a drastically lower grade, so please plan on 100% attendance. Only viable exceptions: Hospitalization or a death in the family. Please contact me at 208-409-4921 with as much notice as possible if you have an issue with a concert date or time.

b. Rehearsal Etiquette – Playing when asked, mentoring or being mentored, participating in woodshedding when requested. Do what is asked in a prompt manner. All are essential to successful participation in an ensemble, and the success of the ensemble, so this is a heavily weighted aspect of your grade.

c. Individual goals and objectives – During woodshedding in class, you will be given things to accomplish. You will be graded on accomplishing those goals

and objectives. You will keep record of that on the goal sheet, which will be given to you and which you should keep in your folder at all times.

d. Sectionals – Occasionally, sectionals will be called. Most will be in class, a very few might take place outside of class. You will be graded on your ability to maintain focus and accomplish your objectives within the section.

3. Student Expectations: a. RESPECT OTHER’S SPACE, TIME AND PROPERTY

i. Come in the door respectfullyii. Get your instrument and/or music outiii. Go to your seat and stay there unless otherwise directed.iv. Keep your hands, feet, and other objects to yourselfv. Only touch equipment that belongs to you or has been checked out to

you.vi. Be kind, positive and solution-oriented

b. ENGAGE YOURSELF IN LEARNING i. Be prepared with your instrument, music, goal sheet, and a sharpened

pencil.ii. Keep food and drinks outside of the classroom, except for bottled

water. iii. Keep materials out and be engaged until you are dismissed from class.iv. Be Positivev. Do what you are asked without hesitation.vi. Enjoy what you are learning.

c. ADHERE TO ALL SCHOOL AND DISTRICT RULES AND POLICIES. i. DO NOT participate in drugs, alcohol, tobacco, inappropriate

physical touching, violence, physical altercations, intimidation, bullying, cheating, or any other inappropriate or unlawful activities. Whether you’re on school grounds or not. Be smart, be safe, and be successful. We need you!

ii. USE appropriate and respectful language at all timesiii. IF an authority figure asks you to do something, do it. If you

disagree, do the task and then discuss your issue after the fact.

iv. IF you feel bullied, intimidated, abused, uncomfortable, upset, angry, hungry, or depressed—please tell somebody. There are so many people who are willing to help you. Let us help!

v. Know and follow all emergency protocols, whether it is a drill or the real thing.

vi. “BE excellent to each other.” –Bill and Ted4. Equipment Protocol

a. Instruments – Students are responsible for obtaining their own instruments. If there is a financial need, students and parents should approach the director for checking out a school-owned instrument. Please see Appendix 4a for the instrument rental form and agreement.

i. Instrument Purchases and Rentals – There are two options for renting instruments: Beacock Music out of Vancouver, who has a representative visit every week, and Spencer’s Music, a local repair shop in town. If you are purchasing an instrument, PLEASE talk to the

director and/or your private instructor before doing so. There are some brands that you need to avoid, literally at all costs.

ii. Instrument Storage – By the end of the second week of school, you will be assigned a place to put your instrument. When you come to school, please drop it off in the designated area, so as to avoid confusion and to keep things in order.

iii. Instrument Servicing and Replacement – If your school owned instrument is in disrepair, bring it to the director, and they will take it in to be serviced. If your rental instrument has an issue, it generally is covered under the rental insurance policy. If your own instrument has a problem, the director would recommend taking it in to Spencer’s across from the Sears to have it repaired. Before doing any of that, however, let the director look at it, to see if it is a simple fix. Avoid trying to fix things yourself. For example: PLEASE do not try to pull your stuck mouthpiece with pliers. You will destroy the mouthpiece and will likely destroy the instrument as well. The director has a mouthpiece remover that is quite simple to use and does no harm to the instrument.

b. Musici. Music Folders – New music folders are available. Please try to make

them last the whole year. If you need another one, let the director know, and a new one will be provided.

ii. Sheet Music – Do not fold, rip, crumple, tear, lose, eat, burn, soak, flush, or disintegrate music given to you. You may be charged if you return music that is damaged or if you lose a part. Only write on music in pencil.

iii. Pep Band Packets – You will receive a new pep band packet by the end of the second week of school. Keep track of it, and remember to bring it to pep band games.

iv. Books – Middle schoolers will be asked to purchase a book with their instrument. High School students may be asked to purchase a book, but will also be lent out books to use. In either case, only write on them in pencil, and keep them in good condition.

v. Storage – By the end of the second week of school, you will be given a slot to put your music in the director’s podium. Please keep your music there, unless you are taking it home to practice. If you like to keep your music with your instrument, let the director know this.

c. Percussioni. Usage – Only percussionists are permitted to play on percussion

instruments. They may ask help from other instrumentalists in moving percussion, which is permitted. Percussionists: Please use the equipment correctly, and only play when you are asked to play.

ii. Storage – Percussion instruments need to be kept out of the way of the main door, and away from the practice rooms. Space will soon be created for the percussion instruments in the back closet. Stay tuned.

iii. Care – The Percussion Section leader and Percussion Technician appointed by the Director are in charge of maintenance and care of the percussion equipment. They may authorize help in maintaining, tuning, and cleaning instruments at their discretion.

iv. Replacement – We will be working on getting grants to upgrade all percussion equipment. If you believe an instrument needs to be replaced, please advise your section leader and he will advise the director.

d. School or Booster-owned Vehiclesi. Loading and Unloading – All able-bodied students should be at the

ready to help load and unload as instructed by the director or the student or staff member appointed by the director. If you physical problems that do not allow you to lift heavy objects, let the staff and director know and please do not try to help anyway.

ii. Driving Limitations – Only background-checked staff members with an up-to-date license and experience driving a box truck may drive the “Moose”, or the band box truck. Only those background-checked staff members with and updated CDL and experience with a Semi-truck may drive the Semi. Staff and volunteers must adhere to school policy in regards to school owned vehicles. NO STUDENT is permitted, under any circumstance, to operate a school or booster-owned vehicle, including the ATV.

iii. Parking – Only adult staff members are permitted to flag and stop traffic in parking any vehicles or trailers, private or school-owned, being used by the band.

5. Performancesa. Formal Concerts

i. Call Time: 30 minutes prior to downbeat, unless otherwise indicatedii. Attire: Tuxes for the guys, Gowns for the girls, unless otherwise

indicated. If obtaining attire is an issue, please come talk to the director in private so we can work something out.

iii. Grading: Yes, this is the biggest part of your grade. You are graded using three criteria:

1. Punctuality – Are you there on time?2. Performing – Did you come to the concert and actually play?3. Etiquette – Proper attire worn, being respectful of other

performers, proper behavior during your performance, etc.b. Informal Concerts

i. Call Time: 30 minutes prior to downbeat, unless otherwise indicatedii. Attire: Announced prior to performanceiii. Grading: Same as Formal Concerts

c. Pep Band i. Call Time: be at the school 45 minutes prior to the start of the game.

The director will take roll, the band will tune, and then load and leave 30 minutes prior to the start of the game, so that the band can be prepared to play the national anthem. For now, students will need to get their own ride to the venues of performance. This may change.

ii. Attire: Jeans and T-shirt (specific T-shirt indicated prior to game).iii. When to play: The pep band plays first, second and fourth quarters.

Marching band marches half-time, unless it is the beginning of the year, in which case the pep band plays tunes in the stands for half-time. Students are expected to be back in the stands and ready to play

between the third and fourth quarters. Keep an eye on the director, to make sure you cut off before play resumes to avoid penalties.

iv. Grading:1. Punctuality: Did you come on time and stay for the whole game?

Did you make it back before the fourth quarter?2. Performing: Did you play when directed?3. Etiquette: Energy, proper attire worn, making an attempt at

playing musically in addition to playing very loudly.v. MAKING up pep band games missed: Students who have to miss pep

band games because they are on the team or for other viable reasons must come up with their own make-up assignment and present it to the director for approval.

d. Joint Concerts i. During joint concerts with other groups, students are expected to listen

intently to the other groups perform, and applaud exuberantly at the conclusion of each number. Be completely respectful, regardless of how well you feel their performance went.

e. Community Concerts and gigs i. The band will be performing for the community when opportunities

present themselves. Students are expected to represent the band, their families, and themselves with dignity and professionalism. Grading will be the same as formal concerts, and attire will be indicated prior to the performance.

ii. If the gig is a paying gig, student leadership and the director will determine if the entire amount will go to the band fund, or if there is sufficient to divide the payment to the student performers.

f. Parades :i. Whether you are in marching band or not, if there is a parade during

the school year, band members are all expected to perform, and the same grading policies apply.

ii. Summertime parade policies will be approached at the end of the school year.

g. Competitions i. All Competitions are required, and students are to be at their best,

both behaviorally and during their performance. If we are competing, we will always keep three things in mind:

1. The competition is secondary to our ability to inspire the audience with the music we perform

2. We will be completely respectful and complimentary to the other groups competing, regardless of how well they play. Positivity.

3. However, since it is a competition, we will always compete to win it all!

6. Festivals and Tripsa. Bands in the Astoria School District will compete in all regional and state

festivals, including the Large and small ensemble festivals, the solo festival, the Jazz festivals, middle school and developing band festivals.

b. Astoria High School will have at least 10 students participating in the Solo/Ensemble Festival, either as a soloist with accompaniment or in a small ensemble. Section leaders are strong encouraged to participate.

c. Trip procedures and guidelines will be presented in a separate handbook prior to the first scheduled trip.

d. Astoria High School Wind Symphony will participate in an educationally valuable overnight trip during the second half of the school year, in order to expand their horizons and perform outside of their regional circuit, as approved by school and district administration.

i. The trip will include at least one performance and one college visit or one performance and attending a high-quality classical performance.

ii. When possible, this trip will be planned and fundraised in conjunction with the choir and/or the orchestra. If this is the case, the fundraising and planning will be executed by an equal proportion of parents and students from the groups involved in the trip, formed into a fundraising committee with the directors of the groups involved as the presiding officers of said committee. Moneys raised by said committee shall be deposited into a designated school account, and a treasurer will be appointed by the presiding officers who will keep track of individual student accounts. The trip can only be approved by the committee if a viable fundraising plan is proposed and the committee deems it highly likely that the funds will be able to be raised ahead of payment deadlines.

iii. If the trip is not to be done in conjunction with the choir and/or orchestra, fundraising and trip planning will be executed at the equal discretion of the Astoria Band Boosters Organization and the Band Director.

iv. The Jazz Band will also perform during this trip. Any members of the Jazz Band who happen to not be in the Wind Symphony may and should attend trips in which the Jazz Band is performing.

7. Clinicians, guest conductors, and student conductorsa. Students will adhere to all of the same guidelines and show the same

amount of respect and attention to whoever is conducting them, whether that is a clinician, a guest conductor, a student conductor, or a substitute.

b. When there is a substitute, the same routine is to be followed with a designated student conductor.

8. Non-music related Band Activitiesa. A non-music-related band activity must adhere to the following guidelines:

i. It is free or inexpensiveii. It is all-inclusive (all band members are able to participate)iii. It helps build trust and comradery among members of the bandiv. It is family-friendly and age-appropriatev. Adheres to all school and district policies and guidelinesvi. It doesn’t interfere with academics, family activities, or other required

activities. b. Students will not be required or pressured to attend non-music-related band

activities.c. Band Student Leadership may plan non-music related activities, but they

must be approved by the Director and unanimously approved by the entire student leadership team.

d. Funding for non-music related band activities must be approved by the director and the student leadership team.

9. Awards and Letteringa. There will be a Band Banquet near the end of the school year during which:

i. Band awards will be presented, ii. music will be played, and iii. delicious food will be consumed.

b. All band students are strongly encouraged to pursue their letter in band. For more information, see the Director.

10. Student Leadershipa. Titles and responsibilities:

i. President – Must be a sophomore, a junior, or a senior.1. Plan and guide all band council meetings.2. Plan an agenda for meetings.3. Guide the Council in planning and executing fundraising

activities4. Ensure that all members of the band council are executing their

duties.5. Assist other band council members in the performance of their

duties as needed.6. Ambassador to the Band Boosters7. Ambassador to the Athletic department and activities.

ii. Vice President of Administration 1. Assist the President in the performance of duties2. Maintain all band bulletin boards3. Assist the director in maintaining the music library4. Communicate with band staff regularly5. Recruit and follow through on fund raising activities6. Maintain a posted calendar system7. Ambassador to the student body leadership and AHS Student

Counciliii. Vice President of Operations

1. Plan, coordinate, and oversee the loading of equipment for band trips, concerts, and competitions

2. Lead or delegate responsibilities to a concert set-up and tear-down crew

3. Recruit and delegate responsibilities to a concert lighting and sound crew.

4. Oversee committees formed for the execution of plans orchestrated by the council

5. Ambassador to the other non-music departments in the school (Art, Math, History, Science, English, Shop, etc.)

6. Ambassador to the Custodial, Maintenance, and grounds crews of the school

iv. Secretary 1. Keep an accurate record of all band council meetings.2. Meet weekly with Director of Bands for assigned tasks.3. Work with the Vice President on bulletin boards.4. Assist the other student officers when requested5. Create and maintain the phone tree.6. Prepare and copy a weekly band announcement sheet.

7. Assist in fundraising operations.8. Ambassador to the High School Administration

v. Historian1. Create and maintain a historical record of the school year as it

pertains to band.2. Work to ensure as much exposure of the band program as

possible to the general public including the school newspaper, the yearbook, and the Daily Astorian.

3. Collect and compile articles, pictures, announcements, programs, etc. for the Band Scrapbook, Video, and/or Slide Show

4. Work with the VP of administration in maintaining a bulletin board of photographs.

5. Assist the other student officers when requested.6. Assist the director in creating and executing a recruitment plan

for the Middle School.7. Ambassador to the Middle School

vi. Student Conductors (2 people—one may be the current drum major)1. Learns the basics of conducting, and be available to run

rehearsal in the absence of the director2. One is ambassador to the Choir, the other is Ambassador to the

Orchestra.vii. Section Leaders

1. Appointed by the band director based on leadership, ambition, musicality and skill. There may be auditions

2. During Sectionals, section leaders:a. Run rehearsalsb. Be in charge of discipline within the sectionc. Help section with new music

i. Rhythmii. Notes

d. Clean intervalse. Check intonationf. Address key spots per set EVERY timeg. Bring discipline issues to section leadersh. Can NOT issue consequences for inappropriate behaviori. Can correct performance issues

3. After Rehearsalsa. Officers must be the last students to leave the

performance/rehearsal venue or band room.b. Make sure the band room is clean of all water bottles,

folders, music, instruments, and trashb. Qualifications for all student leaders:

i. GPA above a 2.9, no Fsii. Good standing member of the Astoria High School Wind Symphonyiii. Plan on remaining a member of the band throughout their time in High

Schooliv. Have a positive outlook and attitude

c. Limitations: Student leaders will be considered for expulsion from their position if they:

i. Punish or unfairly chastise any member of the bandii. Offer any unsolicited criticism without first consulting the directoriii. Do anything beyond the limits of their enumerated powers as

described in subsection 10a.d. Election and term limits

i. Nominations for offices will occur on the second Monday or Tuesday of the new school year.

ii. Students may nominate each other, or nominate themselves, but must receive a second nomination to be included on the ballet.

iii. The Director may second a nomination, but may not make an initial nomination.

iv. Student elections for a band presidency will occur on the second Wednesday or Thursday of the first quarter of the school year.

v. Appointments will be determined by popular vote after each candidate is given a chance to speak before the band regarding their qualifications for the position desired.

vi. Any attempt at negative campaigning or speaking against ones opponent will result in immediate disqualification. Candidates may only speak to their own qualifications. (Food for thought: Why don’t they have this rule in national politics? Do you think it would help?)

vii. Once in place, the band must support the presidency. If contention arises and cannot be resolved, the presidency will be dissolved and replaced with a 6-person committee of equal representatives appointed by the director, excluding those involved with the unresolved contention.

11. Adult and Student Leadership Corrective Strategy Guidelines:a. If your job requires you to use corrective strategies, maintain a 4:1 ratio of

positives to correctives. Consult with the director when considering corrective strategies for mediocrity or laziness. Some things to consider:

i. Don’t ever ever ever get mad at a student for doing something you haven’t taught them effectively

ii. Better yet, just don’t ever get mad at a student. You can be clear, direct, and concise without letting emotions take over.

iii. Marching band requires students work their core. Having them stand at horns up for extra time if they aren’t focused is good for working their core and motivating them to be focused. Your classic two birds/one stone scenario.

iv. Concert band/any musical group – Students want to play their instruments. If they aren’t focused, they don’t get to play. It’s a natural and effective corrective strategy.

v. Not everybody can do push-ups. It’s an effective strategy for people who can do pushups, and it’s horrible for kids who cannot.

vi. Running as a corrective strategy is okay in a marching band setting for high school—but only make them do one lap per offense. Any more is just a waste of time and energy and a morale-killer.

vii. Don’t ever let things get personal with a kid. Don’t ever make them think that you just don’t like them. If you have been hounding on a kid all day, pull them aside privately and let them know that you’re grateful to have them in your group.

viii. The more relatable the corrective strategy is to the thing they did wrong, the more effective it will be.

ix. Embarrassing a student for doing something wrong is technically effective at changing the behavior in the short term 30% of the time, but in the long run it hurts the kid’s confidence in themselves and diminishes their self-esteem 100% of the time. Any time you can help a kid on an individual level, do it. If you have to correct a kid in front of his/her peers, don’t do it in a way that will embarrass them, and put a compliment in there, no matter how trite it may seem.

x. If you can develop an honest relationship that includes good-natured humor—corrective strategies are more effective, and many times they are less necessary.

xi. Don’t be afraid to admit you were wrong, but don’t be a wimp about it. Something like: “I was wrong, but I’m still a genius. So you still should do what I say.”

xii. Don’t beat a dead horse. If you gave a corrective to a student, don’t take the next twenty minutes to find 6 other ways to say it. Tell them once, make sure they understand, and move on.

12. Band Booster Relationship Expectations and Guidelinesa. See Band Booster Bylaws.

13. Relationships with other Music Departmentsa. We are friendsb. We are friendsc. We are friends til the bitter endd. Whether we think one is better than the other, or we play better than them

or they play worse than us—We still approach everything we do with them or say about them or think about them with complete positivity, optimism, and kindness.

14. Relationships with School and District Administrationa. Go into relationships with the idea that they are in education because they

want to help kids, not because they want to usurp their power over children. 99.9999% of the people are leaders in education because they want to make a difference. That percentage may be lower, but thinking it’s lower doesn’t help anyone

b. Instead of trying to change the vision of administration to fit our vision of a music education-centric Utopia, we can help the schools and districts accomplish their goals through music education. They are more likely to give us that extra funding we request if we have demonstrated that we understand that the other aspects of education are also important.

c. If at some point in the future, the state or district decides to cut or decrease funding to the music programs, the best approach is the most logical one. We simply organize and show the mountains of evidence that exists supporting music in education.

15. Relationships between Wind Symphony and marching banda. Students in Wind Symphony are not required to be in Marching Band, and

vice versa. Though this is true, students in marching band are very strongly encouraged to be in Wind Symphony. Wind Symphony members are also encouraged to experience marching band.

16. Private Lessons

a. Students are encouraged to take private lessons. If a student would like to take private lessons but cannot afford it, they can talk with the director.

17. Hosting Festivalsa. The band will host at least one festival every year. Parents and Band Council

members are encouraged to help.18. Organizing and cleaning the music room

a. Once a quarter, students will be asked to come eat pizza and help the director clean and organize the band room. Band Council is strongly encouraged to come and bring a friend, so that it can go quickly.

19. Calendars and Schedulinga. The calendar will be posted on the director’s webpage as well as on the

Astoria Bands web page and the facebook page. It will also be available in paper format.

b. Please let the director know immediately if there are any conflicts with the schedule.

c. It is the job of the student Ambassador’s to go to their respective assigned groups and coordinate calendar items.

20. Use of student pictures, videos, and sound filesa. A media release for was signed upon registration, which gave permission for

the school to use images, videos, and sound files of students. There will be an Astoria Bands YouTube channel, which will feature as many of the concerts and performances that we can record. We will not, however, sell any of those videos, pictures or sound files. They will be used solely for recruitment, demonstrative, and educational purposes.

21. Grievancesa. If students, parents, or other stakeholders have any issues or grievances,

please feel free to call, email, text, or Facebook the director at your convenience.

6. Class DescriptionsElementary Music

Grade: 3rd – 5th Course Description

Elementary Music is taught in conjunction with Mrs. Pederson. However, my curriculum will be a contrasting complimentary approach to hers. The following will be taught during my time with the kids:

1. Rhythm – Call and response games, as well as other creative ways to teach whole, half, quarter and eighth note rhythms. They will also learn pieces to perform on the Orff instruments. Improvisation will also be taught and encouraged.

2. Instrument Introductions – I will bring in and demonstrate different instruments from the band, orchestra, and other unique instruments. Students will have a brief opportunity to touch and attempt to make a sound on the instrument brought.

3. Listening and Mindfulness – Students will be taught to listen and identify many different types of sounds in nature, in the classroom, and in other places. They will also begin to identify the sounds of different instruments in pieces of music.

4. Singing – Students will sing folk songs in unison and simple songs in harmony.

5. Life skills – Students are constantly taught life skills and how they connect with the subject matter being taught.

Beginning BandGrade: 6th

Course Description

This class offers the band experience at the beginning level. The instruments taught are flute, clarinet, saxophone, trumpet, trombone, tuba

and percussion. No experience is necessary – only the will and desire to play an instrument. Musical topics are introduced such as reading, music

notation, analyzing and evaluating music, as well as composing and improvising simple melodies.

Materials Needed:

- Instrument

- Instrument Care kit- Essential Elements 2000 Book 1 for their Instrument- A Pencil- A notebook with lined paper

BEACOCK MUSIC RENTAL NIGHT: Wednesday, SEPTEMBER 14th, 2016

You can also go to Spencer’s across from Sears for instrument rentals.

Grading Procedures:

a. Performances – All Performances are required. Failure to attend a performance will result in a drastically lower grade, so please plan on 100% performance attendance. Only viable exceptions: Hospitalization or a death in the family. Please contact me at 208-409-4921 with as much notice as possible if you have an issue with a concert date or time.


c. Individual goals and objectives – During woodshedding in class, you will be given things to accomplish. You will be graded on accomplishing those goals and objectives. You will keep record of that on the goal sheet, which will be given to you and which you should keep in your folder at all times.


Intermediate BandGrade: 6th – 8th

Course Description

This class offers the band experience at the intermediate level. It is for students who are in their second and third year of band. They will continue to expand their knowledge of reading music, tone control, proper breathing,

posture, ensemble playing and etiquette, advanced rhythms, complex time signatures, scales, and basics of music theory. They will also have fun

playing awesome music and getting good on their respective instruments.

Materials Needed:

- Instrument- Instrument Care kit- Essential Elements 2000 Book 2 for their Instrument- A Pencil- A notebook with lined paper



Grading Procedures:





Wind Symphony

Grade: 9th – 12th Course Description

This is the premiere Wind Ensemble on campus. Students will refine skills in music performance, and be able to read and analyze complex rhythms,

expand their range and skills on their instruments, Materials Needed:

- Instrument- Instrument Care kit- A Pencil- A notebook with lined paper



Grading Procedures:





Jazz BandGrade: 9th – 12th Course Description

Students will gain experience playing and performing Jazz and more popular styles of music. We will seek out gigs to play for the community in addition

to the other concerts played. Materials Needed:

- Instrument- Mutes, Reeds, etc.- A Pencil- A notebook with lined paper



Grading Procedures:





Percussion SynthesisGrade: 9th – 12th Course Description

PERCUSSION SYNTHESIS

Students will learn complex rhythmic patterns, and will also be trained in rhythmic dictation (the ability to hear a rhythm and transcribe it). Students will also engineer their own instruments and create music to play on them. Performances are mandatory and graded. Extenuating circumstances will be taken into account on a case by case basis.

- A Pencil- A notebook with lined paper



Grading Procedures:





7. FormsFORM 1: Suggestion Form

FORM 2: Instrument Rental Form

FORM 3: Improvement/Evaluation Forms

FORM 4: Scale Pass-offs

FORM 5: Rudiment Pass-offs

FORM 6: Percussive Arts Society International Drum Rudiments

FORM 1

Suggestion/Comment/ComplimentPlease write your suggestion/comment/compliment in the space provided below. All suggestions are carefully considered. You may choose to put your name or remain anonymous. Compliments may be from student to student, teacher to student, parent to student, student to teacher, student to parent or staff, or student to administration. You may choose to have the note sent to the person you are commenting on, if the comment is positive. The Director will read all notes.

CIRCLE ONE OF THE FOLLOWING:

SUGGESTION COMMENT COMPLIMENT

If this is a compliment meant for somebody other than the director, would you like this to be delivered to the person?

Yes/No

YOUR NAME (Optional)__________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

FORM 2ASD C1 Bands Instrument Rental Agreement

Student’s Name Parent or Guardian’s Name

Address Home Phone Work Phone Email Address

The above student is eligible to use the school-owned instrument indicated below if:1. This rental agreement is signed.2. The student regularly attends instrumental music class.3. The instrument, accessories, and case are maintained in playable condition.

School Amount due $ 0___

Instrument Estimated Replacement Value $

Make School Number

Case Accessories (i.e. mouthpiece) Other

Rental Period Date of Rental

Comments: _______________________________________ ___________________ ___________________

1. I hereby request use of the instrument and accessories described above.2. I agree to be responsible for any damage or loss that may occur while in my care, including string

breakage/reed/mouthpiece replacement needs and shall pay the cost of repair or replacement upon request of the music teacher. Normal “wear and tear” will be covered by the school.

3. Rental instruments must be returned at the end of the rental period or earlier if the student ceases attendance at the school named above.

Parent or guardian’s signature

Student’s signature

Teacher’s signature ______

Please return this form to the music teacher signed with rental fees/eligible fee waiver. Rental agreements will be kept in the school until the instrument is returned.

FORM 3aASTORIA HIGH SCHOOL BAND

INDIVIDUAL DEVELOPMENT PLAN: PERCUSSION INSTRUMENTSNAME:Please rate and evaluate, to the best of your ability, your current level of musicianship in these areas:

TECHNIQUE RATING SCALE COMMENTS/PLANPosture 0 1 2 3 4 5 6 7 8 9 10

Playing Position 0 1 2 3 4 5 6 7 8 9 10

Scales 0 1 2 3 4 5 6 7 8 9 10

Rudiments 0 1 2 3 4 5 6 7 8 9 10

Rhythm Identification 0 1 2 3 4 5 6 7 8 9 10

VERSATILITY RATING SCALE COMMENTS/PLANSnare Drum 0 1 2 3 4 5 6 7 8 9 10

Auxiliary Drums(Bass, Toms, Congas…)

0 1 2 3 4 5 6 7 8 9 10

Mallet Instruments 0 1 2 3 4 5 6 7 8 9 10

Timpani & Intonation 0 1 2 3 4 5 6 7 8 9 10

Accessory Instruments 0 1 2 3 4 5 6 7 8 9 10

MUSICIANSHIP RATING SCALE COMMENTS/PLANSight Reading 0 1 2 3 4 5 6 7 8 9 10

Dynamics 0 1 2 3 4 5 6 7 8 9 10

Phrasing 0 1 2 3 4 5 6 7 8 9 10

Articulation 0 1 2 3 4 5 6 7 8 9 10

Music Effect 0 1 2 3 4 5 6 7 8 9 10

RHYTHM: Simple and Compound Meter.

RATING SCALE COMMENTS/PLAN

Quarters, Eights, Sixteenths 0 1 2 3 4 5 6 7 8 9 10

Dotted Rhythms 0 1 2 3 4 5 6 7 8 9 10

Triplets (quarter, Eighth, sixteenth) and other *lets.

0 1 2 3 4 5 6 7 8 9 10

STUDENT SIGNATURE: ___________________________________ DATE: ___________

DIRECTOR SIGNATURE: __________________________________ DATE: ___________

FORM 3bASTORIA HIGH SCHOOL WIND SYMPHONYINDIVIDUAL DEVELOPMENT PLAN: WIND INSTRUMENTS

NAME:Please rate and evaluate, to the best of your ability, your current level of musicianship in these areas:

TECHNIQUE RATING SCALE COMMENTS/PLANPosture 0 1 2 3 4 5 6 7 8 9 10

Playing Position 0 1 2 3 4 5 6 7 8 9 10

Scales/Rudiments 0 1 2 3 4 5 6 7 8 9 10

Tonguing 0 1 2 3 4 5 6 7 8 9 10

Flexibility 0 1 2 3 4 5 6 7 8 9 10

TONE PRODUCTION RATING SCALE COMMENTS/PLANEmbouchure 0 1 2 3 4 5 6 7 8 9 10

Breathing/Air Support 0 1 2 3 4 5 6 7 8 9 10

Endurance 0 1 2 3 4 5 6 7 8 9 10

Intonation Awareness 0 1 2 3 4 5 6 7 8 9 10

Instrument/Accessories 0 1 2 3 4 5 6 7 8 9 10

MUSICIANSHIP RATING SCALE COMMENTS/PLANSight Reading 0 1 2 3 4 5 6 7 8 9 10

Dynamics 0 1 2 3 4 5 6 7 8 9 10

Phrasing 0 1 2 3 4 5 6 7 8 9 10

Articulation 0 1 2 3 4 5 6 7 8 9 10

Music Effect 0 1 2 3 4 5 6 7 8 9 10

RHYTHM: Simple and Compound Meter.

RATING SCALE COMMENTS/PLAN

Quarters, Eights, Sixteenths 0 1 2 3 4 5 6 7 8 9 10

Dotted Rhythms 0 1 2 3 4 5 6 7 8 9 10

Triplets (quarter, Eighth, sixteenth) and other *lets.

0 1 2 3 4 5 6 7 8 9 10

STUDENT SIGNATURE: ___________________________________ DATE: ___________

DIRECTOR SIGNATURE: __________________________________ DATE: ___________

FORM 4ASTORIA HIGH SCHOOL WIND SYMPHONY

SCALE PASS-OFF SHEETAt least 6 Scales a Quarter

NAME:SCALE (Concert Pitch) SPEED (BPM) Date Passed Off

Bb MajorEb MajorAb MajorDb Major

Gb Major/F# MajorB MajorE majorA MajorD MajorG major

C MajorF Major

G Harmonic MinorC Harmonic MinorF Harmonic Minor

Bb Harmonic MinorEb Harmonic MinorAb Harmonic MinorC# Harmonic MinorF# Harmonic MinorB Harmonic MinorE Harmonic MinorA Harmonic MinorD Harmonic Minor

FORM 5ASTORIA HIGH SCHOOL WIND SYMPHONY

PERCUSSION RUDIMENT PASS-OFF SHEETPlay Each Rudiment for the length of four measures, smoothly, Slow, Medium, and Fast

NAME:PAS

#Rudiment SLOW:

60bpmMEDIUM:120bpm

FAST: 180bpm

Date Passed Off

1 Single Stroke Roll2 Single Stroke Four3 Single Stroke Seven4 Multiple Bounce Roll5 Triple Stroke Roll6 Double Stroke Open Roll7 Five Stroke Roll8 Six Stroke Roll9 Seven Stroke Roll

10 Nine Stroke Roll11 Ten Stroke Roll12 Eleven Stroke Roll13 Thirteen Stroke Roll14 Fifteen Stroke Roll15 Seventeen Stroke Roll

16 Single Paradiddle17 Double Paradiddle18 Triple Paradiddle19 Single Paradiddle-diddle20 Flam21 Flam Accent22 Flam-tap23 Flamacue24 Flam Paradiddle25 Single Flammed Mill26 Flam Paradiddle-diddle27 Pataflafla28 Swiss Army Triplet29 Inverted Flam Tap30 Flam Drag31 Drag32 Single Drag Tap33 Double Drag Tap34 Lesson 2535 Single Dragadiddle36 Drag Paradiddle #137 Drag Paradiddle #238 Single Ratamacue39 Double Ratamacue40 Triple Ratamacue

FORM 6

8. CALENDARThe following dates are subject to change. Updated calendars will be provided as concert dates and other events and activities are scheduled. Thank you!

September 14th – Band Rental Night – Astoria Middle School – 6pm-8pm

September 16th – Pep Band – CMH Field – Call time: 6pm – Done around 10pm

September 17th – AMB Rehearsal (Marching Band) – CMH Field – 8am-5pm

September 22nd – AMB Music Rehearsal – 3:30pm – 5:30pm – AHS Music Room

September 23rd – Pep Band – CMH Field – Call time: 6pm – Done around 10pm

September 24th – AMB Rehearsal (Marching Band) – CMH Field – 8am-5pm

September 27th – Disneyland Trip Fundraising meeting

September 29th – AMB Music Rehearsal – 3:30pm – 5:30pm – AHS Music Room

September 30th – Pep Band (Homecoming) – CMH Field – Call time: 6pm – Done around 10pm

October 1st – AMB Rehearsal (Marching Band) – CMH Field – 8am-5pm

October 6th – AMB Music Rehearsal – 3:30pm – 5:30pm – AHS Music Room

October 7th – Pre-show AMB Rehearsal – CMH Field – 5:30pm – 8:30pm

October 8th – AMB Century Show – Hillsboro Stadium – Leave time TBA

October 13th – Pep Band – Senior Night – CHM Field – Call time: 6pm – Done around 10pm

October 15th – AMB Rehearsal (Marching Band) – CMH Field – 8am-5pm


October 21st – Pre-show AMB Rehearsal – CMH Field – 5:30pm – 8:30pm

October 22nd – AMB Spectacle of Sound Show – Hillsboro Stadium – Leave time TBA


November 3rd – AMB Music Rehearsal – 3:30pm – 5:30pm – AHS Music Room

November 4th – Pre-show AMB Rehearsal – CMH Field – 5:30pm – 8:30pm

November 5th – AMB NWAPA Championships– Hillsboro Stadium – Leave time TBA

December 8th – AMS Holiday Concert – Astoria Middle School Gymnasium – 8:00am – 9:30am

Unscheduled – High School Holiday Concert, High School Jazz Fundraising Joint Concert w/Choir and Orchestra, Lewis and Clark Elementary Concert, Different gigs and community performances, recruiting concerts at the middle school and elementary schools, concerts and festivals in the second half of the school year.

9. Director’s ScheduleSchedule is being changed slightly, but this is more or less what it looks like.

MONDAY / TUESDAY / FRIDAY

0 – 7:00-7:50 Jazz Band

1 - 8:00-8:50 6th Grade Band

2 – 8:54-9:44 7th & 8th Grade Band

9:44-10:15 Travel to Lewis and Clark

3a – 10:15-10:40 L&C Elementary

3b – 10:45-11:10 L&C Elementary

4a – 11:15-11:40 L&C Elementary

4b – 11:45-12:10

5 – 12:28-1:22

6 – 1:26-2:16 Wind Symphony

7 – 2:20-3:10 Percussion Synthesis

AS – 3:30 – 5:30 Tutoring/Private Lessons

WEDNESDAY THURSDAY

0 – 7:00-7:50 Jazz Band 0 – 7:00-7:50 Jazz Band

1 – 8:00-8:50 6th Grade Band 1 – 8:00-8:43 6th Grade Band

2 – 8:54-9:44 7th & 8th Grade Band 2 – 8:47-9:29 7th & 8th Grade Band

9:44-10:15 Prep 2.1 – 9:44-10:15 L&C Elementary

3.1 – 10:15-10:40 L&C Elementary 3.1 – 10:15-10:40 L&C Elementary

3.2 – 10:45-11:10 L&C Elementary 3.2 – 10:45-11:10 L&C Elementary

4.1 – 11:15-11:40 L&C Elementary 4.1 – 11:15-11:40

4.2 – 11:45-12:10

4.2 – 11:45-12:10

5 – 12:17-1:41 OH – 12:13-1:32 Office Hours

7 – 1:47-3:10 Percussion Synthesis 6 – 12:36-2:00 Percussion Synthesis

AS - 3:30-5:30 Tutoring/Private Lessons AS – 2:00-4:00 Tutoring/Private Lessons

3:30pm – 5:30pm MARCHING BAND

10. Disclosure Signature Page

Astoria School District 1C Band Course Disclosure Acceptance

Please take a few minutes to review the course disclosure and band calendar before you sign and return this form!! This is your opportunity to discover any potential conflicts with performance dates.

Name of Student (Please Print): _____________________________________

We have reviewed the Band Handbook with all of it’s sections for the school year and agree to the policies outlined. Further, we have reviewed the calendar and at this time have no conflicts with performance dates (unless listed below). We agree to inform Mr. Johnson immediately if a conflict does arise.

____________________________ ___________________________

Student Signature Parent Signature

Please list any potential conflicts below:

__________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________

student signatureparent signature - mr. j web viewi have been involved in music since i was a young...

Documents