CREATING A CULTURE OF EXCELLENCE

Transcription

1 CREATING A CULTURE OF EXCELLENCE CHIP DE STEFANO 2016 ILLINOIS MUSIC EDUCATION CONFERENCE CLINIC OUTLINE INTRODUCTION CORE PHILOSOPHY Students are a reflection of their teacher. SETTING THE STANDARD & VISION Removing Resistance to Change, Modeling, Clinicians THE REHEARSAL Importance of Time, Planning and Preparation, Atmosphere, Pearl Moments THE REPERTOIRE Determining Quality, Performance Cycle STUDENT OWNERSHIP Motivation, Goals, Assessment FINAL THOUGHTS David Gregory: It has everything to do with the person on the podium. Sponsored by the National Band Association http//

2 No, because... Yes, if

3 RESOURCES RELATED TEXTS Pathways: A Guide for Energizing & Enriching Band, Orchestra, & Choral Programs - Joseph Alsobrook (GIA Publications) The Talent Code - Daniel Coyle (Bantam) The Little Book of Talent - Daniel Coyle (Bantam) Teaching Music with Purpose - Peter Loel Boonshaft (Meredith Music) Teaching Music with Passion - Peter Loel Boonshaft (Meredith Music) Teaching Music with Promise - Peter Loel Boonshaft (Meredith Music) Illinois Music Education Conference Handouts - Midwest Clinic Handouts - McCracken Middle School Band Resources - REFERENCED ARTICLES The Kids Play Great. But That Music - Stephen Budiansky (Washington Post) Mystery, Fire and Intrigue: Representation and Commodification of Race in Band Literature - Joseph Abramo (Visions of Research in Music Education)

4 MCCRACKEN MIDDLE SCHOOL SYMPHONIC BAND CONCERT PROGRAMS th Grade Recruiting Concert (September 27, 2011) Afterburn - Randall Standridge Four Breton Dances - Timothy Broege British Waterside - Percy Grainger, arranged by John Moss 4th Grade Recruiting Concert (September 29, 2010) Our Kingsland Spring - Samuel Hazo Suite from Bohemia - Vaclav Nelhybel I. Procession to the Castle II. Folk Tale III. Tournament IV. Round Dance When Johnny Comes Marching Home - Louis Lambert, arranged by Frank Erickson Annual Fall Concert (October 13, 2011) Afterburn - Randall Standridge Four Breton Dances - Timothy Broege British Waterside - Percy Grainger, arranged by John Moss Symphony #4 for Winds and Percussino - Andrew Boysen, Jr. I. Fast II. Smooth and Flowing III. Scherzo and Trio IV. Fast Annual Fall Concert (October 14, 2010) Our Kingsland Spring - Samuel Hazo Return of the Dawn Treader - Richard Meyer Chorale and Fugue - J. S. Bach, arranged by Larry Daehn Suite from Bohemia - Vaclav Nelhybel I. Procession to the Castle II. Folk Tale III. Tournament IV. Round Dance When Johnny Comes Marching Home - Louis Lambert, arranged by Frank Erickson Meyer Primary School Performance (November ) In the Forest of the King - Pierre LaPlante I. Le Furet Celtic Air and Dance - Michael Sweeney This Old Dude - Larry Neeck I m a Little Teapot - arr. Chip De Stefano Itsy Bitsy Spider - arr. Chip De Stefano Let s Go Band II - Andrew Balent Old MacDonald - Peter Reynolds All Through the Night - Peter Reynolds Meyer Primary School Performance (November ) This Old Dude - Larry Neeck I m a Little Teapot - arr. Chip De Stefano Itsy Bitsy Spider - arr. Chip De Stefano Let s Go Band II - Andrew Balent Old MacDonald - Peter Reynolds All Through the Night - Peter Reynolds Rainbow Connection - Paul Williams, arr. John Moss Sesame Street - Joe Raposo, arr. Paul Murtha

5 Winter Concert (December 8, 2011) In the Forest of the King - Pierre LaPlante I. Le Furet Emperata Overture - Claude T. Smith Celtic Air and Dance - Michael Sweeney Symphony #4 for Winds and Percussion - Andrew Boysen, Jr. IV. Fast Midwest Clinic Rehearsal Lab with Paula Crider (December 16, 2011) Celtic Air and Dance - Michael Sweeney Sempre Fidelis - John Philip Sousa Midwest Clinic Application Recording Session (February 27, 2012) Circus Days - Karl King Pageant - Vincent Persichetti Beginner Band Concert (March 7, 2012) Circus Days - Karl King Pageant - Vincent Persichetti Rhythms and Riffs - Brian Balmages IGSMA District 7 Organization Contest (March 10, 2012) Circus Days - Karl King Pageant - Vincent Persichetti Rhythms and Riffs - Brian Balmages IGSMA State Festival (April 28, 2012) Pageant - Vincent Persichetti When the Stars Began to Fall - Fred Allen Canarios Fantasia - Douglas Akey Winter Concert (December 9, 2010) Men of Ohio - Henry Fillmore Fantasy on American Sailing Songs - Clare Grundman Simple Song - Leonard Bernstein, arranged by Michael Sweeney Unraveling - Andrew Boysen, Jr. MENC North-Central Division Conference Ohio Professional Development Conference(January 28, 2011) Unraveling - Andrew Boysen, Jr. Simple Song - Leonard Bernstein, arranged by Michael Sweeney Fantasy on American Sailing Songs - Clare Grundman Mass from La Fiesta Mexicana - H. Owen Reed Diversion - Bernhard Heiden Foundry - John Mackey Men of Ohio - Henry Fillmore Midwest Clinic Application Recording Session (February 21, 2011) Men of Ohio - Henry Fillmore Fantasy on American Sailing Songs - Clare Grundman Beginner Band Concert (March 16, 2011) Prestissimo - Karl King Ancient Dialogue - Patrick Burns A Copland Tribute - adapted by Clare Grundman IGSMA District 7 Organization Contest (March 12, 2011) Prestissimo - Karl King Ancient Dialogue - Patrick Burns A Copland Tribute - adapted by Clare Grundman IGSMA State Festival (April 29, 2011) Prestissimo - Karl King Ancient Dialogue - Patrick Burns Chorale and Capriccio - Ceasar Giovannini

6 University of Illinois Superstate Concert Band Festival (May 4, 2012) Pageant - Vincent Persichetti When the Stars Began to Fall - Fred Allen Canarios Fantasia - Douglas Akey Spring All-Bands Concert (May 21, 2012) Canarios Fantasia - Douglas Akey The Lonely Bull - Herb Alpert, arranged by Eric Osterling Klezmer Dances - Stephen Bulla Blackwater - Fergal Carroll University of Illinois Superstate Concert Band Festival (May 6, 2011) Prestissimo - Karl King Unraveling - Andrew Boysen, Jr. Ancient Dialogue - Patrick Burns Chorale and Capriccio - Ceasar Giovannini Spring All-Bands Concert (May 16, 2011) Prestissimo - Karl King Chorale and Capriccio - Ceasar Giovannini The Beatles: arranged by Michael Brown Music from Wicked - arranged by Michael Sweeney additional concert programs at

7 MASLOW S HIERARCHY OF NEEDS Self Actualization Esteem Belonging Safety Physiological

8 CAROL DWECK RESEARCH 400 New York Fifth Graders Every child given a test of fairly easy puzzle problems Given score Praised for Intelligence You must be smart at this. Given score Praised for Effort You must have worked really hard. Would you like a harder test or an easier test? Most chose the easier test. Over 90% chose the harder test. All kids given same test. Difficult. No kids did well. Hated the harder test. Dug in. Tried multiple strategies. Later said they liked it. All kids given the same test the same difficulty as the initial test. Scores 20% lower Scores 30% higher

9 Using Goal Sheets for Student Motivation Chip De Stefano Ninety percent of being a band director is motivating others. We must motivate our students to practice and strive for excellence. We convince parents to purchase quality instruments and to secure a private instructor for their children. We also spend time advocating the importance of music education and securing monetary support from our administrators. Finally, we must motivate ourselves to stay up for every rehearsal and lesson, even on those days that we are physically and emotionally spent. Having your students fill out goal sheets can serve as a terrific tool for student motivation. Students feel ownership of their learning when they feel they have an impact on the final result. By reading our students goals, we have an awareness of their hopes for the program and where they would like to see themselves at the end of the year. Once we have this knowledge, we can help them reach these goals and, in some cases, shape their expectations to a more educationally sound foundation. Once incorporated, students become much more intrinsically motivated to learn, improve, and take responsibility for their musical education. There are a few things educators can do to make goal sheets effective: 1. Let the students know your goals for the program. Students, especially younger ones, can have a skewed perception of what our hopes for them and the ensemble are. By listing our goals for the ensemble, we can clear up some of these misconceptions and the students see what is truly important to us. Be sincere while listing your goals for yourself and ensembles. Keep your standards and expectations high. Putting our own goals down on paper has an additional side effect. It keeps us honest with ourselves concerning our own learning and ensures our continued growth as musicians and teachers. 2. Have the students set personal goals and ensemble goals. Left uninstructed, most students will primarily focus on their personal goals (making honor bands, solo and ensemble results, and chair placement). By having students also set ensemble goals, they are forced to come up with goals that have nothing to do with extrinsic rewards, and may be more educationally sound. Insist that your students put thought into this assignment. Inevitably, some will just write one or two word fragments in order to complete the assignment as quickly as possible. Ask the offending students to repeat the assignment as many times as it takes to fix the problem. 3. Give written feedback to each student s goals. It s not enough for our students to know where they want to be. They must also know how to get there. Giving written comments, also provides us with the opportunities to push private lessons, extra practicing, and guide our students towards our educational philosophy. This written feedback can also be used to de-emphasize the importance of contests and stress the importance of the quality of performance and what we learn about the music. Try to keep the students minds on improvement, and not just on their personal chair placement.

10 Be positive and encouraging with your remarks. Make sure it s clear that they have your complete support, no matter how difficult achieving their goal may be. It some cases it may be necessary to outline a step by step plan for them to achieve their goal. Have the students obtain their parents signature on their goal sheet with your feedback. Insist that they post a copy of their goal sheet somewhere where they will see it every day. 4. Return the original goal sheets halfway through the year. Returning the goals sheets halfway though the school year can have additional motivational impact. Students either celebrate in their successes or realize that they may need to give a greater effort the remainder of the year. Either way, the students are able to assess their progress and set their sights on the future. Chip De Stefano received both his Bachelor of Music in Trombone Performance (1994) and Master of Music Education (1996) degrees from Northwestern University and is Currently in his sixth year as Director of Bands at McCracken Middle School in Skokie, Illinois. Under his leadership, the McCracken Middle School Symphonic Band has received first division ratings at all district and state organization contests of the Illinois Grade School Music Association. In 1999, 2000 and 2001 the McCracken Middle School Symphonic Band was invited to perform at the prestigious University of Illinois Superstate Concert Band Festival. The Symphonic Band received perhaps the two highest honors a middle school band in Illinois can be awarded with its unanimous selection as Honor Band at the Illinois Superstate Festival and its invitation to perform at the 2001 Illinois Music Education Association State Conference. As a published arranger and composer, Mr. De Stefano has received commissions from the marching bands of Northwestern University, Samford University, the University of Wisconsin-LaCrosse, the University of Idaho and dozens of high schools from across the United States. His works have been performed on ABC s 1996 Rose Bowl Halftime Show, Live with Regis and Kathy Lee, and WBBM News Radio 780. Mr. De Stefano s professional affiliations include the Music Educators National Conference, the Illinois Music Educators Association, the National Band Association, the International Trombone Association, and Phi Mu Alpha Sinfonia. Mr. De Stefano is a recipient of three National Band Association Citations of Excellence (1999, 2000, and 2001) and the 2001 Chicagoland Outstanding Music Educator award. He is active nationally as a clinician and adjudicator.

11 MCCRACKEN MIDDLE SCHOOL SYMPHONIC BAND GOAL SHEET NAME Mr De Stefano will not give out your to anyone. This will be used for reminders/news List 3 goals that you would like to see the Symphonic Band accomplish this year (Complete Sentences): As you know, Douglas Akey is writing the opening fanfare for our Midwest Performance. If you could name the piece, what would you call it? List 3 personal goals, related to band or your instrument, that you would like to accomplish this year (Complete Sentences): Mr. De Stefano s Goals for For the Symphonic Band, both as a group and as individual members, to behave, rehearse, and perform as professionals at all times. 2. For our preparation and performance at the Midwest Clinic to be one of the greatest experiences of my students lives. 3. For our performance at Midwest (and Superstate) to leave a lasting positive impression in the ears and minds of our audience members. Mr. Hatcher s Student Teaching Goals 1. Continue to develop and improve my teaching skills, such as communication and teacher effectiveness, including rehearsal techniques. Also, reinforce and improve my knowledge of all instruments and how to teach them (i.e. technique, pitch tendencies, common problems and how to fix it, etc.) 2: Practice being able to assess or evaluate, in detail, an ensemble s and individual s performance, addressing both the positive and negative. This may consist of improving error detection skills, having wider senses with both my eyes and ears, and have a better understanding of what I think they should sound like. 3: Learn more about the logistics and administration that goes on outside the classroom/rehearsal. This Goal Sheet must be turned in no later than Friday, September 1. Sheets that are poorly done, incomplete, or not written in complete sentences will be returned and will have to be resubmitted.

12 McCracken Middle School Bands Band Mentor Guidelines Thank you so much for agreeing to be a band mentor. Your work is going to help these students and our band program tremendously. When giving a lesson: Be POSITIVE These kids love band and are working very hard. Correct their mistakes, but do so in a positive manner. Ask me what they should be working on. Some are brand new to their instrument and need to just work out of the book. Others need help on their band music. Use a pencil to mark their music. This will help them remember how they should play it. Play with them. This will help them know what they should sound like. If something is too hard, slow it down, break it into small chunks Brass: Don t forget to have them buzz their mouthpieces. Buzz along with them. If you have any problems, or questions, do not hesitate to find me. When playing along with the 5th Grade Band: Be an outstanding rehearsal model otherwise it doesn t make any sense for you to be there. Use your pencil (on their music) A LOT. Mark things for them, especially when they make a mistake, no matter how small. Don t underestimate the power of the example you set. They will learn a lot from you. For Today: Please work on the Practice this Page Sheet #1 Let s Go Band All of it If time - Big Rock Candy Mountain If your student knows all their band music very well, everyone has an assignment in their green book that you can help them with.

13 HOPE PARK MCCRACKEN MIDDLE SCHOOL SYMPHONIC BAND PLAYING TEST 10/26/2011 Tested Excerpt: Semper Fidelis - Introduction Posture & Position: Incorrect Note Accuracy: (Performance error = -1 pt.) Inconsistent Correct Rhythm & Tempo: slows at end Inappropriate Very Inconsistent Inconsistent Appropriate Musical Expression: more detached throughout The combination of all musical elements, including markings around the notes, to create expressive phrases Non-Existent Tone Quality Fair Good Excellent Poor Fair Good Excellent TOTAL SCORE: 87 GRADE: B : A : A 83-92: B 70-82: C 0-69: F

14 Name MCCRACKEN MIDDLE SCHOOL SYMPHONIC BAND SELF-EVALUATION QUARTER 1, 2011 DUE TOMORROW, TUESDAY, OCTOBER 25 You don t receive a grade for band, but if you did, what grade do you think you d receive? Please take into account work ethic, practice habits, part preparation, attitude, attendance, rehearsal behavior, having materials for rehearsal, and anything else you can think of. Why did you give yourself this grade? What needs to happen in order for your self-assessed grade to improve?

15 Name: Music Survey (Elementary) Check one: Boy Girl Age: Grade: How many years have you taken music lessons outside of school? How many years have you participated in music groups outside of school? Item I am a good singer. Strongly Disagree Disagree Somewhat Disagree/ Agree Agree Strongly Agree I can keep a steady beat. Learning an instrument will be easy for me. I am good at making up songs. Teachers have told me I am good at music. My friends think I am good at music. My parents want me to play in band. I am praised for my musical talent. I want to become a good musician. I enjoy singing or playing music. I like to sing or play music for other people. I think I will be in band for a long time.

16 DAVID GREGORY: IT HAS EVERYTHING TO DO WITH THE PERSON ON THE PODIUM 1. You control the pacing, productivity, and climate of every rehearsal 2. Your students will reflect what they see in you from the podium 3. Be careful what you say and how you say it our students are very likely to misunderstand our best intentions 4. Profanity of any kind is TOTALLY unacceptable around students 5. Our students depend on us for all things musical 6. Our students choose us we must never forget that fact. 7. To each of our students we represent something different, and to each one we provide something special they possibly do not get anywhere else in their lives.