Music provides an aesthetic experience unlike any other. No other subject works both the creative and the analytical sides of the brain so strenuously as music. This strenuous “exercise of the brain”, compliments a student’s endeavors in all other classes as well. Studies have shown time and time again that students who study music at an early age tend to excel in languages, math, and sciences as well. On average, they test higher than students who have had no musical study. It is ironic that students look upon very few subjects as being as much fun as music. The person who plays in a musical group paves the way for a lifetime of musical enjoyment in listening and possibly in performing.
Participation in a music group provides many non-musical benefits, such as developing a sense of responsibility, learning to work together as a team, and feeling a sense of accomplishment in doing something well. However, the primary purpose of a musical performing group is to build instrumental technique and musicianship, and to make music together.
Every aspect of music is important and will be emphasized at various stages in a student’s development. The core of the instrumental program is the concert band and choir. From these ensembles, groups such as the marching band, jazz ensemble, and CMEA groups are derived. The Union music department stresses the advancement of the student’s abilities to function in both the large and small ensemble setting. Music offers a unique opportunity to challenge each student cognitively, emotionally, and physically. It provides for emotional expression, intrinsic worth, and has a positive impact on individuals, families, communities, and cultures.
6th Grade Intermediate: Both of these bands perform together in the winter, pops, spring, and graduation performances.
Equipment Needs: Each learner must bring to class everyday: a sharpened pencil, a notebook of paper, their instrument (excluding percussionists) in good working condition, assigned music, and a good attitude. Percussionists should have their own pair of drumsticks that they take to and from school. Mallets for the timpani, xylophone, etc., are provided. It is also a good idea for percussion students to have a drum pad to practice on at home, as it is not as loud.
Choir: This group will meet during seventh period (after the normal school day has ended), and will perform in the winter, pops, elementary, spring, and graduation concerts. The choir may perform at the CMEA choir festival.
Jazz Band: Anyone in Concert or Symphonic Band may join jazz band, which will meet on Wednesday’s before school from 8:30 to 9:20a.m. Jazz band is a club, not a class, and no grade will be received for being in jazz band. Jazz experience is not required, but an extreme amount of dedication will be. Because the jazz band meets only once a week, it is important that the rehearsals are not missed. Students that join jazz band should make every effort not to miss rehearsals and their parents should be aware of the time commitment they are making. If a student begins missing multiple rehearsals without talking to me about it, he/she will simply no longer perform with the group.
Solo and Ensemble Festival: Every year in March, choir and band students perform in smaller ensembles at the California Music Educators Association or CMEA’s solo and ensemble festival. This is not a requirement. Students are encouraged to participate in this event, as it generally a very positive experience in the progression of a music student’s education. But preparation of this event is done strictly by the students who decide to be a part of it. Class time is not devoted to solo and ensemble, so student’s wishing to participate must do so largely on their own with some guidance from Mr. Kay. Students who wish to perform at this event need to begin preparing for it two to three months in advance. Mr. Kay can help students find music to perform and help in some rehearsal before or after school, or during break or lunch. However students deciding to partake in this event will need to do a lot of practice and rehearsal with their group on their own time. Students will be given information on when and where they will perform (usually at San Jose State University), but they and their parents are responsible for transporting themselves to and from this location in a timely fashion.
C.A.P.: Stands for conductor’s apprenticeship program, and will be open to all students who are interested. This club/class will occur during lunch hour once a week starting in the third quarter. This class is for students who are serious about learning to conduct, and lead a musical ensemble. Not a course for a grade.
The objectives of these courses are for students to be able to perform various “shows” or concerts at a level in which they meet the following high standards: Students should be able to produce good tone, contrast in dynamics, appropriate style and articulations, and a display of enough technical ability in order to read and perform the selected ensemble music. Students should also be able to blend and balance with the rest of their ensemble. The criteria for performance exams will follow closely with the criteria outlined here, and in the California State Framework for Music for middle school level students. (Which I will have available to look at, if needed) In addition to developing musical skills, students in these courses will learn to work together as a
team. They will learn to rely on one another and to be reliable. The students will also develop work habits that are important both in and out of the musical environment and in life in general. This is explained further in the grading criteria.
When a student misbehaves (i.e. breaks a rule) and/or disrupts the class, my policy is as follows:
Verbal warning: I will ask the student to refrain from the undesirable behavior (i.e. playing/talking out of turn during rehearsal, getting out of one’s seat without permission from the director, eating in the band room, etc.
The following guidelines for music students have been formulated for the purpose of establishing and maintaining a performing group in which each member, the entire school and the community may take pride. Because membership in a musical performing group requires individual as well as team effort, each student must agree and adhere to the following rules:
Due to the nature of these courses, one of the skills that I want the students to leave with is their sense of teamwork and responsibility to others. If a student chooses to skip a performance or not take it seriously, then their grade will suffer. Please encourage your students to be at rehearsals on time as the bottom line is that they are letting down the other students in the group when they do otherwise. In no other class does the success of the students weigh so heavily on the other students in the class.
Belonging to a musical ensemble should be a fun and rewarding experience, however each student should realize that these ensembles are also classes in school, and should be treated as such. As in any class, students are being taught skills that in this case will enhance their potential for enjoying music of all types in the future, both in performing and listening. In addition, students will learn skills that will help them work with people in day-to-day life. Here are the five criteria for grades in each musical ensemble, and an explanation for why they are a part of the grade.
Performance Criteria (grade for each performance)
- Student is on time for rehearsal warm-up
- Student has instrument and appropriate materials
- Student is attentive and contributing to a good performance
- Individual part performed at a high level of proficiency
Practice slips will be turned in weekly. Late practice slips will not be accepted. Slips must be in by the end of the student’s class period by Wednesday of the week the slip is due. Weekly practice grades are as follows:
Minimum of two hours (120 minutes) per week . . . . . . . . . .A
Minimum of one hour and a half (90 minutes) per week . . . B
Minimum of one hour (60 minutes) per week . . . . . . . . . . . .C
Minimum of one half hour (30 minutes) per week. . . . . . . . .D
Less than 30 minutes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F
* Note: one week of practice cannot make up for another. For example, if you turn no practice slip in for five weeks, that is 5 “F’s” in your practice grade. Then if on the sixth week you decide to practice 18 hours, that is great and you will receive your “A” for the week, but it will not change the previous weeks’ grades.
Rehearsal Criteria (weekly grade)
- Student on time for rehearsal
- Student has instrument and appropriate materials
- Student is attentive and exhibiting appropriate behavior
- Student attends all rehearsal sessions
Rubric for Quizzes
A B C D F
-Technical all notes and some problems some problems Either many Rhythm is
Ability rhythms correct w/either notes or with both notes wrong notes or wrong most
rhythm and rhythm rhythm is wrong notes not there
Style/ appropriate style is basically some problems some problems very little or
Articulation style and right. w/ style and w/ style, most incorrect style
articulation some questionable articulation articulations wrong & articulation
articulations most articulations
Tone nice tone acceptable tone tone is okay tone needs bad tone quality
Quality not great improvement
Intonation Completely Close enough some intonation intonation needs completely out of
In tune intonation is fine problems work tune almost on
the wrong pitch
Contrast Great Some contrast limited dynamic very little dynamic no change in
In dynamics expression in volume shown contrast contrast volume
(volume) and change
*Outstanding *Maybe outstanding * Maybe more than
In all categories in in two or more adequate in one or
categories, But still more categories, but
having problems in still struggling in
one or two. several others.
Rubric for Quarterly Grade in Ensemble
A B C D F
Concerts attended Concerts attended Concerts attended Some but not all Did not show up
for quarter to fullest for quarter. May Behavior may have of the concerts for any concerts.
extent. Behavior have been a little been unacceptable. were attended. (*note that first
good and on time. late. Quarter there will be
no concerts so this
criteria will not apply)
At least 3 hours At least 2 hours At least 1 hour Less than 1 hour No practice or no
practice each week practice each week practice each week practice each week no slips turned in
No talking out of Some talking out of Not really disruptive May or may not Participates in a
turn. Very attentive turn, but generally but not really an participate but negative manner,
and active an active participant. active participant. sometimes causes or doesn’t participate
participant Doesn’t focus. disruptions at all. Disrespectful.
Demonstrates Shows many good Does not meet all Meets some, but Shows little or no
great skills on skills on instrument, grade level standards not most of the ability on instrument.
instrument. with some room for but does meet others. standards on the
Meets all grade improvement in Shows average skills instrument.
level standards terms standards on instrument.
A B C D F
Has shown great Has shown some Has shown some Very little progress No progress/ some
improvement! improvement since some recent digression in skill
last quarter. progress on on instrument
* could be excellent *could be excellent
in 2 or more criteria in 1 or more criteria
Clarinet and saxophone players must have at least three good reeds at all times, size 2 1/2 -3 or stronger for clarinets, and size 2 or 2 1/2 for saxophones. I have a limited supply of reeds on hand for students to purchase in an emergency, but please do not rely on this as your source. Be sure to purchase enough reeds when you go to the music store. Do not purchase “oil” bottles for clarinets. They are unnecessary. Swab your instrument after each use. Always store reads in a reed holder. Do not leave them on the mouthpiece. Wash your mouthpiece with warm water at least once per month.
All brass players should give their instruments a bath in warm water (NOT HOT!) bi-weekly or at least monthly. Be sure to put small amounts of Vaseline on all slides, with the exception of the trombone’s position slide. Trombone players can use a small spray bottle of water to keep their position slide lubricated, or purchase special slide oil or cream made for the trombones.
Percussion students will be issued a locker space with a lock. They can store their sticks and music in these lockers. They must purchase two pair of snare drum sticks. Size 7a and 5a are recommended. Also recommended, but not required are one pair of soft general timpani mallets, one pair of marimba mallets, and a stick bag. If they do not have a snare drum or drum set to practice on, they must purchase a drum practice pad. Pads are also a good idea even for the students that do have real drums, as they are much quieter to practice on. Please have drummers label their sticks. All drummers are required to have had some piano background (they need to be able to read music, both treble and bass clef) because all drummers will learn marimba and bells, in addition to the other percussion instruments.
All students must have their name clearly visible on their instrument cases at all times. Students must store their instrument in their assigned locker space. Failure to comply with the above will result in a lower
participation grade than otherwise. Students are not allowed to touch other students’ instruments. Do not allow another student to play your instrument.
Important Note On Chair Placement And Challenging
In most instrumental ensembles around the world some type of chair placement system does exist. What this means is that band members are given parts in the music that best fit their ability at that time, and seated in an order that the director sees as placing his/her strongest players in the most advantageous manner for the group. In some groups, the strongest player in a section is placed at first chair playing the first part. The second strongest player might be placed at fifth chair playing the second part, and third strongest player might sit at ninth chair playing the third part(assuming twelve players in the section). Students would then be place strategically behind these players based on their ability, and what part suits them best. In other groups, sections are arranged from strongest to weakest, the first four strongest players playing the first part, the middle four playing the second part, and the last four playing the third part. (Assuming twelve players in a section) There are advantages and disadvantages to both of these arrangements. The first arrangement insures strong players on every part in a section, helps band members to hear their parts by having a strong player on each part, and helps members understand the importance of each part. Generally speaking however, the first part often plays most of the melody or (part that’s easy to hum to). This doesn’t make the first part necessarily more important, but it does mean that it might need more volume. Since the stronger players can usually play with better tone at higher volumes, the second arrangement of players can also be musically advantageous. Unfortunately both the first and second arrangements of band members have a disadvantage and that is that human beings don’t always appreciate being told that they aren’t performing as well as others. As many times as a director may explain to his/her students that the success of a quality band depends on all of its members, not just the first chair, many students tend to feel less valuable if they aren’t first chair. Some people would argue that this condition is a result of a society that focuses entirely too much on competition. Those same people might decide to do away with things like chair placement in a band, which is why there are some bands that have no placement of chair at all and what part a band member plays changes from piece to piece. This has advantages because students get the opportunity to play different parts throughout the year. This also eliminates competition in the band setting which some would argue is a good thing, but is it? When a student is named 1st chair, 1st clarinet, other students will look to that student for help, they will tend to watch, listen to, and emulate the sound of that player. If that player is the section’s strongest musician, this can elevate the musician’s throughout the group. It is a nice thing to think that one will not compare him or herself to others and that we will all judge ourselves based on our own progress, but it is more than a little naïve. Every day students compare themselves to others in order to reach a concept of what normal behavior is, what is good, what is bad, and where they rank themselves in relation to others with regards to this activity or that. This is a natural way in which people develop their skills, by competing with other people. I believe that the problem is not the competitive nature of our society, but the attitude that has come along that winning is everything. It is the attitude that competition is not worth one’s while if one is going to lose. The reality is that true skill cannot be achieved until one is willing to risk failure. Society today is in mindset that if you lose, you are a loser. Winning at all costs has become the name of the game.
In our bands, students will be seated according to their ability because I believe it is important for them to see where their ability level is and how they are progressing relative to the other students. However, chair placement at the beginning of the year should not be a final, end all statement of a student’s skill on their instrument. Students will have an opportunity to challenge the student ahead of him/her in order to show that they have progressed to a level that they deserve to advance in chair. This is a form of competition, but whether or not the focus of this competition is on winning or improving as a musician depends a lot on how we as adults focus on encouraging our students. It should not be the end of the world for a student when he/she loses a challenge, nor should a student feel satisfied to have won a challenge. What is important is learning from the experience of matching one’s musical experiences with another individual. In the past, I have had challenges every week. I believe this puts too much emphasis on the competition and not enough on the process, by which we all improve, which is practice. Therefore challenges will occur once a month. Challenges will be arranged between students, but only on days that I announce in class. Every third or fourth week (depending on my availability) challenges for chair placement will occur during lunches and break. Decisions of the challenges will be decided by Mr. Kay and will be final until the next challenge. Students may ask questions about their challenge, they may disagree with Mr. Kay’s decision, but they may not argue with the decision. For beginning band challenges will not occur until 2nd semester, as very few of the students know yet how to hold the instrument correctly, much less play it.
Private instruction is extremely valuable, and highly encouraged. I cannot give students theindividual attention they need and deserve. You can contact a local music store, or see names posted on our classroom bulletin board. We have also worked out a special program with music students at Leigh High School who have had private instructors. Some high school students have agreed to tutor Union Middle School students at a rate of $9.00 for a 30-minute lesson, once a week. See Mr. Kay for names and phone numbers of these students. Professional private teachers charge between $20.00-$40.00 per 30 minute lesson.
Concert and 6th Grade Intermediate Band uniform will consist of the green blazer, white pants, white socks, and white shoes that we have used in years past. The green blazer, knit dickey, used white shoes, and used white pants* will be provided. *If we do not have your child’s pant size in our inventory, the white pants can be ordered through a uniform store that we can recommend, if necessary. Please make no purchases until we know if there will be the need to purchase pants.
Starting Friday, August 24th, we will be starting our first music department fundraiser for the year. For beginning and intermediate band students this will be the only fundraiser for the year. This fundraiser helps us buy new instruments, new music stands, and also new sheet music. Advanced band and choir will be doing other fundraisers to help reduce the cost their going on our Disneyland trip in the spring. In this fundraiser, students will be given a bag with ten giftcheck books in it. It is encouraged that each student sell at least ten books, but it is their responsibility to turn back in either the books or the money as a result of selling them. Please encourage your student to sell the books, but also to take care not to damage those books she/he does not sell. The fundraiser will last through the second week of September.
Because your student is enrolled in a performing group, all members are expected and required to participate in all performances. Performances are tests that cannot be made up. Illness or family tragedies are the only legitimate excuses. Please arrange your schedules around the following dates. Please review and sign the last page to confirm that you and your student have reviewed and agree with these music class rules and procedures and that you will be able to attend all of the performances listed.
Union Middle School
Director: Chris Kay