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TABLE OF CONTENTS
• Welcome
• Practice Tips (for Students, the Practice Cycle, for Parents)
• Instrument Information (Repairs, Supplies)
• Playing An Instrument Is More Than Music
Dear Parents/Guardians and students,
We are excited that you have decided to be a part of the Roseville Area School District band and orchestra program.
The major goal of the beginning orchestra and band experience is to provide a solid base of musical skills and techniques, while providing an opportunity for students to have fun making music with others. This is accomplished through weekly lessons, large group rehearsals, school concerts and district festivals.
Success in music is largely determined by the desire to succeed, the motivation to practice consistently, parental support and quality instruction.
Students receive instruction in a small group once a week for 20-30 minutes in like-instrument and/or like-ability groupings. Lessons will be scheduled so students will have as little interruption in their daily schedules as possible. Students are expected to practice between lessons and record practice time on a practice card/calendar. Please encourage your student to practice on a daily basis. The practice card/calendar should accurately reflect the total amount of time the student practiced. Large group rehearsals will be held once a week starting in November to prepare for the school concert and district festival. There will be concerts given during the school day for the student body and at night for the public. Attendance is required. We want to look sharp for our performances! Concert dress expectations vary by school. Your director will tell you what to wear as your concert approaches.
Practice Tips for Students
1. Practice often and regularly.
• 30 minutes per day is recommended.
• It is often helpful to practice at the same time every day. For example,
before school, after school, or right after dinner.
• Find a time that's best for you and your family.
2. Find a suitable place in your home to practice.
• Look for a place where you will not be interrupted by distractions like the phone, television, or other family activities.
• It is helpful to practice in front of a mirror to check posture and techniques such as correct embouchure (lips, mouth), mouthpiece position, bow hold and instrument position .
3. Sit up straight or stand tall and practice with a music stand.
• This will ensure proper posture, correct breathing and instrument position.
4. Strive for a pleasing sound.
• Never feel discouraged about hearing unusual sounds. They are a part of the development process.
5. Stop and work out difficult parts.
• Practice slowly and repeat them before playing the entire piece.
6. Don't be discouraged by a plateau in progress or a dislike for practice once the
"newness" has worn off.
• Experience has shown that, with continued effort, this cycle passes quickly.
The Practice Cycle
Tips for Parents
Your student is learning a new skill (like riding a bike).
They will need your encouragement and support in order to succeed.
1. Be patient!!!
2. Show an interest in your child's instrumental music experience.
• Be supportive through frustrations, and enjoy progress together.
• Give your child feedback and sign the practice card/calendar.
• Praise your child's efforts.
3. Encourage good practice habits.
• Assist your student in setting up a regular time and quiet place for practice.
• Encourage creative practice, such as practicing in front of a mirror.
• Provide a music stand.
4. Assist in the care of the instrument.
• Refer to pages 2 & 3 in the Essential Elements 2000 book and DVD for detailed information.
• An instrument works well only when it is maintained in the best possible condition.
• It should be cleaned after each use and returned to its case and stored in a safe place.
• Repairs should be made by an experienced, qualified repair person. Check with your teacher for specific suggestions.
• Only your student should play the instrument, no one else.
5. Instrumental music is both an individual and a group endeavor.
• Reinforce skills needed to participate as part of a group, including individual responsibility, dependability, ownership, and attention.
• Stress the importance of being punctual for lessons and rehearsals.
• Encourage faithful attendance at school and community music activities and other cultural events.
6. Get acquainted with your child's director.
• Call or email whenever you have questions or concerns.
PROGRESS REPORTS
Progress Reports will be based on academic achievement, learning related behaviors and progress. Reports will be sent home after the first and third trimester. Your child's performance of the district festival music acts as our performance-based benchmark at the conclusion of the third trimester.
ORCHESTRA PROGRESS REPORT
BAND PROGRESS REPORT
INSTRUMENT INFORMATION
Instrument Repair
If your instrument needs repair, bring it to your director or call to ask for a recommended repair shop. DO NOT try to fix it at home. We work with local repair shops to ensure proper repairs.
Specific Examples:
Do not attempt to pull out a stuck mouthpiece. Your band director has a special mouthpiece puller for the job.
Do not try to reset a bridge that has fallen. Keep the instrument flat. If the soundpost (inside the instrument) doesn't fall, the orchestra director can fix it. If the soundpost does fall, it will require a trip to the repair shop.
Band Repair
Haas Musical Instrument Repair 631-8820 http://www.haasmusic.com
Eckroth Music 704-9654 http://www.eckroth.com
Orchestra Repair
House of Note 952-929-0026 http://www.houseofnote.com/
Eckroth Music 704-9654 http://www.eckroth.com
Supplies for Beginners
Lesson Schedules
Students are responsible for remembering their instrument and music on their scheduled day(s) each week. Students need to attend lessons/rehearsals even if they forgot their instrument at home that day. Students can still learn without their instrument. Parents may need to remind their child to bring their instrument on their scheduled lesson day(s). If you wish, you may have a reminder of their lesson/rehearsal schedule to post at home somewhere in a highly visible location (the refrigerator usually works best)!
Participation
PARTICIPATION
It is highly recommended that students who start in band and orchestra at the beginning of the year continue until the end of the year. Learning a new skill takes time. Please contact the director if your child appears to be struggling or discouraged.
We encourage students to start an instrument in elementary school and continue playing through the Middle and High School levels. Students enrolled in the instrumental music program can participate in opportunities such as Chamber Orchestra, Pep Band, Jazz Band, Wind Ensemble, Solo & Ensemble Contest, Full Orchestra, Pit Orchestra, Musicals, State Honor Groups & More!!!
PHILOSOPHY
ROSEVILLE AREA SCHOOLS
INSTRUMENTAL MUSIC EDUCATION PHILOSOPHY
OUR MISSION: To develop young musicians whose knowledge, competency, sensitivity and aesthetic awareness will create the foundation for lifelong enjoyment of music.
OUR VISION: We believe playing an instrument in the Roseville Area Schools can be a valuable and rewarding experience for our young musicians when...
Students have a vision of themselves as competent musicians in pursuit of a life-long relationship with music. This can occur when:
a. the instrumental staff acts as positive role models.
b. the instrumental staff knows and applies master pedagogy.
c. music is valued and appreciated by: classroom teachers, administrators, peers, parents, and the community at large.
d. students can experience success on a variety of levels: lessons, solos, ensembles, and large group performances with balanced instrumentation.
e. students hear quality performances at all levels.
f. the instrumental music program is coordinated grades 4-12.
g. students are appropriately placed on their instrument.
h. students have the opportunity to play and sing at all levels.
Students are self-directed learners. This can occur when:
a. students are guided by a sequential 4th/5th through 12th grade curriculum that allows for ongoing assessment by both students and teachers.
b. students take responsibility for their own growth by practicing regularly.
c. students regularly attend lessons and rehearsals.
d. students learn to evaluate and reflect upon their own and others' performances.
e. students can work through performance challenges.
Students value the team effort required to perform successfully in both small and large ensembles. This can occur when:
a. students take responsibility for learning their individual musical part.
b. students understand the role and relationship of their part to the whole.
c. students and teachers become emotionally involved with the rehearsal and performance.
d. students and teachers have respect for individual learning style and pace.
e. students follow the leadership of the conductor or designated ensemble leader.
Students learn in a safe and create climate. This can occur when students and teachers:
a. foster cooperation, respect, and a sense of belonging.
b. promote self-esteem, success, and risk-taking.
c. encourage the appreciation and enjoyment of music.
OBJECTIVES ;(Based on the National Music Standards)
I. Students perform on instruments, alone and with others a varied repertoire of music.
Technique - perform with good posture, correct hand position, correct embouchure, good breath support, bowing and stick control and the instrument in proper alignment with the body.
Tone - perform with a tone characteristic of the instrument.
Rhythm - Perform with a secure pulse and rhythmic accuracy on whole, half, quarter, eighth, dotted half notes, triplets, sixteenth, compound rhythms and corresponding rests. Percussionists also perform beginning rudiments (flams, paradiddle, and multiple bounce roll).
Meter - Demonstrate the ability to read/perform in duple and triple meters (2/4, 3/4, 4/4).
II. Perform expressively a varied repertoire of music representing diverse genres and styles.
Interpretation - demonstrate an understanding of dynamics and contrasts as indicated in a score. Use breathing, articulation, dynamics, and balance to show phrasing.
III. Perform in groups.
Performance - play alone and with a group in unison and in polyphony.
Intonation - demonstrate the ability to compare pitches.
IV. Improvise melodies, variations and accompaniments.
Improvisation - improvise answers, accompaniments, variations, and embellishments on familiar melodies.
V. Group Skills
Attendance - attend lessons and large group rehearsals on time with instrument and music.
Behavior/Attitude - listens and follows instructions. Listens to other play individually or in a group. Encourages others. Takes care of instrument properly.
Practice - adequately prepares music at home
Playing An Instrument Is More Than Music
Teamwork
Playing an instrument in Band or Orchestra teaches students to coordinate their
individual abilities into one central effort. It gives them a feeling of group loyalty and
a sense of belonging.
Self-Discipline
Playing an instrument teaches responsibility. Emphasis is placed on following
instructions and students develop a sense of their role in group achievement.
Personal Achievement
Meeting and overcoming challenges is one of the single most rewarding
experiences of playing an instrument. Orchestra and Band both provide
opportunities for students to grow musically and learn to reach their goals.
Respect for the Arts
Participating in Band or Orchestra encourages respect for great artistic
achievement. It also teaches aesthetic values and an awareness of the beauty in
music and the arts.
Making Friends
Students in Orchestra and Band are a special group of young people. Working
together as a team develops strong bonds that can become lasting friendships.
Self Confidence
The sense of personal worth that students achieve from creating music
together can stay with a student the rest of his/her life. Many prominent
persons point to early music training as an important part of their upbringing.
Enjoying School
For many students, playing in the Band or Orchestra is the highlight of their school
day. The pleasure they get from seeing their friends, having fun performing together
and working toward a common goal becomes a big part of their success in school.
Enhancing Academic Performance
Research indicates that participation in music enhances academic performance.
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