September 2, 2008 (Parents - even if you have had many students in band, please read this manual - it is amazing what we might have missed the other times!) Dear Middle School Band Parents: Two years ago I made some changes in our program and the students seemed less stressed! That is a good thing!! In looking at other school's programs I noticed that: Our requirements are pretty much in the middle to low end of what is required by the better bands Most schools base grades primarily on attendance, on turning in practice charts and on playing/writing assignments A lot of schools lay out really detailed discipline info - we are lucky our students are generally well behaved!! (A tribute to you, the parent...) Most schools do weekly individual grading on playing assignments Most schools work out of a lesson book In surveying the kids, their preferences were to keep our way of doing things: Our workshop format rather than lessons Two scales and one exercise (skill lick) required per term rather than weekly assignments. (Percussion requirements: one scale, one rudiment, one mallet skill lick and one drum skill lick) Playing exams twice a year rather than more frequent playing tests Our requirements are pretty minimal among the better bands of the country. We can't come even close to the top bands with our program - lots of schools have rehearsal every day, sectionals every week and playing & written tests on lesson materials and band music every week and every child practices or is dropped from the program! But that's OK; the climate of our school is not conducive to such a rigorous program and I believe all levels of musicians should be welcome in our bands! In spite of not having the rigors of the best, our groups are right up there and I am proud of our kids! They work hard (you nag well...), they learn a lot about making music and they have fun! That makes me happy! In order to ease some of the stress that some students feel, some of the changes I made were that I: Emphasized that workshops are NOT every week (a psychological thing); 4-6 are required in the 9 week term. Students who complete the requirements early may have the beginning of workshop for homework. Emphasized that students do have two free flex misses a term. The flex misses have always been there, but perhaps more reminders helped the students feel like there is space in the schedule. (NO flex misses are allowed in the two weeks before a concert). Dropped the mini-project requirement. Was a bit more prescriptive about scale and skill lick due dates with the younger students ("Next week everyone should be prepared to play at least one scale for me."). Students who manage time and assignments well may still move at their own pace, but I tried to stay on top of the ones who struggle with this skill (and help them learn how to handle it better!). Responsibility remains my number one curriculum goal; in talking to parents whose children have gone through the program, many said that my emphasis on responsibility really helped their children (even high school students have told me it helped!). Had students bring their planners to rehearsal on the day we pass out the new schedule and we will spent some time writing in workshops (with a reminder on the day before the workshop so that the student doesn't save homework for study hall). This seemed to help students get to workshops more regularly. Tried to make the grading more clear (see grading triangle) and be sure the students knew how to work toward the B tier or the A tier.  (Around 90% of band kids earn an A or A-) In short, I really didn't change much, but I tried to do a better job of making sure that the kids (and parents!) understood what was expected and when. This band manual will give you some sense of my goals and curriculum, my philosophy of grading for this course and my expectations of each band member. The reference section of the manual also includes some commonly requested information (private lesson teachers, music supply price lists, etc.) -- however, to save paper I have not passed out this section. You may access it on the band website http://bandnotes.info or request a paper copy when you fill out the return sheet at the end. Please do take the time to read over the section in your hands and keep the manual handy throughout the year. Also please look over the reference section either on the website or when you receive the paper copy. All parents who are new to our program, please be sure to read the section on our playing tests (band exams). (And, anyone whose child was troubled by exams last year, please also review that section & call me so I can help set him/her & you at ease.) If you have any questions about grading or scheduling or sectionals / workshops or concerts or anything, please call me at home 978-261-5065 or email me at muffitt@bandnotes.info or diane_muffitt@wayland.k12.ma.us (Be sure to check the concert dates) Remember, to be successful, your young musician must practice at home! Just playing at school is not enough! Aim for at least 20 minutes, 5 days a week. More is better...

GOING ON... My goals for WMS band students Rehearsal days & times Practice Policy Concert Dates "R" words Coda

WHAT I WANT FOR MY STUDENTS (even if you have read this before, please review the goals as we go into a new year): I want independent learners. To achieve this, we spend a lot of workshop time on rhythm reading and sight-reading. I don't want to hear "How does this go?" and "Was that right?" I want each musician to be able to figure it out alone! Rhythm reading is the key here. Much of this work is done in our weekly workshops. I want well-rounded musicians. To achieve this, I feed them more. No, no, I mean I feed them more different types and styles of music. In our workshops, we practice reading rhythms while listening to many different types of instrumental music. We cover a variety of historical periods (Renaissance & Baroque to contemporary), we explore new instruments (from crumhorns to the Irish harp), we discuss composers and performers, and we experiment with improvisation and some advanced theory. In full band rehearsals, we perform many different styles of music, and when we are performing an orchestral or piano transcription, we also listen to the original version. I want musicians who practice self-assessment. Through our "Thoughts Papers" we will be working on learning to be reflective about one's own playing, as well as the performance of the section and the whole group. I want the musicians to tell me how it is going, and not just sit passively waiting for me to report to them. We are going to practice intellectualizing about what we know and determining what we don't know. I want them to learn to "hear with their eyes" and be able to have a sense of the piece BEFORE they hear it. (So, there is some written work in band; please support your child in doing these assignments, too! In most cases, there is time to get these assignments done in class; if you find that your child is complaining about having to do them at home, call me! -- Beginning Thoughts sometimes do have to be done at home and they count as part of the student's practice time.) I want musicians who know how to speak the language and think in musical terms and analyze the music intellectually using these terms. We are going to be working on using musical terms in our listening for specific musical happenings. This skill is one that can carry over into all of the student's musical listening, no matter what the style of music. I want musicians who see the notes on the page as a representation of emotions and who are progressing toward being able to play the notes musically, and with feeling, whether or not there are specific interpretive instructions. Lastly, I want musicians who enjoy music! Hopefully, I can help each student get a deeper understanding and enjoyment from all types of music: the classics, jazz, rock, folk, music of other cultures or whatever.

REHEARSAL TIMES: Concert Band (grade 6) meets A day & B day during flex period, which is the second block. Symphonic Band (grade 7/8) meets C day & E day during flex period, which is the second block. The schedule is the same last year in that Concert Band meets A & B days during flex and Symphonic Band meets C & E days during flex, so students will have to pay attention to which letter day it is (please help them write it in their planners!).  The letter days are posted on the MS calendar on the website.  It would be useful for you to write all of the letter days on your family calendar and for the child to write them in his/her planner. (Be aware, the rotation often changes after vacations so that Wednesday, our short day, isn't always the same letter day). Each grade has only two flexes a week, and yes, band takes up both of those times. This is tough on some of the kids, but this is the case in most schools; the time has to come from somewhere! The teachers have been really good about giving help during the studies, too. One of the student's studies will be used for workshop, but workshops do not happen every week. For most students, band rehearsal and workshops will rarely be scheduled on the same day (except possibly the week of a concert), so students won't usually have both flex and study eaten up on any day. I will also be continuing the policy of having after school workshops as often as possible. If your child is in special needs classes, please be sure I know when he/she does have studies and I will attempt to put workshops on those days. WORKSHOPS Workshops are time for us to work on rhythm reading, sight-reading, music theory, scales and other skill builders and to learn something about music history. The workshops are scheduled for 5-7 different times each week and each student should pick the period that works best in her/his schedule; most can be scheduled during study hall. When we get closer to the concerts, we will have sectionals instead of workshops. In sectionals all the instruments of one section are asked to come to rehearsal together. Ideally, it works best to come with the section, but if a student can't make it that period, she/he may come during almost any of the sectionals scheduled. It's not quite as effective to be the only trombone player with the flute section, but it's better than nothing! Students should come to one workshop OR sectional per week, when scheduled. The schedule is posted on the website and is passed out in hardcopy and it is posted in the band room and cafeteria. Again, please help by encouraging your child to write workshops into his/her planner. It helps to note it on the day of the workshop and also in the homework area on the day before. PLEASE! If your young musician is having trouble with the workshops or sectionals, please call me; I can often make suggestions that help out or we can devise an alternative schedule.

Practice is what makes the difference. Your child is not keeping up and is not having a successful experience if you are not hearing practice at home! It is impossible. What we do in school is not enough! Minimum practice at home should be 20 minutes, 5 days a week. 30 minutes is better. Consistency is the key here; 15 minutes on four days is better than two hours one day a week. (Even 5 minutes every day will help establish a practice habit and hopefully the habit will grow.) Lesson time does not count as practice time; actually, one of the best times to practice is immediately after a lesson so that the student remembers what was done!! Students in jazz band or who wish to be the best in their section must practice a minimum of 30 minutes every day - the truly excellent students usually practice 45-60 minutes a day (7 days a week-with occasional times off). Please help your young musician with his or her practice. Most middle school students can not keep it up themselves. Ideally, spend some time sitting and listening to the student's work and asking questions (even if you are not a musician, your interest will help!). Get him or her to show you what is being worked on and how it all fits together. Praise goes a long way toward sparking interest in the young musician. Call me or email me if there seems to be a problem.

CONCERTS: As of now, the dates are as follows (but for one reason or another, we often end up changing at least one, sigh... you can check the web site for an up-to-date listing): Winter Band Concert: Thursday, December 4, 7:30 PM (Concert Band, Symphonic Band and the jazz groups) Middle School Theatre In-School Concert: TBA Jazz Night: Thursday, January 15, 7:30 at the MS (middle school and high school jazz groups), Place TBA (either HS or MS), 7:30. Jazz Band at MLK Potluck dinner: Friday, January 23, usually early - around 6:00 Jazz Band (with Select Chorus & the Honors Chamber Ensemble) trip to the Elementary Schools: Friday, February 6, all day Band Fest: Tuesday, March 10, 7:30 at the HS field house. (Elementary bands, Concert & Symphonic Bands & High School Bands - no jazz groups) Spring Band Concert: Tuesday, April 7, 7:30 PM (Concert, Symphonic, & jazz groups and Wind Ensemble), Middle School Theatre. Memorial Day Parade: May 25, meet at 10:00 at the Middle School. (Elementary, MS & HS bands) Band Awards Breakfast: Wednesday, June 10, 6:30 AM - 7:45 AM (Jazz band performs & awards are given out to all band members. All band members and families are invited to attend), Middle School Cafeteria Eighth Grade Breakfast: Last day of school - 8:15 - Jazz Band plays Please note: Concerts are not optional! Each child makes a difference, even if he/she doesn't have a solo part; you never know who might be relying on you to be leading in a particular spot! If extenuating circumstances require that a student miss a concert, an assignment will be offered so that the student can make up the points.* Please help teach your young musician the importance of honoring commitments and please put these dates on the calendar now. Also, should something come up, please call me. If I know even a half hour beforehand, I won't worry I can make arrangements if the student's part needs to be covered I will think positively about the student's responsibility! For concert emergencies, I may be easiest to reach through my cell phone number. * The make-up work earns the points and provides an alternative learning experience, but the student misses the learning and teamwork-feeling that happens when one is on the spot in a concert situation. Some details are on the website; students should also pick up a hand out. CONCERT DRESS: Black pants or skirt -- NO SHORT SKIRTS!!! They look terrible on stage (and you can see right up them!). If the student wishes to wear a skirt, please be sure it is fairly full and falls somewhat below the knee when she sits down. We want a uniform black leg appearance. For the parade: long pants only; no shorts, no capris and no skirts (skirts in the wind are dangerous!). White shirt -- plain, without any pictures, writing or colors on it. Long or short sleeves fine. Turtleneck is fine. No tee shirts. Shirts must be tucked in!! So, plan accordingly. Boys do not need ties. Shoes -- Dress shoes are best for concerts if you have them, but don't go out and buy shoes just for the concert. (White athletic shoes are nice for the parade.) Anything is OK (but maybe avoid bright red or green or yellow with purple polka dots or...). I'd prefer no flip-flops -- they really aren't formal attire... Remember, the point of a uniform is so that the whole group looks the same. We don't want anyone to stick out and draw the audience's attention away from the music. Also, concerts are formal occasions and the performers should be dressed up! Thanks for your cooperation.

OUR TWO "R WORDS": I put a heavy emphasis on two words: Responsibility and Respect. In some ways, these two words are the bulk of our curriculum. Responsibility is the key word in a band or any group situation where others rely on your part in the group. No one benefits from a student who is a real whiz on the instrument but doesn't bother to bring it to rehearsal, misses concerts or if he/she does come, doesn't bother to dress appropriately. This student isn't learning much and lowers the band morale. By contrast, the student who may not have much technical ability, but is reliable, practices and really tries, can't help but improve and contributes immeasurably to the group's spirit and cohesion! Respect for ourselves, for each other and for our physical surroundings, while unfortunately often conspicuous by its absence in our world today, is of paramount importance to all of us. Being attentive and not talking in rehearsal is one obvious indication of respect. Maintaining a healthy sense of self-esteem, developing good relationships with those around us, and ultimately developing and maintaining satisfying communities in which to live (not to mention doing well in band and getting along with other band members!) all depend on this second "R word."

 

Thus ends the portion of the manual with which each student and parent should be intimately acquainted. The reference section which follows contains information concerning enrichment suggestions, grading, exams, instrument lockers, a sample practice chart, a list of private lesson teachers and a price list for some basic music supplies from Leonards Music Co. You may peruse these at your leisure. Please sign the form on the last page of the manual and return it (along with money for workshop materials -- Band Stuff Book, pencils & stickers) to school by September 25 (in order for the student to be involved in the raffle drawings) or at the latest, by Thursday, October 2 to avoid detention! (Students who turn things in early get raffle tickets; students who turn things in late get detention! Something for everyone!) Band fees (for Band Stuff Books, pencils and prizes) vary: Students who do not have a Band Stuff Book or need a new one: $7.00 Returning students who have their Band Stuff Book from last year: $1.00 Thanks & have a great year. Cordially, Diane Muffitt muffitt@bandnotes.info or during the school day: diane_muffitt@wayland.k12.ma.us Private lessons make a BIG difference for the advanced student & and the struggling student.

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Wayland Middle School Bands, Wayland, MA muffitt@bandnotes.info