WELCOME! Ms. Kristin Gates.. Teaching at Birch Grove, Park Brook, Zanewood Voice mail: , mailbox

Transcription

1 WELCOME! We're glad you are going to be part of the Band! No doubt you still have many questions about the program. This handbook is intended to address concerns and expectations of both students and parents. Take time before the first lesson to review these materials together. Please feel free to contact your band teacher at any time with concerns, or for additional information. Ms. Kristin Gates.. Teaching at Birch Grove, Park Brook, Zanewood Voice mail: , mailbox Mr. John Olson.. Teaching at Birch Grove, Basswood, Crest View, Garden City, Woodland Voice mail: , mailbox Mr. Kevin Rassier... Teaching at Elm Creek, Fernbrook, Rice Lake, Rush Creek Voice mail: , mailbox Ms. Jane Ruohoniemi.. Teaching at Edinbrook, Oak View, Palmer Lake, Weaver Lake Voice mail: , mailbox

2 THE BEGINNING BAND PROGRAM IN BRIEF The major goal of the sixth grade band experience is to build technique. This is accomplished through the weekly lesson program. Students are combined in small groups of like instruments that meet approximately 30 minutes. Lessons are scheduled during the school day. BETWEEN LESSONS, STUDENTS ARE EXPECTED TO INVEST APPROXIMATELY TWO HOURS EACH WEEK IN HOME PRACTICE. On occasion, the small lesson groups at each elementary school may be combined to form a full band. Sixth grade band students from across the district will join together in a concert on Tuesday, May 3. Information will be distributed in February. Attendance at the rehearsals and concert is most important. Please plan early so conflicts will be avoided. AREAS OF STUDY IN BEGINNING BAND Tone Production. Proper embouchure (mouth formation) or mallet/stick control (percussion). Characteristic tone quality. Breathing. Posture. Articulation. Holding the Instrument. Finger and hand positions. Angle of instrument. Posture. Music Reading. Letter names of staff and notes. Key signatures. Fingerings. Time signatures. Note values and counting. Musical terms. Instrument Care. Preventive maintenance. Group Dynamics. Cooperative behavior. Personal contributions and responsibilities. Preparation of music.

3 STUDENT EXPECTATIONS 1. Demonstrate a genuine desire to learn to play your instrument. Expect to invest 20 minutes or more of practice 4-5 times each week. 2. Demonstrate proper practice habits both at school and at home. Warm-up properly. Learn your part to the best of your ability. 3. Take responsibility for attending each lesson with your instrument, music, and other supplies. 4. Take care of your instrument. Do not chew gum, candy or food before or during practice. Sugar and food particles will damage and clog the instrument. Play only on your instrument, not other students' instruments. 5. Communicate any problems or concerns with the band teacher. PROGRESS REPORTS Progress reports will be sent home throughout the year. These evaluations will indicate student achievement as S for satisfactory or N for needs attention. Additional comments will expand upon these markings. It is highly recommended that all students continue at least through the first progress report, and determine further participation only after reviewing the report.

4 SELECTING THE PROPER INSTRUMENT A number of factors contribute to a "best match" and the probability of a successful experience, including: the student's physical characteristics and sense of pitch and rhythm; the first sound the student is able to make on an instrument; the student's idea of what he or she has always wanted to play; the student's disposition and reaction to challenges; and the number of students playing each instrument. FLUTE Arms are long enough to hold the flute easily to the mouth while fingers cover the keys correctly. Short arms tend to result in a lopsided embouchure. The little finger of the left hand must reach the G# key. Lips must be smooth and not too thick. A bead of skin in the center of the upper lip tends to make it difficult to form a tight embouchure. A clear tone is produced easily on the head joint alone, both open and closed. CLARINET Hands are large enough to hold the clarinet properly and cover the tone holes Fingertips are big enough to cover the tone holes. Lower teeth are smooth and free of sharp edges. Top front teeth are even. Student can produce the tone "F" on the mouthpiece and barrel. SAXOPHONE Hands are large enough to hold the saxophone properly and to reach the B keys. Lower teeth are smooth and free of sharp edges. Top front teeth are even. Student can produce the tone G# on the mouthpiece and neck. TRUMPET FRENCH HORN TROMBONE BARITONE Student is able to buzz lips. Thin lips tend to be better suited for trumpet and French horn. Thicker lips tend to be better suited for baritone, trombone, and tuba. Arms must be long enough to reach lower positions on trombone. Sense of pitch is very important. PERCUSSION Previous study on piano provides a strong foundation for playing the mallet instruments. Strong sense of pulse is extremely important. Good coordination between foot-tapping and rhythm playing. Note regarding instrument selection: Large instruments, such as the trombone, tenor saxophone, French horn, baritone, and large percussion kits will not be allowed on the bus. If your child plays one of these instruments, you may need to transport the instrument to and from school on lesson days. A second instrument may be available to use at school for a nominal rental fee.

5 STUDENT-OWNED INSTRUMENTS Students must secure their own flutes, clarinets, saxophones, trumpets, trombones, and percussion kits. We encourage parents to rent their instrument at the beginning of the year. The following brand names are suggested for beginning band students: FLUTE SAXOPHONES TROMBONE Gemeinhardt Vito Conn Artley Keilwerth Getzen Buffet Yamaha Holton Yamaha Conn King Holton Bundy Yamaha Jupiter Jupiter Besson Armstrong Armstrong Olds Vito Buffet Sonora A to G CLARINET TRUMPET Buffet Yamaha PERCUSSION KIT LeBlanc Vito Getzen (bells must have 2.5 octaves) Yamaha Bach Vic Firth Bundy Holton Yamaha Armstrong Conn C & B Jupiter King Ludwig Bliss Besson Pearl Olds If you are considering a used instrument, or brand not listed, feel free to contact any of the district band directors for their evaluation of the instrument. A used instrument of one of the brands listed above usually will serve you better than a new instrument from a brand not on the recommended list. An instrument must be in good playing condition to enable your student to progress normally. We recommend all band students take advantage of a rental or lease-to-purchase program rather than purchase an instrument for the beginning period. Each music store listed below has one of these programs. Feel free to compare prices and services among these, and other stores, before making a decision. A to G Music. see ad on the next page Eckroth Music ( school code: 2501) Groth Music Reynolds Music see ad on the next page Schmitt Music... see ad on the next page

6 A SPECIAL THANK YOU TO THESE AREA MUSIC STORES FOR THEIR SUPPORT OF THE DISTRICT 279 BAND PROGRAM!

7 SCHOOL-OWNED INSTRUMENTS The district owns a limited number of French horns, and baritones. These instruments are available through your band director. The rental fee is $ per year. A rental contract will be issued at the start of the lessons and is due back to the band director, with the rental fee, immediately. The district also owns a limited number of flutes, clarinets, trumpets and trombones. Students qualifying for Free/Reduced Lunch are eligible to use these instruments. Qualifying students selected to play clarinet will be responsible for the cost of reeds and supplies. ALL students need a folding music stand for their home practice. The stand can be purchased at one of the local music stores. REPAIR OF INSTRUMENTS The success a child experiences on a band instrument is dependent upon having an instrument in good working condition. Problems can be prevented if: an instrument is cleaned and returned to its case as soon as it is done being played. an instrument is treated as a valuable possession. Only the student should play it. When an instrument is not working, it should be examined and adjusted or repaired as quickly as possible. The band director may be able to make minor adjustments, but broken parts, bent keys, or missing pads require a trip to the repair shop. Do not attempt to fix the instrument or pull a stuck mouthpiece at home! Student-owned instruments can be repaired through most music stores, and you may wish to go back to the company renting the instrument. Another option is to contact one of the independent repair technicians in the area: Johnston's Musical Repair ( ) Davenport Repair ( ) rd Ave. N. Schmitt Music Centers Osseo Brooklyn Center This listing is provided only as a service to students and their families, and is not intended to be an exclusive endorsement of repair services. School-owned instruments should be brought to school. The band director will see that it is repaired. Do not take a school-owned instrument to a repair shop.

8 PLAYING TIPS FOR STUDENTS Why would you want to play your instrument? So you can play the music! Investing time and effort into your practicing can result in a big pay-off. Do it right! 1. Play your instrument often and regularly. In the beginning stages, 20 minutes per day is recommended. Many students choose to practice the same time every day, like right after school or after the supper dishes are finished. 2. Find the best place in your home to play. Look for some place where you will not be interrupted by the television, the phone, or other members of your family. 3. Set your music on a music stand. This can speed your progress because it allows you to sit tall and take in the air necessary to produce a good tone. 4. Stand or sit tall. Help your body take in air, and your fingers work freely. 5. Hold your instrument correctly. 6. Work for a nice sound. Never make fun of strange sounds that others may make. 7. Stop and work on difficult measures slowly and carefully. Practice them over and over before you play the whole song again.

9 TIPS FOR PARENTS Your student is learning a new skill. He or she will need your encouragement and support in order to succeed. 1. Show an interest in your child's band experience. Support him or her through frustrations, and enjoy progress together. Give your child feedback as you sign his or her weekly practice record. Encourage good work in other studies, too. 2. Encourage good playing habits. Assist your student in setting up a regular time and quiet place for practice. Provide a music stand and necessary supplies, like reeds and valve oil. 3. Assist in the care of the instrument. It should be cleaned after each use, and stored immediately in the case. Only the student should play the instrument, no one else. If an instrument is not working, it should be examined and adjusted or repaired as quickly as possible. The band director may be able to make minor adjustments, but broken parts, bent keys, or missing pads require a trip to the repair shop. Do not attempt to fix the instrument or pull a stuck mouthpiece at home! 4. Band is both an individual and group endeavor. Reinforce skills needed to participate as part of a group, including responsibility, dependability, ownership, and attention. Teach your student to be punctual for lessons and rehearsals. 5. Get to know the band director. Call or whenever you have questions or concerns.

10 KEYS TO STUDENT SUCCESS* IN BEGINNING BAND? Parents have attended the registration meeting and learned about the program. Students play an instrument that fits their physical characteristics and aptitudes. Students have a quality instrument in good working condition. Students attend weekly band lessons with their instrument and music. Students practice at least 4-5 times per week for 20 minutes. *Based on student achievement data collected in District 279