White Bear Lake High School Bands Syllabus 2010-2011

White Bear Lake
High School
Bands
Syllabus
2010-2011
Shannon Anderson & Jeremy Rockford, Directors
White Bear Lake High School
Band Department
Jeremy W. Rockford, Director of North Winds, Varsity Band, North Concert Band, North Jazz
ensembles, Pep Band
651-653-2938
[email protected]
Shannon A. Anderson, Director of South Symphonic Band, South Concert Band, Jazz ensembles, Pep
Band, A.P. Music Theory
651-773-6232
[email protected]
Mission Statements
District
White Bear Lake Area Public Schools
Independent School District 624
Leading minds to learning,
Hearts to compassion,
and Lives to community service.
North Campus High School
South Campus
“Committed to Excellence”
Bear Expectations at South:
"BEAR ESSENTIALS"
EXPECTATIONS FOR LEARNING
Be on time
Effort is important
Always bring materials
Respect everyone
Study and use time wisely
Be positive and have a sense of humor
Be respectful of yourself, others and property
Be involved and always do your best
Be in class on time and prepared
Be honest with yourself and others
Be safe, stay healthy
Music Department
Students will experience musical excellence, diversity and personal
growth through performance in band and choir.
Tentative Band Performance Calendar 6th-12th grade
Date
8/31/10
9/2/10
11/15/2010
9/10/10
9/17/10
Day
Time
Tues
7:00 p.m.
Thurs
Mon
Fri.
Fri.
6:30 p.m.
7:00 p.m.
6:00 p.m.
3:00 p.m.
9/17/10 Fri.
6:00 p.m.
10/8/10 Fri.
6:00 p.m.
10/20/10 Wed. 6:00 p.m.
11/16/2010 Tues 7:00 p.m.
Nov, 12, 13, 18, 19 & 20 @ 7:00
p.m.
& 2:00 p.m. on the
13th
12/3/2010
Fri.
A.M.
12/9/2010
Thur.
1:15 p.m.
12/6/2010
12/13/2010
1/11/2011
1/11/2011
1/13/2011
1/18/2011
1/13/2011
2/5/2011
Mon
Mon
Tues
Tues
Thurs
Tues
Thurs
Sat
7:00 p.m.
7:00 p.m.
6:30 p.m.
8:00 p.m.
7:00 p.m.
7:00 p.m.
7:00 p.m.
all day
2/7/2011
2/26/2011
Mon
Sat
All day
all day
3/8/2011
3/10/2011
Tues
Thurs
TBA
7:00 p.m.
4/7/2011
5/9/2011
5/5/2011
5/12/2011
Thurs
Mon
Thurs
Thurs
7:00 p.m.
7:00 p.m.
7:00 p.m.
7:00 p.m.
5/16/2011
5/17/2011
5/19/2011
5/23/2011
Mon
Tues
Thurs
Mon
6:00 p.m.
7:00 p.m.
7:00 p.m.
7:00 p.m.
Event
North & South Pep
band rehearsal
North & South Pep
band rehearsal
South Band
Football pep band
Homecoming parade
Football pep Band/
homecoming
Football pep band
Football pep band
North Band
Location
Musical
North
Rockford & Snell switch
teaching assignments
th
8 grade bands visit
North
North/
Sunrise
South Jazz Bands
North Jazz Bands
SPMS Band 6
SPMS Band 7
SPMS Band 8 & Jazz
CMS Band 6
CMS Band 7/8
Night Club
S.E.C. music festival
(South Symphonic
Winds only)
Inst. Solo/Ens
South
North
SPMS
SPMS
SPMS
District
District
South Café
Inst Large Group
North & South Bands
9 -12 Inst Chamber
Music
SPMS Band 8 & Jazz
North Band
SPMS Band 6/7
Secondary Night of
Jazz
CMS Band 6/7
CMS Band 8
South Band
South
South
South
South
Downtown
South
South
South
District
North
Woodbury
TARTAN
Stillwater/
Tartan
St. Andrews
South
SPMS
District
SPMS
District
(lawn)
District
District
South
*All band students in grades 9-12 participate in Fall pep band. Conflicts due to Varsity
athletics and cheerleading are excused.
Welcome to the 2010-2011 school year!
Band is a year long course of study and worth one credit. Students will experience many different
instrumental playing situations throughout the year.
What you can expect this year:
Student Behavior in Rehearsal
Your Objective: To model excellence, both as a person and as a group.
The truly great band student is one whose objective is to pursue musical learning by
seeking to expand their knowledge, understanding, appreciation, skills and
experience in music. One must develop an initiative to lead and be an “example”
with an attitude of cooperation, maturity, dependability, honesty, friendliness,
dedication and commitment to excellence.
Key points:
Listen:
To the instructor, to each other, as well as to the music that is created.
(tone, dynamics, articulation, accuracy, intonation, etc.)
Respect:
Each other, the conductor, guests, other ensembles and teams, and all
property entrusted to the ensemble. Everything and everyone in band
should be treated as an irreplaceable treasure
Model excellence:
Be the 1st in place for rehearsal, enable your section to succeed, bring
all equipment and materials needed to rehearsal, and be the one that
others can count on. You are someone who can lead from any chair
and model the qualities of a servant leader. (The golden rule applies
here) We are on display to our school and our community. What will
they see?
“Band success – Starts with ME”
Mr. Rockford’s & Mrs. Anderson’s
Mission Statement:
To help students:
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experience a wide variety of instrumental music making
grow musically to the level that they are capable
love music and music making
value music making for a lifetime
connect with a variety of musical mentors and musical instructional styles
perform with excellence
serve their community as well as entertain their community
develop a sense of pride in instrumental music making at White Bear Lake North
& South High Schools
Band experiences this season
Expect to:
Accomplish things you didn’t think you could
Be respected
Have new musical experiences
Have opportunities to lead
Get tired
Be frustrated
Have fun
Things your Director will do for you
Your Band Director will:
Listen to your input (musically and verbally)
Respect you and your property
Lead you
Give his/her best
Things your Director will not do for you
Your Band Director will NOT:
Pick up your messes
Accommodate your lack of preparation
Lower standards of musical excellence
Give up
Music literature selection
As a performing class, the band uses quality music literature to encourage student achievement and
growth. Music literature for the season is chosen with the following developmental goals in mind:
1) Development of Tone Quality
2) Development of a strong sense of good Intonation
3) Development of Technical Abilities
a) Proper tonguing technique and speed
b) Proper fingering technique and speed
c) Embouchure flexibility and strength
d) Use of embellishments such as trills, turns, grace notes, etc.
4) Development of Rhythmic Skills
5) Development of Musical Elements of Performance
a) Various skills in interpretation
b) Awareness and control of dynamic levels
c) Knowledge of musical terms of all types
d) Development of phrasing skills
e) Development of articulation skills
f) Accents and note duration markings
6) Development of Physically Related Skills
a) Proper breathing
b) Proper posture, both sitting and standing
c) Ability to play well both seated and standing
The above developmental goals are encouraged in every performing setting. (Large group and
Sectional work)
Grading
60%
Rehearsals/ performances
40%
Assessments and homework (Assessments will include written and/or performing measurements of the
(developmental goals, proper warm-up, preparation, use of class time,
quality of performance alone and with others, and punctuality) 5 points will
be given for each rehearsal, 10 points per pep band performance, 21 points
for sectionals, 100 points per large group performance
above developmental goals and can include other projects throughout the
year. In addition, practicing is an expectation for band. )
Name ___________________
Date __________
Band hour
1 2 3 4 5 6
Band Performance Rubric 21 pts.
Not Yet
Almost
Meets Standards
Exceeds Standards
Sound Unclear/Fuzzy
and Unsupported
0
Many Wrong Notes
0
Several Missed Notes
1
Consistently Clear
and Supported
Sound
2
Rhythms
Consistently
Accurate
2
Most Notes Correct
2
Always Uses a Clear
Sound that is Supported
3
Most Rhythms
Inaccurate
0
Occasionally
Unclear/Fuzzy and/or
Unsupported
1
Several Rhythms
Inaccurate
1
Improper Hand
Position and/or Poor
Posture
0
No Distinct
Articulation
0
Adequate Band
Position and/or
Posture
1
Inconsistent
Articulation
1
Interpretation
*5
No Evidence of
Interpretive Decision
Making in
Performance
0
Inconsistent
Interpretive Decision
Making in
Performance
1
Good Hand
Position and/or
Posture
2
Consistently
Followed
Articulations
Marked
2
Consistent
Interpretive
Decision Making in
Performance
2
Preparation
and Effort
*1-6
No evidence of
preparation and little to
no effort put into the
performance
0
Adequate preparation
and effort given to get
through the performance
1
Good preparation and
effort demonstrated in
the performance
2
Tone
*1,2
Rhythm
*4
Notes
*3
Posture/Hand
Position
*6
Articulation
*3,5
*Course Goals
1) Development of Tone Quality
2) Development of a strong sense of good Intonation
3) Development of Technical Abilities
a) Proper tonguing technique and speed
b) Proper fingering technique and speed
c) Embouchure flexibility and strength
d) Use of embellishments such as trills, turns, grace notes, etc.
4) Development of Rhythmic Skills
5) Development of Musical Elements of Performance
a) Various skills in interpretation
b) Awareness and control of dynamic levels
c) Knowledge of musical terms of all types
d) Development of phrasing skills
e) Development of articulation skills
f) Accents and note duration markings
6) Development of Physically Related Skills
a) Proper breathing
b) Proper posture, both sitting and standing
c) Ability to play well both seated and standing
Rhythms Always
Accurate
3
Always Plays Correct
Pitches
3
Confident Hand Position
and Posture
3
Always Followed
Articulations Marked
3
Interpretive Decision
Making in Performance
shows great attention to
detail
3
Excellent preparation and
effort demonstrated in a
performance that applies
artistry to technical demands
3
Extra Credit
(All areas need prior approval and verification from your Director)
Quarter grades will be raised 1/3 beginning at 50 extra credit points, and an additional 1/3 for each
successive 50 points. Please think ahead! Extra credit is not a substitute for CREDIT. Extra credit
opportunities can not just be created at the end of a quarter. Work on accumulating extra credit
experiences during the beginning and middle parts of the quarter.
1. Private Lessons: - 100 points
(The equivalent of one 30-minute lesson per
week for 9 weeks)
2. Attendance at a Concert or Clinic: - 25 points
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Minnesota Orchestra
St. Paul Chamber
Century College ensembles
South Campus Band or Jazz
College Band or Jazz
3. Non- School Performance: - 25 points
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GTCY’s, MYS
Church
Special Ensembles
School Musical
Etc.
4. Responsibility and Leadership: - 5-25 points
Music Library
q Doubling
q Assisting with Fund raisers
q Leading Sectionals
q Etc.
_________________________________________________________________________________
Extra Credit concert critique questions
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Include your name, the date of the concert and the name of the performing group in the upper
right corner of your critique.
Use one of the following evaluation rubrics to evaluate the performance:
1. M.S.H.S.L. solo/ ensemble/ large group judging form
2. S.E.C. evaluation form
3. Band performance rubric
Complete the evaluation form and make sure to include comments.
Please include a program and the names of the pieces performed:
o What piece would you like to play? Why?
o What specific things about this group should be borrowed to enhance the performance of
your own group?
White Bear Lake Bands
Teacher’s Assistant (T.A.) job description and application
Job Description:
1. Help the teacher with band tasks for 50-60
minutes each week.
2. Worth 50 pts. extra credit each quarter
3. Must have good computer skills
4. Must be well organized
5. Must want to see the band grow and succeed
Application:
Name: _____________________________ (please print)
Time available: ___________________(before school, after school, day(s)?)
Availability: quarter 1
semester 1
all year
(circle all that apply) quarter 2
quarter 3
semester 2
quarter 4
Why would you be good at this position?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
________________________________________________
________________________________________________
Student signature: _________________
Parent’s signature: _________________
Date: _______
White Bear Lake Bands
Section Leader job description
Job Description:
1. Lead by example
2. Model Class expectations
3. Keep your section organized and performing
to the best of their ability
4. Assign parts, with director’s help
5. Maintain equipment/ mutes for the section
6. Help set up for concerts and contests
Name: _____________________________ (please print)
I agree to give my best to fulfill the above job description of section leader.
Student signature: _________________
Date: _______
Recommended Private teachers
Flute
Flute
Flute
Flute
Oboe
Oboe
Bassoon &
woodwinds
Bassoon
Clarinet &
Saxophone
Clarinet
Clarinet
Saxophone
Polly Meyerding
Paula
Gudmundson
Julie Johnson
Paula Pettis
Julie Madura
Stephanie Isola
Stacy Kern
651-776-1780
Carol Mason
Smith
Richard Wyland
651-644-5646
Jan Scholl
Chris Arcand
Greg Keel
651-653-4989
651-247-5458
[email protected]
[email protected]
651-633-7794
651-636-2471
651-604-3750
651-206-4086
651-293-1840
home: 651-­‐777-­‐
1919 [email protected]
[email protected]
www.chrisarcand.com
[email protected]
MacPhail 612-­‐767-­‐
5467
Saxophone
Trumpet &
brass
Trumpet
Trumpet
Trumpet
French Horn
French Horn
Trombone
Trombone
Baritone/
Euphonium
Tuba
Tuba
Tuba
Percussion
Percussion
Percussion
Chris Thomson
Dick Quast
Andrew Dziuk
Scott Snyder
Paul Stodolka
Les Lueck
Matt Wilson
Sue Roberts
Jim ten Bensel
Trygve Skaar
Steve Grove
Trygve Skaar
Michael Werner
Peter O’Gorman
Kory Andry
John Povolny
[email protected]
651-426-5211
651-335-6535
651-779-3699
651-334-0120
651-430-2937
612-770-4531
651-683-0548
651-282-4706
651-282-4706
763-226-0196
651-429-4763
651-653-8633
651-442-9068
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
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Teaching Studios
McPhail School of Music in Minneapolis – 627-4020 or 321-0100
McPhail now has a White Bear Lake Campus (Birch Lake Elementary)
http://macphail.org/locations_wbl.html
K & S Music Studio in Woodbury – 739-7848
Ashland Academy in White Bear Lake – 274-2630
Music Connection in Forest Lake – 464-5252
McNally Smith College of Music – 651-291-0177
Water Music in Stillwater – 651-439-0036
Private Teacher Quarter Evaluation
Student’s Name ___________________________________________________________________
What have you worked on the most in the past 8-9 weeks?
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
With what materials/ methods has the student worked? ________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Solo Material? __________________________________________________________________________
_____________________________________________________________________________________________
_______________________________________________________________________________
What have you seen as the greatest improvement in this student in the past 8-9 weeks?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Private Teacher’s name__________________________________________________________________
Phone number _________________________________________________________________________
..........................................................................................................................................................................................
More of these forms are available in the Band room.
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Solo / Small Ensemble
__/40 points
Name: ________________
group members: (if an ensemble)
Instrument ___________ Phone #______________
o _____________________________
o _____________________________
o _____________________________
o _____________________________
Instrument ___________ Phone #________
Instrument ___________ Phone #________
Instrument ___________ Phone #________
Instrument ___________ Phone #________
1st rehearsal date with Accompanist ______
2nd rehearsal date with Accompanist ______
extra rehearsal date if needed ________
o
o
o
o
arranged for accompanist to go to contest on 2/20/10:
arranged for accompanist to be paid ($40 suggested amount)
purchased my (our) own original copy of this piece
North/South Campus owns a second original copy of this piece
yes
yes
yes
yes
no
no
no
no
Title of piece: __________________________________________________
Composer: ____________________________________ Arranger:
_________________________
Event # (see next page): _____________
Rehearsal notes:
YOU MUST HAVE TWO ORIGINAL COPIES OF
THE MUSIC TO COMPETE AT A MINNESOTA
STATE HIGH SCHOOL LEAGUE CONTEST!!
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M.S.H.S.L. Music contest guidelines
Solo/ Ensemble contest
Restriction of Individual Participation - A student may not perform in more than three (3) solo and ensemble events (total
solos and ensembles) in either vocal or instrumental.
A student may not perform in the same solo event twice. Students may perform in more than one solo event, but each solo
must be a different event. For example a student may perform a Snare Drum Solo (event 68) and a Timpani Solo (event 69);
or a Soprano Solo (event 37) and a Mezzo Soprano (event 38). A student is not allowed to perform a Trumpet Solo and
Cornet Solo (event 62); or two Tenor Solos (event 40), since those are both under the same event and represent the same
repertoire.
Students may perform in more than one ensemble and may perform in the same ensemble category more than once,
provided the ensemble is different in each performance. For example a student could play in a Clarinet Duet and a Clarinet
Quartet (both event 24); Vocal Duet (event 10) and a Barbershop Quartet (event 14); or two different Mixed Ensembles
(event 13). However a student cannot perform in a two Clarinet Duets, or in two Vocal Duets.
A student may perform in any combination of solos and ensembles as noted above, but the maximum number of entries
for any individual in Solo and Ensemble is three (3).
WOODWIND ENSEMBLES
Recorded accompaniment may not be used unless there are required elements specifically called for in the score. Sound track
accompaniment is not allowed.
Event 21: Flute Ensemble (2 to 4)
Event 22: Woodwind Quartet (flute, oboe, clarinet, and bassoon or bass clarinet)
Event 23: Woodwind Quintet (flute, oboe, clarinet, French horn, and bassoon)
Event 24: Bb Clarinet Ensemble (2 to 4)
Event 25: Mixed Clarinet Quartet
Event 26: Saxophone Ensemble (2 to 6)
Event 27: Miscellaneous Woodwind Ensemble (any other combination of 2 to 16 woodwinds, with or without piano)
BRASS ENSEMBLES
Recorded accompaniment may not be used unless there are required elements specifically called for in the score. Sound track
accompaniment is not allowed.
Event 28: Trumpet or Cornet Ensemble (2 to 4)
Event 29: French Horn Ensemble (2 to 4)
Event 30: Trombone Ensemble (2 to 4)
Event 31: Brass Quartet and Quintet
Event 32: Brass Sextet
Event 33: Miscellaneous Brass Ensemble (any other combination of 2 to 16 brasses, with or without piano)
PERCUSSION ENSEMBLES
Recorded accompaniment may not be used unless there are required elements specifically called for in the score. Sound track
accompaniment is not allowed.
Event 34: Percussion Ensembles (2 to 16). Percussionists may enter more than once in this category provided they are performing
on different instruments.
SPECIAL ENSEMBLE
Recorded accompaniment may not be used unless there are required elements specifically called for in the score. Sound track
accompaniment is not allowed.
Event 35: Mixed Instrumental Ensemble (any combination of 2 to 16 string and wind, woodwind and brass, woodwind and
percussion, or brass and percussion, with or without piano.)
Event 36: Jazz Combo (any combination of 2 to 8 instrumentalists. The group must perform a jazz selection with recommended
improvisation.)
SOLOS
A computer-generated accompaniment, such as the "Smartmusic" system, may be used for events 37 through 70, if the
"intelligent" accompaniment feature is enabled.
14
(Events 37 through 70). Each school may enter an unlimited number of entries in each event. There is no required music list. Music
Directors are urged to select music of good quality.
You are reminded that any entry not providing the adjudicator with a score shall compete for comments only,
without benefit of rating. It is strongly recommended the score have each measure consecutively numbered.
WOODWIND SOLOS
Event 48: Piccolo
Event 49: Flute
Event 50: Oboe
Event 51: English Horn
Event 52: Bassoon
Event 53: Eb Clarinet
Event 54: Bb Clarinet
Event 55: Alto Clarinet
Event 56: Soprano Saxophone Solo
Event 57: Bass Clarinet
Event 58: Contra Alto and Contra Bass Clarinet
Event 59: Alto Saxophone
Event 60: Tenor Saxophone
Event 61: Baritone Saxophone
BRASS SOLOS
Event 62: Cornet or Trumpet
Event 63: French Horn
Event 64: Trombone
Event 65: Baritone or Euphonium
Event 66: Tuba
PERCUSSION SOLOS
Event 67: Mallet Percussion Instruments
Event 68: Snare Drum
Event 69: Tympani
Event 70: Multiple Percussion Solo (The solo must include one of the following: snare drum, tympani, keyboard instrument.)
ACCOMPANISTS
It is strongly recommended that accompanists for all entries be students but adults may be used at the discretion of the Director.
Directors are reminded that it is not in the best interest of the contest program for any accompanist to carry too heavy a load of
contest participation.
A computer-generated accompaniment may be used for events 37 through 70.
15
Band “Wear”/ Pep band jackets
Pep Band jackets and band pride clothing are available at our on-line store.
www.Schoolidentity.com
Search for White Bear Lake
Click on White Bear Lake Area High School
Click on BAND in the left hand menu
16
Mouthpiece Recommendations:
Clarinet:
Vandoren B45
Ligature. . . . . Rovner
Saxophone:
Selmer C* (C star)
Ligature. . . . . Rovner
Trumpet:
3C
French Horn:
Holton MDC
Holton DC
Trombone:
6 AL (specify small shank or large shank)
Baritone:
6 AL (small shank)
Tuba:
Conn Helleberg
Dennis Wick (DW 4886) gold
Dennis Wick (DW 86SP) silver
1/2
1/2
All instruments work best when they are maintained daily. Make sure you have an up to date supply of oils, grease,
reeds, brushes, swabs and/ or polishing cloths.
Other Recommended equipment:
Metronome:
(i.e. Boss, Quik Time, Sabine, Seiko)
Top of the Line - - Boss Dr. Beat DB88 or better is recommended for
percussionists
Tuner:
chromatic tuner (i.e. Korg CA30, Boss TU12H, Sabine MT9000, Korg
DT3)
Top of the Line - - Korg OT12
Mutes:
Brass players should seek out mutes that are common to the music
literature.
i.e.
Stick bag:
Trumpet:
Straight, Cup, Harmon
Trombone:
Straight, Cup
French Horn, Euphonium, Tuba: Talk to your director.
(percussionists only)
A stick bag special will be available in the fall . . . or if you want to get started over the summer you will
need
•
Medium hard rubber mallets KRBxB
•
Medium Hard Yarn Mallets KYBxB
•
Staccato Timpani Mallets
•
5B drum sticks
•
Brushes
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Band Letter Information
General criteria for Concert, Pep Band, Jazz Ensemble and Drum line to Letter:
The student must be an active member of a North or South concert band who has
demonstrated a consistent commitment to musical excellence.
Concert
Band
Jazz
Total
Ensemble
CATEGORY
POINTS
CATEGORY
POINTS
Superior
rating at State
Solo/
Ensemble
Contest
Member of
All-State Band
4 (ensemble)
6 (solo)
Playing an
improvised
solo at a
concert
3-6
10
10
Private lessons
for the year
(needs prior
approval)
10
Member of
All-State Jazz
Ensemble
Study Jazz
privately for
the year
(needs prior
approval)
Member of an
Honors Band
4
Attendance at
a professional/
college jazz
ensemble
concert
Participation
in a Summer
Jazz Camp
Non – School
Jazz
Performance
2-6
MYJB or
approved
extra
curricular
jazz band
10
6
MYS, GTSYS,
or approved
ensemble
participation
for one year
Non-school
performance
(prior
approval
necessary) ex.
Recital,
church, etc.
10
10
Drum
Major-8
Section
Leader-6
Band
Council-6
CATEGORY
Total
Attendance
at 15 games
during (9th 10th ) or
(11th -12th )
Drum
Line
CATEGORY
Total
Participation
10
in all
parades/
events for
the season
Attend a
Marching
show
10
Drum
Beauty,
MN Brass,
Winter
shows, etc.
Prompt
arrival and
4
10
participation
for 90% of
rehearsals
3-5
Leadership
Head
stick – 6
Section
Leader
-4
2
Private
lessons for
one year
(needs
prior
approval)
10
2
Total
Total
(24 points
needed in
at least 3
different
categories
to letter)
(15 games
with all
attendance
requirements
met)
(24 points
needed in at
least 3
different
categories to
letter)
Drum Line
Total
(24 points
needed in at
least 3
different
categories to
letter)
Pep Band
Total
Jazz
Ensemble
CONCERT
BAND
Participation
in a Summer
Band Camp
Participation
in pit
Orchestra for
the Musical
Leadership
Pep Band
Total
Have you lettered in a previous year? ______
Note: Verification of points earned will be necessary. Programs with summaries/ critiques, school verification
forms are examples of ways to verify.
__________________________________
Student’s signature
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Date
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www.supportwbband.org
Welcome! We are the White Bear Band Boosters. Our mission is to support the band programs at Central,
Sunrise Park, North, and South campuses. We encourage all band parents to become members and to
become involved in their daughter's/son's band program. We meet 3 or 4 times a year at the North
Campus band room. All band parents are welcome to attend, participate and find out how they can
volunteer in the school band programs. The band teachers attend and participate in the meetings. Band
students are also encouraged to attend and participate. We encourage everyone's support ! Your
voluntary membership will help us continue to work in four basic areas:
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Advocacy
Band Boosters takes a keen interest in district, state, and national trends relating to the funding and administration of
music education.
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Fundraising
Whether for specific needs of the band department, individual student scholarships, or lump sums donated for their
general use, Band Boosters is proud to support these fine students and their instructors financially as our budget
allows. For example, Band Boosters funds (and volunteer labor!) provided the information packets given to all
incoming 6th grade students at the conclusion of their summer session.
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Publicity
We are proud of our band program, and we work to make sure parents, family, friends, and the community are aware
of the wide variety of band events offered throughout the year.
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Hospitality
If you have ever attended a White Bear Band concert, you may have enjoyed the
refreshments afterward, courtesy of and served by smiling Band Boosters members
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Name _____________________
Date_______________
Weekly Practice
Score:
Record the time you spent practicing for this week.
M
T
W
TH
F
/10
S
SU
Fill in the detailed practice session chart for ONE of the days this week.
Detailed Practice Session
Session Date
Concept
Session Start Time
√
Session End Time
Fundamentals
Specific Application
Time
Breathing Exercises
Long Tones
Lip Slurs
Range Exercises
Rudiments
Articulation Exercises
Scales
Other Exercises
Etudes
Book
Exercise
Measures
Goal/Focus
Strategies
Time
Literature
(circle the type of Lit. you are working on) Solo/ Chamber Music/ Band Music/ Jazz Music
Title
Measures
Goal/ Focus
Strategies
Time
Goal Setting/ Reflection
Evaluate today’s practice session. List your goals for today. Did you complete all of your goals?
Do you need to revise your goals to make them achievable? (describe the revision)
(continue on back) / (next page)
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Why did you choose the piece you worked on in the literature section?
How do you feel about the balance of time between your three areas of practice? Do you need to make
adjustments? (describe the adjustments)
Which strategies were most effective during this practice session? Why?
Based on today’s practice session, set two goals for your next practice session.
How have your goals changed this year? (reflect on previous practice charts)
Directions for Practice Charts
Record practice time in minutes for each day of the week.
Complete a detailed practice session for one day of the week. Select a practice session where you completed goals in all three practice areas.
1.
Fundamentals
Place a check mark next to each fundamental exercise you did that day. You do not need to do all of them during every practice session. Fill in the specifics about the
exercise (i.e. Long tones up F chromatic scale, one octave, 10 seconds crescendo and 10 seconds diminuendo). Record approximately how much time it takes to
complete each exercise.
2.
Etudes
All players should be working on building technical skill specific to their instrument. Use any method or etude book appropriate for your skill (Arban’s, Rubank, Kose,
Rose, etc.). A list of recommended books is available upon request. Record the specific information for that day’s practice including a clearly stated and measurable
goal. (i.e. perform measures 3-7 at quarter note = 108 three times with correct rhythm and articulation) Record how much time you spent on Etudes.
3.
Literature
Circle the type of literature you are working on for the day. Record the title of the piece, the measures you are working on, the goal or focus of the session and what
strategies you are using to practice this piece.
Practice Strategies
(This list is a starting point. There are other strategies that you can list. Be creative and work with your learning style.)
Clap & Count
Finger and say
Simplify the rhythm
Long-short-long
Play rhythm on one pitch
Slow it down
Use a metronome
Three times perfect
Say articulation syllables
Pattern recognition
Chunking
Work back from the end
Isolate one aspect
Record your playing
Build from the middle
PRACTICE CHART SCORING (10 points possible)
1.
2.
Weekly practice: 1 point for each day of focused practice of 30 minutes or more (up to 5 points)
Detailed practice session: a complete, detailed account of your practice session including specific, measurable goals, use of effective practice
strategies, and thoughtful goal setting/ reflection. You earn one point for fundamentals, one point for etudes, one point for literature, and two
points for goal setting/ reflection.
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__________________________
Student’s Name (please print)
My student showed this syllabus to me and highlighted the important information.
_______________________________________
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parent/ guardian signature
date
List three areas that you want to grow in as a musician this year:
1.
2.
3.
What leadership qualities are you interested in developing this year?
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