HOOD RIVER MIDDLE SCHOOL Band HAND BOOK

Transcription

1 HOOD RIVER MIDDLE SCHOOL Band HAND BOOK Anna Stipe Director of Music Hood River Middle School (541) ext. 3982

2 TABLE OF CONTENTS Letter from the Director..3 Mission Statement and National Standards..4 Course Descriptions....5 Music Calendar 6 Classroom Expectations and Procedures...7 Beginning/Concert/Symphonic Band Information...8 Grading Information 9 Instrument Rentals and Loans/Solo Ensemble/Parent Volunteer Information 9 Private Lessons and Local Instructors.10 Successful Practicing Techniques 11 PARENT/GUARDIAN RETURN FORM 12 (First Graded Assignment) 2

3 Anna Stipe: Director of Music August 2016 Dear HRMS Music Families, Whether you are a new sixth grader, or a returning seventh or eighth grader, I d first like to say a big welcome back to school and tell you a little about myself as your new music teacher. I went to high school in Salem, OR and graduated college from Eastern Illinois University. I have been teaching K-12 music over in Wallowa, OR the past two years and am excited to continue the thriving music program here at Hood River Middle School! We have an exciting school year planned, including bringing in guest musical artists, performing a new musical, and continuing our new annual tradition of Cultural Night (October 13). This year, I want your student to know that they matter to me, their peers, and this music department. Their individual skills as a person and musician are a vital part of what makes our department successful. I believe that every student should be given the opportunity to express themselves in life, and music is a great outlet for this expression. This syllabus will provide you with essential information needed for the school year, including concert dates/events, grading policies, and classroom procedures. Please write all concert dates and events on your calendar, as the participation of your child is important for each performance and their grade. Your child s first graded assignment of the year will be the final page of this syllabus- signed by a guardian and returned to Ms. Stipe by September 9 th. Finally, our beginning band night is September 8 th at 7pm in the music room. This event is open to any music student who wants to hear what we have planned for the school year. Beacock s Music will be here for anyone that needs to purchase music supplies. Thank you for your time and please feel free to contact me with any questions or concerns. Musically Yours, Anna Stipe anna.stipe@hoodriver.k12.or.us 3

4 Mission Statement and National Standards Our program believes in excellence through performing, character development, and community collaboration. Our philosophy is as follows: Pursuing excellence through the development of musicianship, self-discipline, individual expression, and cultural awareness to form a more cohesive and expressive community that will better serve others. Musicianship- Being a musician is a multi-faceted skill that students can develop and participate in their whole lives. Self-discipline- Singing or playing an instrument requires dedication, hard work, and responsibility. Performing in an ensemble teaches students the importance of practicing and working as a unified team. Individual Expression-As humans, we all have the need to express ourselves. Music offers a wonderful outlet for students to engage and express their creativity. Cultural Awareness- Through performing works of various cultures, time-periods, and composers, students can appreciate and learn about different musical customs. National Standards: The music program at HRMS is designed to give students a firm musical foundation during and after their middle school experience. The new National Standards incorporate many of the 21 st century skills necessary for students success not only in music, but also in society and higher education. The new National Music Standards focus on the following skill sets below through the lenses of composition and music theory, music technology, and ensemble/solo vocal/ instrument performances. Creating understanding how music is created both as a performer and composer Performing understanding how to select, perform, and critique musical performances Responding responding to music using social context, musical elements, and musical criteria Connecting understanding how social context and exposure can impact understanding and connection with music 4

5 COURSE DESCRIPTIONS Beginning Band Beginning Band is comprised of 6 th grade students and is designed to give each student a strong musical foundation on their instrument. Specific objectives include proper breathing techniques, the development of good tone, basic performance techniques, and music literacy skills. Students begin with one of the following instruments: flute, clarinet, alto saxophone, trumpet, trombone, baritone, or tuba. This is a year-long elective course with required performances throughout the year. During second semester, the brass and woodwinds will combine to form one ensemble. We are excited this year to again provide morning sectionals with community musicians! Cost is $80.00 (scholarships are available/please me for more information!) for 10 weeks and starts at the end of Sept- Dec. Registration is open on Community Education under Youth. Concert Band: *Prerequisites: Beginning Band Concert Band is comprised of 7 th grade students and focuses on refining their skills in tone production, ensemble blend and balance, musical expression, and individual musicianship. This ensemble uses all beginning band instruments and may also include bass clarinet, oboe, bassoon, or horn. This is a year-long elective course with required performances throughout the year. Symphonic Band: *Prerequisites: Concert Band Symphonic Band is comprised of students who have had two years of previous performing experience. Students in Symphonic Band focus on refining their artistry as individual and group performers while continuing to grow in their aural abilities regarding blend and balance, intonation, rhythmic accuracy and the production of good tone. This is a year-long elective course with required performances (including a festival) throughout the year. Jazz Band: *Prerequisites: Also enrolled in Beginning, Concert or Advanced Band Membership in the Advanced/Concert/or Beginning Band is required in addition to membership in jazz band. This group is audition based only. Students in the jazz ensemble learn jazz rhythms and styles, basic improvisation, and relevant jazz history and theory. Both concert and festival performances occur regularly. 5

6 HOOD RIVER MIDDLE SCHOOL BAND CALENDAR *indicate required concert events for grades 6-8 Please know that if any date changes are made or events are added, you will receive an and the announcement will be posted in the classroom, on Facebook, and on Twitter. Event Where When Beginning Band Night HRMS Music Room September 8 th, 7:00pm HRMS/HRVHS Football HRVHS Music October 7 th, 6:00pm Game (7 th and 8 th grade bands) Room Cultural Night (Jazz Band) HRMS Music/Science Building October 13 th, 6:00pm *HRMS Fall Band Concert HRMS Auditorium November 10 th, 7:00pm Musical Audition HRMS Music Room November 16, 17, & 18 during student lunches Music/FACS Fundraiser HRMS Cafeteria December 8 th, 7:00pm OMEA All-State Conference (selected students) Eugene, OR January *HRMS Winter Band HRMS Auditorium January 19 th, 7:00pm Concert Oregon Symphony Field Trip Portland February 9 th, morning (6 th grade only) HRMS Musical HRMS Auditorium February 23&25, March 3&4, Times TBA Solo and Ensemble (open to all) Portland February TBA Mid-Columbia Honor Band The Dalles March 5&6 (selected students) Band Festival The Dalles March 13 th *HRMS Spring Band HRMS Auditorium March 16 th, 7:00pm Concert Gorge Jazz Festival (Jazz Band The Dalles April TBA only) Elementary Tours (Jazz Band only) May St. and Westside Elementary Schools April TBA *HRMS End of the Year HRMS Auditorium June 1 st, 7:00pm Band Concert HRMS Spring Tea/Talent Show HRMS June 9 th 6

7 Classroom Expectations The HRMS music program believes that musical excellence occurs from high standards in both classroom behavior and musical ability. Being involved in music is a privilege and a way to proudly represent the Hood River community and school. Below are the classroom expectations and discipline procedures for rehearsals. Daily Procedures When the bell rings, student will be in their seat with: 1) Instrument 2) Music 3) Pencil The board will list our agenda for the day and students are expected to read the board and be prepared for what is listed. At the end of class, students will wait to be dismissed. This will help insure a safe environment for all students and instruments. Rehearsal Rules: Discipline Procedures 1) The student will receive a verbal warning. 2) The student will be moved to another seat in the classroom and a minor warning will be written. 3) The teacher will contact the parents/guardians and/or give an office referral. 1) Be positive and have a Growth/I CAN DO THIS mindset 2) Only WATER allowed in the classroom. 3) Respect each other, the rehearsal room, and the instruments 4) Ask questions when you don t understand something! 5) Be prepared and on time 7

8 HRMS Band Information Performance Attire 1) White-collared, long-sleeved dress shirt (or long-sleeved blouse for girls) 2) Black dress pants (not jeans)/or full length skirts for girls 3) Black, closed-toe dress shoes (no flip-flops) 4) Black socks Instrument Supplies To ensure that each instrument is maintained and well equipped, additional supplies are needed. Flutes: Swab and cleaning cloth Clarinets and Saxophones: Cork grease, a cleaning swab and reeds (2-4 a month). A neck-strap is also needed for saxophones. The two recommended brands for reeds are Rico Royal or Vandoren. Trumpets and Baritones/Tuba: Slide grease, valve oil, mouthpiece brush, cleaning supplies Horn: Valve oil and mouthpiece brush Trombones: Slide oil, tuning slide grease, mouthpiece brush, cleaning supplies Percussionists: Pair of concert sticks (5A), timpani mallets, and a stick bag All students should keep a pencil in their music folder for marking rehearsal notes. Music stand, metronome, and a tuner are useful for practicing at home. Classroom Materials/Instrument Storage Concert Band and Symphonic Band will use a variety of materials for classroom learning and performing. Students are expected to keep track of their music and method books and will be assigned a folder slot in the music room. Students will be responsible for replacing any lost or damaged materials. All students will be given a space in which to store their instrument. If that space is in the hallway, the student will also be given a lock. These locks are to be returned at the end of the year. Check-off List for Band Instrument and Instrument Supplies Pencil and Music Stand/Tuner/Metronome (helpful for practicing at home) Participation Form (Due September 9 th ) Concert Attire (Do not wait until the last minute to purchase) 8

9 Grading: 1) In-Class Assignments 25 points 2) Quarterly Projects 25 points (Forms available on-line and outside music room) 3) Written/Performance Tests 50 points 4) Concert Attendance and Performance 100 points 5) Skill Based Class Evaluations 50 points 6) Weekly Practice Cards 10 points (Forms available on-line and outside music room) Instrument Rentals and Loans Students can rent an instrument through Beacock s Music in Vancouver. Many choose the rent-to-own option which allows each monthly payment to go towards the owning of the instrument. Please see Ms. Stipe if finances are an issue. No student will be denied the opportunity to participate in band from a lack of financial resources. Students who would like to rent an instrument directly from HRMS, can contact Ms. Stipe for the availability of each instrument and its annual cost. A contract will need to be signed upon the issuing of the rental. Please make checks out to Hood River Middle School. Solo and Ensemble Solo and ensemble is an event within the area that allows students to perform alone or in a group for an adjudicator. Although not required, the experience is a wonderful educational outlet for students to experience the process of preparing and performing a solo. Additional information will be provided later within the school year. Parent Volunteer Information Members of our Music Booster s Club and parent volunteers are essential to the success and support of our music program! Throughout the year I will for various support with events, fundraisers, fieldtrips, and concerts. If you are available to help, it would be appreciated! 9

10 Private Lessons and Local Instructors *Chris Heinemeyer is a local musician and able to teach most instruments chris_heinemeyer1@yahoo.com Flute: Lauren Wenger wengerl88@gmail.com Corrie Cook (Gresham) (503) or (503) Rachel Anderson (Gresham) (503) Clarinet: Kathy Hannen-Smith or Saxophone: Clark Bondy (Gresham) (503) Phil Baldino (Gresham) (503) Trumpet: Kate Dougherty Horn: Mary Grant (Gresham) (503) Tom Mueller (Gresham) (503) Bill Stalnaker (Gresham) (503) Tbone/Btn: Aaron Eckert eckertaaron@yahoo.com Hugh Amick hugh.amick@gmail.com Tuba/Bass Jerry Keith jerrykeith3@gmail.com Drums: Jeff Minnick Piano: Diana Bederbide Kathy Apland Linda Taylor or Kathy Hannen-Smith or Holly Williams Guitar/Uke Larry Wyatt Al Hare (also does electric bass) Violin: Kathy Apland Chari Bickford chari.moosemaid@gmail.com Voice: Mark Steighner msteighner@gmail.com Lynn Thomas mzmz4143@saw.net Sonja Decker padme@gorge.net 10

11 Successful Practicing Techniques: Practice Tips: 1) Establish a routine time and place where you can practice daily. Make sure you have a chair that allows you to sit up properly and a music stand. Below are some tips to help your student achieve success when practicing 2) Always listen to the tone you are producing. Aim for beautiful tone all the time! Things that will get in the way of producing a good tone include bad/old reeds, loose or improper embouchure, and/ or lack of breath support. 3) Divide your practice time into three different parts: Warm-up: Carefully assemble your instrument. Play long tones from a scale and/or lip slurs to help set your embouchure and air. (Use warm-ups from class or from your method book.) Isolate Difficult Passages: Look at passages within the method book or music that you struggle with and isolate them. Remember that practice does not make perfect, but rather permanent. Play difficult passages at a slow tempo until you have the correct fingerings and rhythms. Perform: End the practice session by performing a piece that you enjoy! Give a concert performance for your family and/or friends. Carefully clean/swab your instrument and put away in its case. Although not required, a metronome and tuner are also great tools for practicing. You can often access FREE apps on your cellphone for both of these tools. Suggested Practicing Tools Fingerings Rhythms Tone 5 x in a row with no mistake Start slow, then speed up Start in different spots Change up the rhythm Take small bites (pick two or three note chunks) Count and clap Play it on one note Take out the slurs Use a metronome Sing it Long tones Experiment with your tongue placement Breathing exercise Crescendo Drill Check embouchure, posture, and hand position 11

12 PARENT/GUARDIAN RETURN FORM Please keep this packet to reference throughout the year. This page can be returned to Ms. Stipe by Friday, September 9. This will be your child s first graded assignment. Also, if you would like to volunteer/support the band program, please indicate below. Thank you! I have read through the expectations of this class and understand what is expected of my child. I have written the concert dates on my calendar. (parent/guardian signature) I have read through this syllabus and understand what is expected of me. (student signature) Volunteering Information: Please check all options that you may be interested in: : Chaperoning events/festival trips : Helping/recording at concerts : If have musical background, volunteering time in the classroom : Fundraising / Grant writing : Helping with the Musical : Other 12