BRECKSVILLE-BROADVIEW HEIGHTS HIGH SCHOOL ORCHESTRA HANDBOOK

Transcription

1 BRECKSVILLE-BROADVIEW HEIGHTS HIGH SCHOOL ORCHESTRA HANDBOOK Steven Cocchiola, Director 6380 Mill Road Broadview Heights, OH Attitude, Commitment, Determination, Tradition, Pride 1

2 Table of Contents Page Content 3 Course Descriptions 3 Seating Policy 3 Concertmaster/Section Leader Selection 3 Challenge System 4 Additional Performance Opportunities 4 Technique Goals 4 Other Goals 5 Orchestra Course Objectives 5 Evaluation Procedures 6 Types of Assessment for Evaluation 7 Student Expectations 8 Student Guidelines 8 Rehearsal Guidelines 9 Orchestra Supplies 9 School Rental Instruments 9 Formal Concert Dress Attire 10 Attendance Procedures 11 The Black Box 11 Awards and Lettering 11 BBHHS Orchestra Booster Organization 12 Student Officers Additional Info and Forms 13 RUBRIC: Individual Performance Assessment 14 RUBRIC: Large Group Performance Assessment 15 RUBRIC: Concert Critique 16 RUBRIC: Participation 17 RUBRIC: Scale Assessment 18 Absent Request Form 19 Orchestra Schedule by Date 20 Orchestra Schedule by Function 21 Handbook Acknowledgement Form *Please print our page 21 and return to Mr. Cocchiola by the date listed on the page. 2

3 COURSE DESCRIPTIONS STRING ORCHESTRA - is a string orchestra that works heavily on technique, tone, theory, and musicianship with performing mostly as an individual group. This orchestra is the orchestra that most freshmen enter upon arrival in high school in addition to several upper classmen. String Orchestra meets during Period 8 CONCERT ORCHESTRA - is meant for students who want to excel in orchestra, perform difficult music, are willing to put in the time it takes to practice this music, and be a leader. This orchestra is open to all grade levels by audition only. Concert Orchestra performs mostly higher level string work, and occasionally performs Pops music. Concert Orchestra meets during Period 9. CHAMBER ORCHESTRA Chamber Orchestra will focus on the highest level of music, primarily being string literature. Chamber Orchestra members will also play with Symphony Orchestra for the larger works, but focus on small chamber pieces as well. Every Member of this ensemble will participate in OMEA Solo and Ensemble. Chamber Orchestra meets during Period 7. SEATING POLICY Seating auditions will be held at the beginning of each semester. The purpose of seating auditions is to find a fair and consistent manner in which to seat students in order and in sections. Students will be given a scoring sheet following chair tryouts that should help them determine the areas in which they need to improve and the areas in which they have performed well. If students are not satisfied with their seat, there is a challenge procedure to earn higher chairs. CONCERT MASTER/SECTION LEADER SELECTION Once seating auditions have been completed, the director will look at the scores and determine which student is the best choice for Concertmaster and Section Leader. Violin sections (first and seconds) must be balanced so that there are strong players in both sections. Where the student sat in the orchestra the previous year will have nothing to do with the new chair placement. In the case of a tie, the oldest student will sit ahead. The first chair players are expected to: Lead their sections in large group rehearsal Have the ability to lead their section through sectionals throughout the year Mark any bowing changes that the director gives them, and make sure their section has it marked in their music as well. CHALLENGE SYSTEM In order to provide a way for students to practice and improve their seating position, the following challenge system will be used. 1. Students may challenge the person sitting directly next to them. 2. The Challenger must notify that person and submit a challenger form to the Director. 3. The Director of the Orchestra will judge the challenge. 4. Challenges will be set up at a mutually convenient time 5. If you refuse to accept a challenge, or have an unexcused absence for a challenge, you automatically forfeit your seat. 6. Challenges can consist of scales, orchestra music (the music the person you are challenging plays), and sight-reading. 7. There will be no challenges beginning two weeks prior to a performance. 8. The Director holds the right to disallow challenges for any reason. 3

4 ADDITIONAL PERFORMANCE OPPORTUNITIES Students in the orchestra program at Brecksville-Broadview Heights High School have several ways to use their talents that go even further to challenge themselves. Northeast Regional Orchestra. This is a one-time a year event for which students must audition. Audition music will be distributed to all interested students prior to the scheduled audition. The auditions, rehearsals, and concert are held at Cleveland State University. Members who are selected to this ensemble will have 2-3 rehearsals in October and November. OMEA All-State Orchestra. OMEA All-State Orchestra is each held once a year, and is extremely prestigious to be a part of. The selection into this group is based on chair placement of the Northeast Regional Orchestra. The top 4-8 chairs (depending on the section) from all five regions in the state make this ensemble. OMEA Solo and Ensemble (Required for all Chamber Orchestra Members). Students perform for a judge and are given written comments and a performance rating. Registration and fee information will be provided to students as soon as it is available. The event is held one weekend between January and February. Applications for this event are due to the director by the end of December. Private Lessons. Private lessons are excellent for all instrumental music students. This one on one attention especially stimulates the student that excels on their instrument and may give remedial work to the student that is struggling. Pit Orchestra. Members of the Chamber Orchestra will be selected to perform in the BBHHS Spring Musical BBHHS Chamber Quartet. The Chamber Quartet is composed of the first stand of violin players, and first chair viola and cello of the Chamber Orchestra. Members will have various opportunities to perform throughout the year. If a member cannot make a performance, the director will assist with selecting a replacement. TECHNIQUE GOALS 1. Periodic scale tests: Students will be expected to play scales periodically, beginning with C major, and work their way up through and including 7 sharps and 7 flats. Minor Scales as well. Concert orchestra: 1 to 2 octaves; String orchestra 2-3 octaves; Chamber orchestra 3 octaves. 2. Periodic music tests: Students will perform selected passages of music, (some will be taped), from concert selections for a grade. 3. Technique expansion: Students will expand their articulation "repertoire" to include the following bowing styles: staccato, spiccato, legato, martele, loure, sul tasto, jete, pizzacato, and marcato. 4. Students will work on bow placement, tone production and dynamic contrast in relation to the phrasing and musicality demands of the piece. 5. Students will be vigilant in their pursuit of proper playing position in both the left and right hands and in proper posture. OTHER GOALS 1. Cultivate a general understanding of musical form and periodic styles through identification of form in the concert music we study, and through listening to professional recordings or live performances of certain pieces in and out of the classroom. 2. Cultivate a true belief that music is a language without words that is the expression of our emotions, many of which are too complicated to explain. It is our goal to put a piece of our heart into each performance and rehearsal, so that we might be able to express the beauty in ourselves through the music, in order that we might share that beauty with everyone around us. 4

5 ORCHESTRA COURSE OBJECTIVES (based upon National Standards) 1. Vocalize instrumental part using accurate pitch. 2. Demonstrate ability to tune an instrument to a given pitch. 3. Perform alone and in small and large ensembles with good posture, good playing position, good bow control and appropriate articulation. Students should be exposed to and have experience playing literature representing music written by the great Western composers and diverse world cultures. 4. Demonstrate by performance a basic understanding of phrase structure. 5. Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies. 6. Create an original, simple melody. 7. Identify key signatures and apply to music being performed. Read at sight, simple melodies in appropriate clef, individually and in large ensembles. Play major scales of 8 key signatures. 8. Read whole, half, quarter, eighth and dotted notes and rests in 2/4, 3/4, 4/4 and meter signatures at various tempi involving tempo changes. Identify notes by letter name and fingering or position and by playing. 9. Discriminate between melody and harmony. Discriminate between duple and triple time signature, major and minor tonalities. Discuss how elements of music affect emotions conveyed by a specific piece of music. 10. Express critical judgments about your own performance of music being studied. Demonstrate a positive attitude toward music, self-development and group cooperation. 11. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. 12. Describe distinguishing characteristics of representative music genres and styles from a variety of cultures. EVALUATION PROCEDURES The grade for each nine week period is based upon the student's musical growth shown in performance, music theory concepts, music history knowledge, music appreciation skills, and participation and work. The grading scale for orchestra is the same scale adopted in the BBHCSD =A = B = C = D 0 59 = F 5

6 TYPES OF ASSESSMENTS FOR EVALUATION I. MUSIC PERFORMANCE ASSESSMENTS (MPA) Summative Grade The main component of the students evaluations are the concerts for public performances that occur every quarter. The concerts are the biggest way to show their growth and mastery of the skills needed to perform their selected repertoire. The two factors of the evaluation is the overall performance of the selections, and the student s concert etiquette while sitting in the concert hall. ALTERNATIVE ASSESSMENT FOR EXCUSED CONCERTS. In the event that a student misses a performance, it is up to the student to contact the director about an alternative assessment. Most alternative assessments will require the students to perform a mini concert to replace the experience of performing on the concert. II. PLAYING TESTS: Large Group Assessments (LGA) Formative Grade Prior to each concert, there is a large group assessment on the music selections for the concert. (SEE Rubric: Large group playing assessment). These assessments will be recorded so the director can review the music and give the proper feedback and evaluation. III. PLAYING TESTS: Individual Skills Performance Assessment (ISPA) Formative Grade The individual skills performance assessments will allow students to demonstrate mastery of certain orchestra skills. The skills will be broken down to specific concepts that will be evaluated and assessed. A) LEFT HAND SKILLS Intonation Scale Patterns Vibrato Shifting/Playing in position B) RIGHT HAND SKILLS Bowing Styles Dynamics Tone C) UNIVERSAL SKILLS Tempo Phrasing/Lyrical Lines Rhythmic Patterns/Passages Most assessments will be performed live in class during the normal class period. Some assessments will be on electronic and recorded outside of class time. IV. WRITTEN ASSIGNMENTS AND EXTRA CREDIT Formative Grade Throughout the year, students will listen to music either in class or outside of class and will be asked to write using a LISTENING LOG to give some feedback about their experience. There will also be some Music Theory and Music History content that will involve writing assignments during each quarter. V. Participation/Positive Contribution Summative Grade This area will be reported on at the end of each quarter. This area is comprised of the students focus during class, behavior, daily mastery of the content, engagement level, bringing materials to class (music, instrument), promptness to class. 6

7 EVERY STUDENT IS EXPECTED TO: STUDENT EXPECTATIONS 1. Attend all classes. Recognize that while you may be practicing your part at home, orchestra is a group process whose success calls for the interaction between the members of the organization. Those crucial interactions cannot be duplicated outside the orchestral setting. 2. Arrive to class ON TIME. Be in your seat, tuned and ready for rehearsal when the class is scheduled to begin. DO NOT get up from your seat during the period to leave and reenter the room. DO NOT routinely expect to go to the bathroom during the rehearsal. 3. Come to class prepared to work. Bring your instrument, your folder and a pencil to every class. Assume that you are to notate all directions in your music. Please notate those directions in a precise and musical way and in pencil. 4. Come to class PREPARED. You are expected to prepare all assignments and come to class prepared to play them either in a solo or ensemble situation. A minimum of 20 minutes of practice time 5 days a week is expected for this class. Some assignments may take more or less time to complete. 5. Do NOT borrow an instrument or folder. If you have forgotten your instrument or folder, do NOT assume that you may borrow another student s instrument or folder. There may be spare instruments and practice folders that may be available. 6. Keep the Orchestra room CLEAN and SAFE. There will be a great number of instruments, some very expensive, stored in the instrument room. Please keep your music and instrument stored neatly on a shelf. 7. Keep take care of all equipment. Respecting your own instruments and the schools equipment (instruments, stands, rock stops, chairs, etc.) is important and should be observed. 8. Use proper language in the classroom. Refrain from using street slang, and swearing no matter what the level of frustration. Often, the level of frustration can be lowered or eliminated completely through practice! 9. Polite phrases are appreciated. Excuse me, please, and thank you are always appropriate and appreciated. Please try to use them. 10. Proper positions are essential. Chairs are for sitting: feet remain on the floor. Proper playing position is essential to a good rehearsal and ultimately a good performance. 11. Represent yourselves in a positive manner. Not only do you represent yourselves, but you represent the BBHHS Orchestra program, and the school itself. Be a great example at all times. 7

8 STUDENT GUIDELINES ALL STUDENTS ARE ENCOURAGED TO: 1. Study with a private teacher who specialized in your instrument. We can help place you with a teacher, if you need assistance. 2. Participate in the Youth Orchestras and/or other performing ensembles/ 3. Attend concerts and performances of all kinds (Cleveland Orchestra, CSU, BBHHS, BBHMS, etc.) and other cultural centers in our area. 4. Participate in as many musical experiences as you can while in High School. There are many performance opportunities outside of the daily classroom that you can get involved with: COYO, CYO, BW, Symphonic Orchestra, Fiddle Group, and OMEA Solo and Ensemble are just some. BEHAVIOR GUIDELINES: 1. Be on time. Be at your place and ready to tune at the start of class. 2. Be prepared. Have your instrument, music folder, and pencil with you for every class. 3. Be attentive. Give the director your full attention at all times. 4. Be respectful. Respect yourself, others, and your instrument. There is a zero tolerance policy for disrespect to the director and other students. You will automatically pack up for the day and lose your daily points. 5. Be positive. Your success in this class, and in life, is up to you. If you believe you can, you will! REHEARSAL GUIDELINES 1) Be on time! Warm-up will begin when the bell rings. Attendance will be taken during warm-up. The student conductor will conduct the warm-up. 2) Always have instrument, music, rosin and a pencil at every rehearsal. 3) The Rehearsal: Every student is responsible for their behavior and attitude No talking, except during a break No playing until asked to play. Finger silently If you have a question or concern, raise your hand. If it is an individual concern, please handle it after rehearsal 4) Be responsible for developing an awesome work ethic. 5) Work hard and put everything you have into every rehearsal. 6) Be respectful of the Concertmaster and Section Leaders. 7) Breaks will be taken if the rehearsal is excellent!! (block days) If students are returning late from breaks, there will be no breaks. 8) Please do not pack up at the end until you are dismissed. 9) You may be asked to return your chair and stand to designated racks, depending upon the day. When everyone helps, this is a very quick process. 10) Do not leave your instrument out. 11) Music can be stored with your instrument in your instrument locker (violins and violas) or in your assigned music slot. 12) Have fun and enjoy your music and your playing. Once the objectives have been met, we will all have fun making music and becoming the best orchestra we can be. 8

9 ORCHESTRA SUPPLIES VIOLIN/VIOLA 1. Shoulder rest. Kun preferred. Kadenza brand is also good. 2. Set of emergency strings (as well as an extra top string). 3. Rosin 4. Cleaning cloth 5. Pencil 6. Nail clippers for nice short nails! CELLO/BASS 1. Instrument at home to practice upon. 2. Rock stop 3. Set of emergency strings 4. Rosin 5. Cleaning cloth 6. Pencil 7. Music stand for at-home practice. SCHOOL RENTAL INSTRUMENTS The BBHHS Orchestra owns a handful of Violin s (10) and Viola s (6). Students without their own instrument will take priority over students who wish to keep their personal instrument at home and use a rental instrument at school. There are 20 Cellos and 8 Basses for school use for all students. If you wish to use a school instrument, you must fill out a rental contract each year. The cost is $25.00 for the entire year. FORMAL CONCERT DRESS ATTIRE The uniform of the BBHHS Orchestra is their biggest expense for this program. It is the responsibility of all orchestra members to take care of and maintain their uniform in the very best of condition. Jewelry and glitz should be at a minimum for a more unified look. Hair should be clean and combed. The BBHHS Orchestra uniform consists of the following parts: MEN The uniform for male members of the Orchestra is a White tuxedo shirt, Black tuxedo pants, bow tie and cummerbund, black socks and black dress shoes. The cost of the Men s Uniform is between $60-75 dollars. All items will be purchased through the BBHHS Orchestra and will be fitted within the school day. WOMEN The uniform for the women is a concert black dress for all formal concert settings, and CLOSED TOED black shoes. The cost of the Women s Uniform is between $60-70 dollars. All uniforms will be purchased through the BBHHS Orchestra, and will be fitted within the school day. *An Invoice will be sent home to each student that needs a uniform. 9

10 ATTENDANCE PROCEDURES All concert absences, excused or unexcused, will require a make-up assignment to be determined by the director. Concerts may have an additional out of school dress rehearsal. Please plan ahead by checking the concert calendar to check for any dates that may conflict with your schedule. A list of additional rehearsals will be handed out well in advance. PROCEDURES REGARDING ABSENCES FOR PERFORMANCE/ REHEARSALS 1. Student must submit an ABESENT REQUEST FORM (Located in the back of the handbook and also online) for each absence to the Director of the organization. 2. All advance absence requests require the note to be turned in to the Director TWO WEEKS IN ADVANCE. 3. A student misses a rehearsal or performance due to an emergency, the student should turn in a note of explanation immediately upon his/her return EXCUSED ABSENCES FROM PERFORMANCES/ REHEARSALS 1. Personal illness - advance notice appreciated. 2. Death in family. 3. Vacations WITH PARENTS. UNEXCUSED ABSENCES FROM PERFORMANCES/ REHEARSALS 1. Any excuse not listed above. This includes miscellaneous excuses that have not been approved by the Director. *WORK IS NOT CONSIDERED AN EXCUSED ABSENCE - your first obligation is to your school and its activities. Employers should be notified well in advance of your school event schedule. Provide them with a copy of your schedule to assist them in scheduling your hours. a. Observation of other school activities or other performance groups (COYO) is not considered an excused absence. b. Any excuses listed above for which the student has not given 2 weeks advance notice (written notification). GUIDELINES FOR STUDENTS IN MULTIPLE SCHOOL SPONSORED ACTIVITIES 1. The advisors and coaches will cooperate and eliminate as many conflicts as possible. Communication and cooperation from the staff will aid the situation. 2. Athletic contests and musical performances will prevail over practice sessions. Every effort will be made in the scheduling process to eliminate gross conflict between different activities. 3. In the event that students participating in multiple activities create a situation in which one or more of the activities cannot function without their participation, then the students must choose prior to the beginning of the season/grading period which activity he/ she plan to be active in. 4. When all efforts have failed to resolve the above conflicts the matter shall be directed to the Athletic Director and Principal. The Athletic Director and Principal shall resolve the issue in question and the decision shall be final and binding on all parties. 10

11 THE BLACK BOX All money should be turned into the secure black box in the orchestra room. Checks should be clearly labeled with the students name written on the bottom left hand part of the check. Cash (if necessary) must be in a sealed envelope with the student s name on it. All money (check or envelope of cash) must be attached to the form it pertains to or a document stating what the money is for. All Checks (unless otherwise stipulated) should be made out to BBHHS Orchestra. AWARDS AND LETTERING The Orchestra Award recognizes the student who epitomizes the spirit of the orchestra. This student gives of his / her time and talent to the orchestra. He /She is willing to help others, demonstrates self-motivation, leadership, and is prepared for class and concerts. This student is a positive role model for the BBHHS orchestra. This student gives of his / her talent to the community and school. He / She acts as an ambassador for the orchestra. The Director s Award is the highest award given to the student who has made a significant musical contribution to the orchestra program. This student has superior musicianship, willing to help others, demonstrates self-motivation, leadership, dependability, loyalty, and is prepared for class and concerts. This student is a positive role model for the BBHHS orchestra. This student gives of his/her talent to the community and school. The Mozart Award is given to two students who give of him or herself selflessly in the orchestral program. He / She are willing to help others and is prepared for class and concerts. This student is dependable and loyal. This student is a positive role model for the BBHHS orchestra. BBHHS ORCHESTRA BOOSTER ORGANIZATION The Brecksville-Broadview Heights High School Orchestra Booster Organization was established to provide assistance to the orchestra in any they can. Some ways the Boosters provide assistance are chaperoning events, help in securing funds for the instrument/ equipment replacement, repair, and purchasing, and providing venues to award and group accomplishments. Parents of orchestra students are welcome to become a member of Orchestra Boosters - the volunteer, parentrun booster group that works directly with the High School's Orchestra Directors. No membership fee is charged to join. You are already one of us, as you support your student and the orchestra programs by attending the school's orchestra concerts. Orchestra Boosters meet monthly, usually in the High School Music Classroom (Room 59) at 7 PM on the third Monday of the month. The Booster Organization has several leadership positions including President, Vice President, Secretary and Treasurer who serve as the Executive Board. Committee chairs help fill the various roles that are needed to make the orchestra program run. WITHOUT PARENT SUPPORT, THERE CAN NOT BE AN EFFECTIVE MUSIC PROGRAM. 11

12 STUDENT OFFICERS President. The President is responsible for calling and setting the agenda for all meetings, and will delegate tasks and jobs to the other officers. The President is the head of the student executive board, and will serve as the project manager in organizing orchestra events throughout the school year. The President will also be responsible for the advocacy of additional orchestra experiences that are outside of the BBHCSD experience. Only juniors and seniors are Eligible for this office. Vice President. The Vice President will set up and plan the social functions of the orchestra, and oversee the SIB program. The Vice President will be the head of the Student Activities Committee. The committee will be responsible for holding Class Representative Meetings, as well as communicating with students about what types of events are happening in the orchestra, and what types of changes they would like to see within the program. The Vice President in the absence or incapacity of the president, shall perform the duties of the president, and shall perform such other duties as the director may specify. Only juniors and seniors are Eligible for this office. Recording Secretary. The Recording Secretary will be responsible for creating minutes from each of the orchestra officers meetings, and will also take pictures of the events of the year. The Recording Secretary will also be responsible for attending and taking notes at all Orchestra Boosters Meetings, and will report to the boosters on the activities of the student officers, as well as informing the students on the plans of the boosters. If the Recording Secretary cannot attend a particular meeting, it is their responsibility to secure another officer to take their place. Corresponding Secretary. The Corresponding Secretary will be responsible for all social media needed by the officers. This officer will also be responsible for posting and creating flyers for events as well as creating social networking pages to reach out to students and inform students of all orchestra events. The Corresponding Secretary will also maintain the orchestra bulletin board. At the end of the year, he/ she will be responsible for creating both the senior slide show and the banquet slideshow, and will keep an up-to-date digital scrapbook online. Treasurer. The Treasurer will be responsible for handling any money that the orchestra collects (fundraisers, T-shirt sales, etc ) and will warrant receipts for collected monies. The treasurer will also assist with students being reimbursed for any purchased that has been authorized by the director. In addition to the fiscal responsibilities of the group, the Treasurer is responsible for all of the equipment of the ensemble to be at all concerts, field trips, and other function that the ensemble participates in. The Treasurer may form a crew to help with the loading and unloading of equipment, the striking and set up of stands and chairs, and any other duty that is their responsibility. Class Representatives. Orchestra representatives will be elected in the fall of each school year. There will be Two (2) class reps per grade level. The Class Reps are responsible for attending the Student Activities Committee meetings, and will be required to give updates and announcements during class about orchestra events, as well as field suggestions from the orchestra members about possible events and other orchestra related issues. Librarians. Appointed by the director in the fall (one per ensemble). The librarians will assist with the collection and distribution of music for their ensemble. Any photocopies that are needed will be provided from this person. ***The Director may remove any individual who is not acting in the best interests of the program.*** 12

13 RUBRIC: Individual Skills Performance Assessment A = Intonation is accurate throughout. No rhythmic errors. Tempo is accurate and consistent with the printed tempo markings. Student s tone is full, rich and characteristic of the tone quality of the instrument in all ranges and registers. B = Intonation is accurate, but student fails to adjust on isolated pitches, yet demonstrates minimal intonation difficulties. Student may perform a few wrong rhythmic figures. Tempo approaches the printed tempo markings, yet the performed tempo does not detract significantly from the performance. Student performs with a characteristic tone quality in most ranges, but distorts occasionally in some passages. C = Intonation is mostly accurate, but includes out of tune notes. The student does not adjust problem pitches to an acceptable standard of intonation. Student performs some wrong rhythmic figures. Tempo is different from the printed tempo marking, resulting in inappropriate tempo for the selection, yet remains consistent. Student exhibits some flaws in production, i.e. a slightly thin or unfocused sound. Bow is not always used efficiently. D = Performance exhibits a basic sense of intonation, yet has significant problems. Student makes no apparent attempt at adjustment of problem pitches. Student performs many wrong rhythmic figures that detracted from overall performance. Student was unable to complete the passage. Tempo is inconsistent, i.e. rushing, dragging, inaccurate tempo changes. Tone has several major flaws in basic production. There is a consistently thin unfocused sound. F = Intonation is not accurate. Student s performance is continuously out of tune. Student s performance has a significant number of rhythmic errors: whole sections incorrectly performed. Tempo is not accurate or consistent. Student performs with a tone quality that is not characteristic of the instrument. Grade: Suggestions: Facility o Practice slowly with a metronome. o Practice fast notes with dotted rhythms. o Practice in groups with rests between groups. o Emphasize beat one. o Practice string crossings on open strings. o Practice bowing patterns on open strings. o o o Sustain until the end of the pharse. Cresc and dim with the musical line. Avoid accented up-bows or unnecessary notes that stick out. Intonation o Use a tuner or drone to check intonation. o Practice slowly with a metronome. o Check with open strings. Phrasing o Use vibrato, especially on long notes. o Use more dynamic contrast. 13

14 RUBRIC: Large Group Performance Assessment Grade Definition of Work A Maturity in tone production Solid intonation and excellent musicianship Minor errors may occur in the execution of notes and rhythms Excellent playing position Musicianship skills are well developed May demonstrate vibrato, however not required (required for Chamber Orchestra) An outstanding, well-prepared performance Demonstrates the ability to follow required fingerings in upper positions B C D F Good tone production and good intonation Rhythm is accurate, but the beat may fluctuate Some notes are incorrect, but overall notes are consistently accurate Playing position is very good, but could use refinement Musicianship skills are well developed, but not always consistent Demonstrates fluency in the performance Demonstrates the ability to follow required fingerings in upper positions Group has a good tone, but has trouble sustaining a good sound A few problems with intonation Several errors occur in the execution of both notes and rhythms Musical details somewhat missing (dynamics, phrasing) Playing position needs improvement Some stops and starts Group/Sections has weak tone quality Playing position has many flaws Intonation is a major problem Musical skills (dynamics, rhythmic accuracy) are absent Few notes are correct and rhythms are poorly executed Many stops and starts that interrupt the flow Group clearly demonstrates no preparation Group does not perform the required music 14

15 RUBRIC: Writing Assignments/Concert Critique NOTES/WRITTEN ASSESSMENTS A The student demonstrated great thought and insight in answering the questions about the concert. The answers were specific, used complete sentences, and backed opinions up with facts. B The student demonstrated some thought and insight in answering questions but answers were vague and opinions were not backed up with facts. C The student demonstrated little thought or insight in their answers. Answers were vague, in incomplete sentences and opinions were simply stated. D The student demonstrated very little thought in answering the questions. Answers were in incomplete sentences, vague and generalized, and some may have not been answered at all. Very few opinions on the actual performance were mentioned and those that were mentioned were not backed up with musical facts. F Student did not answer questions. CONCERT CRITIQUES A The critique was well thought out, organized, and professionally written. Opinions and descriptions of the performance were tactfully written, and explained with musical terminology and facts. B - The critique was well thought out and organized, however there were some grammatical errors in the composition. Opinions and descriptions of the performance were well done for the most part and were explained with some musical terminology and facts. C The critique showed some thought, however it was poorly organized and contained many grammatical errors. Opinions and descriptions were given but without support of musical terminology or explanations. D The critique was poorly organized and showed little thought or insight. Sentences were incomplete and there were many grammatical errors. Very few opinions or descriptions were given. No musical terminology, explanations or facts were given for stated opinions. F The student did not complete the critique. 15

16 RUBRIC: Participation/Positive Contribution A B C D F 1) The student s attention never waivers from the rehearsal. 2) The student exhibits exceptional behavior, providing a model for others. 3) The student shows a continuous effort to master the course objectives. 4) The student is inquisitive, often asking questions out of necessity as well as interest. 5) The student always has required materials in class. 6) The student is always prompt! Always in required seat, materials ready, and listening for directions at the start of class. 7) The student participates in out-of-class enrichment activities (not required). 1) The student is usually attentive, needing few or no reminders to listen attentively, refrain from talking, and follow rules for participation. 2) The student works consistently to achieve the course objectives. 3) The student sometimes asks questions and participates in classroom discussions. 4) The student occasionally forgets required materials. 5) The student is usually prompt. 1) The student often needs repeated reminders to pay attention, stop talking, participate in rehearsal and follow the school or classroom rules of behavior. 2) The student often disrupts the rehearsal. 3) The student often forgets required materials. 4) The student rarely participates in classroom discussions. 5) The student is late for class several times throughout the quarter. 1) The student is off-task most of the time. 2) The student disrupts the rehearsal and has a negative effect on the learning of others. 3) The student shows no attempt to achieve course objectives. 4) The student rarely has required materials. 5) The student is rarely on time for class. A failing grade will be given when the following have taken place: 1) The student is a detriment to the learning of others. 2) There has been no attempt to master the course objectives or contribute to the rehearsal. 3) Timely parent contact has not had a positive effect on the situation. All legal documents of intervention (IEP, 504, etc.) will be observed and followed. Band, Choir and Orchestra are academic classes. The grade received for the quarter will carry the same weight on the grade point average as other classes (math, science, etc.). *Adapted from Learwood MS Choral Education Handbook, Mr. Michael Lisi, Director 16

17 RUBRIC: Scale Assessment Name: Period: Final Grade: SCORING: Students must satisfy all criteria in order to pass each scale. Each scale is worth 10 points. The Final score will be determined by the total number of passed scales divided by the total number of required scales. PERFORMANCE ELEMENT Note Accuracy: Scale Intonation: Scale Note Accuracy: Arpeggio Intonation: Arpeggio Accomplished (4) Skilled (3) Developing (2) Ineffective (1) The Student s performance is accurate all of the time. There are no wrong notes and the pulse is steady. Accurate intonation in all ranges and registers. Pitch adjustments are made instantly Performance is accurate all of the time. There are no wrong notes and the pulse is steady. Accurate intonation in all ranges and registers. Pitch adjustments are made instantly. Scale is Memorized (Extra Credit 4 Points) Yes No Total Points: Performance is accurate most of the time. There are few wrong notes, the scale is able to be performed it without stopping and is generally effective. Minimal intonation difficulties. Pitch adjustment skills are usually successful. The student's performance is accurate most of the time. There are few wrong notes, the arpeggio is able to be performed without stopping and is generally effective. Minimal intonation difficulties. Pitch adjustment skills are usually successful. Grading Scale: 16-15=A, 14-13=B, 12=C, 11-10=D, 9-0=F Performance is accurate some of the time. There are many wrong notes and sections of the piece cannot be performed without changing tempo. Mostly accurate intonation with some out-of-tune notes. Pitch adjustment skills are still developing. Student's performance is accurate some of the time. There are many wrong notes and sections of the piece cannot be performed without changing tempo. Mostly accurate intonation with some out-of-tune notes. Pitch adjustment skills are still developing. Student's performance lacks understanding of the pitches. An unawareness of tuning problems. Needs to develop pitch adjustment skills. Student's performance lacks understanding of the pitches. An unawareness of tuning problems. Needs to develop pitch adjustment skills. 17

18 Brecksville-Broadview Heights High School Orchestra ABSENCE REQUEST FORM Student s Name Today s Date Date of Requested Absence: All concert absences, excused or unexcused, will require a make-up assignment to be determined by the director. Concerts may have an additional out of school dress rehearsal. EXCUSED ABSENCES FROM PERFORMANCES/ REHEARSALS 1. Personal illness - advance notice appreciated. 2. Death in family. 3. Vacations WITH PARENTS. UNEXCUSED ABSENCES FROM PERFORMANCES/ REHEARSALS 1. WORK IS NOT CONSIDERED AN EXCUSED ABSENCE 2. Observation of other school activities or other performance groups (COYO) is not considered an excused absence. 3. Any excuses listed above for which the student has not given 2 weeks advance notice (written notification). 4. Any excuse not listed above. This includes miscellaneous excuses that have not been approved by the Director. Reason for Requested Absence: Student s signature Parent s signature Director s signature EXCUSED UNEXCUSED THIS FORM MUST BE SUBMITTED AT LEAST ONE WEEK PRIOR TO THE REQUESTED ABSENCE 18

19 Orchestra Schedule by Date (Note: All meeting sites are in the High School unless otherwise noted.) Date Event Time Location Aug. 27 First Day of School Sept. 4 Fundraiser Kick-Off Sept. 11 OPEN HOUSE 7:00 pm BBHHS Sept. 15 Fundraiser Due Sept. 15 Parent & Trip Meeting 7:00 pm Auditorium Sept. 25 Fundraiser at Honey Hut 6:30 8:30 pm Honey Hut, Brecksville Sept. 27 NE Regional Orchestra Auditions TBA Cleveland State University Oct. 16 POP tober Concert 7:00 pm Auditorium Oct. 23 *Twinsburg Invitational Concert 7:00 pm Twinsburg Auditorium Nov. 8 NE Regional Orch. Rehearsal TBA Cleveland State University Nov. 22 NE Regional Orch. Rehearsal TBA Cleveland State University Nov. 23 NE Regional Orch. Concert TBA CSU/Waetjen Auditorium Dec. 11 *BBHHS Choir Concert 7:00 pm Auditorium Dec. 12 *NHS Inductions 1:00 pm Auditorium Dec. 18 Holiday Concert 7:00 pm Auditorium Dec. 19 BBHHS School Assembly 8:00 am Auditorium Jan. 17 OMEA Solo & Ensemble all day TBA Feb. 5-7 OMEA ALL STATE CONVENTION Columbus Feb *Ticket to Broadway 7:00 pm Auditorium Feb. 24 PRE-OMEA Concert 7:00 pm Auditorium Feb *OMEA Large Group Adjudication TBA BBHHS Mar. 6-7 ELECTRIFY YOUR STRINGS 6 & 8 pm BBHMS Auditorium April 1-4 CHICAGO TRIP all day Chicago, IL April 30 Spring Musical 7:00 pm Auditorium May 1,2 *Spring Musical 7:00 pm Auditorium May 22 Spring Concert 7:00 pm Auditorium May 26 Orchestra banquet 6:30 pm TBA June 6 *Commencement TBA TBA *= BBHHS Orchestra/Pit Orchestra/Chamber Members performance opportunities. TO BE SCHEDULED: Symphonic Orchestra rehearsal dates for December, and May. 19

20 Orchestra Schedule by Function (Note: All meeting sites are in the High School unless otherwise noted.) CONCERTS Oct. 16 POP-tober Concert 7:00 pm Auditorium ^Oct. 23 Twinsburg Invitational Concert 7:00 pm Twinsburg Auditorium Dec. 18 Holiday Concert 7:00 pm Auditorium Dec. 19 BBHHS School Assembly 8:00 am Auditorium Feb. 24 PRE-OMEA Concert 7:00 pm Auditorium May 22 Spring Concert 7:00 pm Auditorium ENRICHMENT CONCERTS Mar 6 ELECTRIFY YOUR STRINGS 7:00 PM Auditorium April 3 Mozart Requiem 7:00 PM Chicago, IL BOOSTER MEETINGS & SOCIAL EVENTS Sept. 10 Orchestra Boosters meeting 6:30 pm Music Class Room (059) Oct. Orchestra Boosters Meeting 6:30 pm Music Class Room (059) Nov. Orchestra Boosters meeting 6:30 pm Music Class Room (059) Dec. Orchestra Boosters meeting 6:30 pm Music Class Room (059) Jan. Orchestra Boosters meeting 6:30 pm Music Class Room (059) Feb. Orchestra Boosters meeting 6:30 pm Music Class Room (059) Mar. Orchestra Boosters meeting 6:30 pm Music Class Room (059) April Orchestra Boosters meeting 6:30 pm Music Class Room (059) May Orchestra Boosters meeting 6:30 pm Music Class Room (059) May Orchestra Banquet 6:30 pm TBA OMEA EVENTS Jan. 17 *OMEA Solo & Ensemble all day TRI-C Feb. 5-7 *OMEA ALL STATE CONVENTION Columbus Feb. 27&28 ^OMEA Large Group Adjudication TBA BBHHS PERFORMANCE OPPORTUNITIES Sept. 28 NE Regional Orchestra Auditions TBA Cleveland State University Nov. 2 NE Regional Orch. Rehearsal TBA Cleveland State University Nov. 23 NE Regional Orch. Rehearsal TBA Cleveland State University Nov. 24 NE Regional Orch. Concert 3:30 pm CSU/Waetjen Auditorium Dec. 11 *BBHHS Choir Concert 7:00 pm Auditorium Dec. 12 *NHS Inductions 1:00 pm Auditorium Feb *Ticket to Broadway 7:00 pm Auditorium April 30-May2 *Spring Musical 7:00 pm Auditorium June 6 *Commencement 2:00 pm State Theater FUNDRAISERS Sept. 4 Enterprise Fundraiser Sept. 25 Fundraiser at Honey Hut 6:30 8:30 pm Honey Hut, Brecksville Nov. 7 Poinsettia Fundraiser Dec. 6 Poinsettia Pick Up 3:00 pm Auditorium Dec. 10 Enterprise Fundraiser Pick-up 20

21 Student Agreement Handbook Agreement Form (Please Print and return by 9/15) I,, have read the contents of the Brecksville- Broadview Heights High School Orchestra Handbook and agree to all of the material therein. I understand that all the expectations and consequences legitimately apply to me. I will always give an honest effort to support the Brecksville-Broadview Heights High School Orchestra, and I will be present at all required orchestra events. Student Signature Date Parent Agreement I,, have read the contents of the Brecksville- Broadview Heights High School Orchestra Handbook and agree to all of the material therein. I understand that all the expectations and consequences legitimately apply to my child. I will always give an honest effort to support the Brecksville-Broadview Heights High School Orchestra, and I will always provide my child with the means to attend required events. Parent Signature Date This document is intended to support the orchestra director s plan to hold each student accountable for inappropriate classroom behavior as well as co-curricular events. Students who are not present at required orchestra concerts & rehearsals might be subject to a lower academic grade in their orchestra class. 21