instrumental music department handbook...

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Western High School TigersInstrumental Music Department

Handbook 2014-2015

Table of Contents…………………………………………………………………………………………...2

Mission Statement…………………………………………………………………………………………..3

instrumental music Department handbook 2013-2014

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Classroom Philosophy……………………………………………………………………………………....4

Classroom Policies………………………………………………………………………………………….6

Fees/Instrument Rental Agreement…………………………………………………………………………7

Class Schedule/Teacher Schedule…………………………………………………………………………..8

Class Preparation for Students……………………………………………………………………………...9

Concert Schedule/Pep Band Schedule/Important Dates…………………………………………………..10

Sample Trip Itinerary……………………………………………………………………………………...11

Fundraisers………………………………………………………………………………………………...13

Grading Policy…………………………………………………………………………………………….14

About Mr. Pohland………………………………………………………………………………………...18


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Mission Statement


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Classroom PhilosophyMusic Education is an imperative subject that needs to be in all school systems. Music is a subject every child should experience sometime in its lives. Music in the world would not exist the way it does today without music education and the knowledge that is passed down from each and every generation. Different mediums and methods for learning increase the schools chance of reaching messages to children successfully and prevent boredom in the learning environment. Musical experiences such as joy, discipline, and self-expression give students a chance to expresses themselves and become immersed in a subject outside of the general curriculum.

It is very important for children to have the opportunity to create and learn about the magic that is music. Musicality opens doors to children to find ways to express themselves rather than holding in their emotions. Parents can become heavily involved with their children and music by giving them more support leading to increased motivation. The arts generally have positive effects on students and the musical environments tend to be brighter and a happier setting making it fun and easier for children to process the knowledge they receive.

Music helps develops a work ethic that is distinct from any other subject. Being a musician requires many hours of dedication and incredible amounts of patience to practice. Musicality does not develop overnight; it is a lifelong process. It is like media and social literacy, there is no highest level that can be achieved. Working as a musician is all about growing into the best musician possible and a constant drive for increased improvement. Music requires one to focus heavily with intensity, often wearing down the musician. Being use to this rigorous routine makes reaching goals outside of music for those involved with music easier than normal. Two things in life that most people have consistent problem with are confidence and self-esteem. Learning through a different medium increases the chances of one being self-expressive. Self-expressiveness in music can foster self-awareness in other areas, which becomes crucial when maturing from adolescence to adulthood.

Music is not a privilege; it is a spiritual resource that everyone has the right experience. This is where music educators become very valuable. They teach students how to understand and gain experience with music theory, ear training, and phrasing. Those subjects will lead to one having a better comprehension and appreciation for music. Having that appreciation for music allows musicians to


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convey a message to the audience when performing. Without a message to convey, there is no musicality and performances lack the spirit and enthusiasm needed in order to bring sense of excitement and joy. For many people, music is a way of life and it teaches them how to mature into adulthood and move beyond into the world. The music educators set the example of how to behave in certain settings and achieve their goals.

Music is taught with silence, patience, and motivation. Silence is the most important part of teaching a class, but often the hardest to achieve as we are in a classroom filled with noise. When achieved, music requires a unique concentration and being able to focus on processing the music and being able to hear one think. Motivation and positive reinforcement are very important when dealing with children. Creating a negative environment leads to low self-esteem and causes low motivation and the inability to continue music making. Patience is extremely necessary when teaching. Talent does not come over night; it takes dedication and training to become the best musician one can possibly be. Patience is the best way to approach teaching for frustration leads to counter production. Using patience will save more time and physical/emotional energy, whereas rushing something can lead to frustration and confusion. These three things are vital for music educators so one can teach in the most efficient way.

The value of music education is vast. The skills that come from music can translate into other skill sets. Being able to learn in a different medium can help people become more socially, and culturally literate. This type of education can help one understand music and become a part of it through musical participation.


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Classroom Policies Always be on time. If you are late to class, you will be marked tardy. Habitual tardiness

will result in a lower grade in my class and you will also have consequences in the student services office. Also, be on time, which means early to all concerts and performances.

Make certain to have your instrument in class. This instrument should always be in good mechanical working order. At least once a year, you should have your instrument checked by a professional. Brass instruments need cleaning and adjustments, woodwinds need new pads and adjustments frequently. Just because you had some pads replaced last year does not mean that they won't need it again. Like changing oil in your car, instruments need regular maintenance to continue to perform at their optimal level. Be certain to have many satisfactory reeds, oils and slide creams. Percussionists must have sticks and mallets required for the course. The teacher will inform you of what you need to purchase.

Band is a class where we have many, many students and usually one teacher. It is important, for learning to take place, to listen first and talk a distant second. When a director is on the podium, it is one place where a dictatorship still exists. To say that students have no say or input in these classes would be incorrect. What we are saying is that there is a certain decorum and expectation for how classes should be run and it is important for students to understand this as soon as possible.

There is no food or drink allowed in the room unless otherwise discussed with the teacher. We may have some special occasions when food is a part of our lesson for the day, but not very often. If you have food, you will be asked to finish it immediately or throw it away.

There is absolutely NO GUM CHEWING. (note the boldness and the underlining of this statement) For many obvious reasons, gum is inappropriate. It is difficult to play and chew at the same time, yes even for drummers. Dispose of it before you enter room. Please adhere to this rule diligently.

Finally, any inappropriate language or student bashing in any way will not be tolerated. Band is not unlike a team sport. We must all think as one unit and work as one. We are all partners in music making and it is important to understand that each and every student in this class contributes to the final product that we present to the public.


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Fees/Rental AgreementRental Fee $75/year, payable to Western High School.

INSTRUMENT______________________BRAND NAME_____________

SERIAL #_____________________________________________________

MOUTHPIECE________________________________________________

CONDITION__________________________________________________

CONDITION OF CASE_________________________________________

COMMENTS__________________________________________________

I acknowledge receipt of the above items. I will be responsible for any damage or loss that might occur while this instrument is in my care, and I understand that I will be expected to pay for any repair necessary due to neglect or misuse of the equipment. Normal maintenance will be provided by the Music Department. I agree to return the above listed items at the request of the instructor or school.

STUDENT SIGNATURE________________________________________

PARENT SIGNATURE__________________________________________

HOME PHONE________________________________________________

FEE PAID_________________________DATE_____________________

If you have any questions or concerns about the fee payment, please see Mr. Pohland. Note: This form must also be filled out for personal instruments for school records.


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Class Schedule/Teacher Schedule

1st Hour: 8:00-8:55………………………..9th Grade Band

2nd Hour: 9:02-9:57……………………………….Lessons

3rd Hour: 10:04-11:01…………………………..Jazz Band

4th Hour: 11:08-12:47………………...Lunch/Office Hour

5th Hour: 12:54-1:49…………………….Symphonic Band

6th Hour: 1:56-2:51…………………………Concert Band

Lessons will be scheduled by students with Mr. Pohland and will occur during second hour or fourth hour based on the students schedule and the arrangements made with the students second or fourth hour teacher.


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Class Preparation for Students

Have instrument ready to go by class start (at the bell)o Valves oiledo Reeds readyo Put togethero All percussion covers removed

Have music on stand ready to go by class start All food must be thrown out or finished (NO GUM) Only water will be allowed in the band room Pencils in folders at all times Any copies needed have been made Warming up by the time Mr. Pohland steps on

podium


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Performance Schedule/Important Dates (1 st Semester)

September 4th……………………….Home Football 7 PMSeptember 11th……………………...Home Football 7 PMSeptember 15th……………………Home Volleyball 7 PMSeptember 22nd…………………...Home Volleyball 7 PMSeptember 25th……………...Homecoming Football 7 PMOctober 7th………………………..Home Volleyball 7 PMOctober 9th………………………….Home Football 7 PMOctober 15th………………………..Playoff Football TBAOctober 17th……………….Fall Band Concert 7:30 PMOctober 21st………………………..Playoff Football TBAOctober 25th………………………..Playoff Football TBANovember 1st………………………Playoff Football TBANovember 8th………………………Playoff Football TBANovember 15th……………………..Playoff Football TBANovember 24th…………………….Girls Basketball 7 PMDecember 2nd……………………...Boys Basketball 7 PMDecember 6th………………………Both Basketball 5 PMDecember 14th…………Winter Band Concert 7:30 PMDecember 17th……………………..Boys Basketball 7 PMDecember 20th……………………..Both Basketball 5 PMAll concerts are required and pep band is optional but attendance at events will count toward student’s ability to receive a band “Letter.”


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Sample Trip ItineraryTrips will be taken every two years to help enhance the learning for students in the instrumental music department. Cost will be determined at least 6 months prior to the trip and students will have the opportunity to fundraise to cover the cost of the trip. Below is a sample trip itinerary to help outline what a trip might look like for your students.

Purpose: To provide the students with an out of state opportunity to work with well-rounded and highly regarded musicians and have the chance to see live music performances of professional quality and see the possibilities that music creates for them as possible careers or hobbies.

Day 1

Arrive in Chicago and meet tour guide. Check into Hotel. o Fairfield Inn & Suites 216 E. Ontario Street Chicago, IL 60611 312-787-3777

The Willis Tower, formerly named Sears Tower, is a 110-story 1,451 feet (442 m) skyscraper in Chicago, Illinois. At the time of its completion in 1974, it was the tallest building in the world, surpassing the World Trade Center towers in New York. Currently, Willis Tower is the tallest building in the United States and the fifth-tallest freestanding structure in the world as well as the fifth tallest building in the world to the roof.

Music Clinic at Roosevelt University (Chicago College of Performing Arts)o With Stephen Squires, Conductoro Students will learn at the college level and obtain invaluable knowledge to

enhance their performance. This program allows students to see what the musical experience will be in a college environment, which helps to promote longevity in performing arts.

Navy Piero A 3,300-foot (1,010 m) long pier on the Chicago shoreline of Lake Michigan.

Students can also buy souvenirs and gifts, shop, eat at food courts, ride the carousel or famous ferris wheel. Students may have an opportunity to do a public performance at the famous Navy Pier.

Blue Man Group Show o A creative organization that produces theatrical shows and concerts featuring

music, comedy and multimedia; recorded music and scores for film and television; television appearances for shows such as The Tonight Show, Las Vegas, Scrubs, FETCH! with Ruff Ruffman, and Arrested Development. All of the organization's appearances star a trio of performers called Blue Men, who appear to have blue skin and no voice, hair, or ears. This Blue Man Group show allows students to appreciate the percussion aspects and theatrical components of music.


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Day 2

Music Exchange with Chicago High School for the Artso A great opportunity to meet other music students and also creates a social and

interactive environment where to share their music experiences. Students will have an opportunity perform for each other and collaborate on similarities of their programs.

o Concert After day of Music with Chicago High School for the Arts Dinner at Giordano’s Attend the Green Mill Lounge Jazz Club for a concert

Day 3

The Art Institute of Chicago/Museum of Science and Industryo An opportunity for furthering educational value outside of music

City tour o Wrigley Field, architecture of Frank Lloyd Wright, Lakefront, Old Town and the

Loop, Photo Stop – Buckingham Fountain, Union Station. With so many highlights and historic sites, students will visit many famous landmarks and have opportunities for pictures with friends.

Shopping, time to explore the “Magnificent Mile” or State Street. Dinner at Ed Debevic’s Tommy Gun’s Garage

o An Audience Interactive “Speakeasy” that offers a musical comedy review wit da gangsters, da flappers and YOU. After a delicious sit-down dinner, join “Vito”, “Gloves”, and da “gangsters” and da “flappers” for non-stop comedy and dangerous fun. You will be transported back to da 1920’s complete wit da boss’s 1928 Model “A” Ford, Roaring Twenties music and memorabilia from da Twenties

Day 4

Return Home


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Fundraisers

Students will have the opportunity to fundraise for all costs for any trips the band takes throughout the years they attend Western High School. The fundraisers will occur twice a year, once during the fall and spring semesters. Students do not have to participate in the fundraiser but understand that 10% of all profits will go directly to the students account to be used for any costs the student may have in the music department. After the student finishes at Western High School, any remaining funds in the account will be deposited into the overall band budget or to a sibling in the music program. This only includes brothers and sisters within 2 (two) years of age and no extended family. This is to prevent money sitting in accounts for multiple years and to clean out and reorganize the student and band accounts every two years. If you have any questions, feel free to contact Mr. Pohland.


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Mr. Pohland’s Grading PolicyGrades: Grades will be determined upon the following formula:

35%--Performances/Playing Tests35%--Attendance20%--Ability (Level of potential/improvement) 10%--Written work

Performance/Playing Tests: 35% of Grade;

With band being a performance based ensemble, the students’ grade will be highly dependent on them being at all performances and being performance ready. The rubric below outlines how a student will achieve each grade:

RubricGrade F or D C B ABreakdown Student does not

attend any or over 60% of performances. Student shows very little progress with musical or technical skills and unable to perform the literature.

Student is at most performances. Student is consistent with most notes and rhythms but is not yet demonstrating the ability to differentiate dynamics, articulations, or other musical skills necessary to perform.

Student is at all performances and consistent with most notes, rhythms, and articulations. Student can perform the music but still has a few small areas where music is not quite performance ready.

Student performs and excels at all performances. Student is performance ready with all music and shows the ability to be a leader in his/her section.

Attendance: 35% of Grade:

Due to the limited rehearsal time, it is imperative that we make the most of each rehearsal. Each member of the ensemble has an obligation to be at all rehearsals on time, prepared and with all necessary equipment.

All band students must abide by the school’s attendance policies Attendance is required at all rehearsals, sectionals, and performances. Absences and tardies will be excused in the following cases:

o Medical emergency or personal injuryo Death in the familyo A notice for any other reason in writing and signed by whoever is taking you away from

a rehearsal (i.e. parent/teacher/guardian, etc.) 1 week prior to rehearsal 4 weeks prior to a performances

Example of unexcused absences and tardies include but are not limited to:


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o Work Please look ahead at our concert schedule when giving your employer days off.

Our schedule will be complete by the beginning of the school year. If your work could not schedule around your schedule, I will need a note from your supervisor.

o Over-sleepingo Transportation not arranged

Unexcused absences or tardies may result in but are not limited to:o Grade reductiono Make-up assignmentso Expulsion from the program

Athletics will not be a guaranteed excused absence. Please have your coach sign off on your practice schedule and turn into the director at the beginning of your sports’ season.

RubricGrade F or D C B ABreakdown Unexcused

absences from practices and/or performances. Consistently late for events.

Occasionally excused misses of practice and/or performances. Late occasionally.

Misses very few practices and has perfect attendance at performances. Always on time.

Near perfect, to perfect attendance at practices and performances. Always on time

Ability: 20% of grade:

Student are judged on whether or not they are playing to their full potential, taking into account for previous educational background, natural ability, and willingness to work on own time.

RubricGrade F or D C B ATone Quality The tone is often not

focused, clear or centered regardless of the range being played, significantly detracting from the overall performance .

Tone is often focused, clear and centered, but sometimes the tone is uncontrolled in the normal playing range. Extremes in range are usually uncontrolled. Occasionally, the tone quality detracts from overall performance.

Tone is focused, clear and centered through the normal playing range of the instrument. Extremes in range sometimes cause tone to be less controlled, Tone quality typically does not detract from the performance.

Tone is consistently focused, clear, and centered throughout the range of the instrument. Tone has professional quality

Rhythm The beat is usually erratic and rhythms are seldom accurate

The beat is somewhat erratic. Some rhythms are

The beat is secure and the rhythms are mostly

The beat is secure and the rhythms are accurate for


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detracting significantly from the overall performance.

accurate. Frequent or repeated duration errors. Rhythm problems occasionally detract from the overall performance.

accurate. There are a few duration errors, but these do not detract from the overall performance.

the style of music being played.

Pitch Very few accurate or secure pitches.

Some accurate pitches, but there are frequent and/or repeated errors.

An occasional isolated error, but most of the time pitch is accurate and secure.

Virtually no errors. Pitch is very accurate.

Attention in Class

Student is rarely focused and attentive during class. Sometimes disruptive to rest of class.

Student is sometimes focused and attentive during class, but is easily distracted by others and sometimes distracts others.

Student is usually focused and attentive during class, but sometimes is distracted by others.

Student is focused and attentive throughout class and follows directions to the best of his/her ability.

Practice Student's performance indicates there is very little practice outside of class

Student's performance indicates some practice outside of class, but with little attention to areas of difficulty.

Student's performance indicates regular practice outside of class with some attention to areas of difficulty.

Student's performance indicates regular and sustained practice outside of class, with great attention to areas of difficulty.

Dynamics Attention to dynamic levels is not obvious.

Dynamics levels fluctuate but can be discerned.

Dynamic levels are typically accurate and consistent.

Dynamics levels are obvious, consistent, and an accurate interpretation of the style of music being played.

Phrasing Phrasing is rarely consistent and/or rarely sensitive to music style.

Phrasing is usually consistent and occasionally sensitive to the style of music being played.

Phrasing is usually consistent and sensitive to the style of music being played.

Phrasing is always consistent and sensitive to the style of music being played.

Note Accuracy

Wrong notes consistently detract from the performance

A few inaccurate notes are played, detraction somewhat from the overall

An occasional inaccurate note is played, but does not detract from

Notes are consistently accurate.


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performance. overall performance.

Articulation Few secure attacks. Markings are typically not executed accurately.

Attacks are rarely secure, but markings are often executed accurately as directed by the score and/or the conductor.

Attacks are usually secure, though there might be an isolated error. Markings are executed accurately as directed by the score and/or the conductor.

Secure attacks. Markings (staccato, legato, slur, accents, etc.) are executed accurately as directed by the score and/or the conductor.

Written Assignment: 10% of Grade:

Students will have some written work not limited to:

Musical Worksheets Permission Slips Written Tests

RubricGrade F or D C B ABreakdown Does not complete

any or most of written assignments of fails to answer correctly.

Turns in most written work and does average on assignments.

Hands in almost all assignments but does not quite meet excellent standards.

Hands in all written work completed at a very high standard.

About Mr. Pohland


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My name is Joel Pohland and I am currently teaching at Western High School.

Here are some quick highlights about myself.

I am originally from Glencoe, Minnesota. Moved to Peosta, Iowa in Summer 2009.

I majored in Music Education at Loras College in Dubuque, Iowa and received my degree in the Fall of 2014.

I have one brother, John, and two sisters, Joy and Jillian. I enjoy all music, sports, especially golf, and love to be outside.

Involvements/Activities:

Loras Wind Ensemble--Euphonium Loras Jazz Ensemble--Bass Trombone Published by Alliance Publications Inc. based in Sinsinawa, Wisconsin.

o The Ultimate Promise (2013)o A Sailor’s Odyssey (2013)

Rising Star Theatre Company--Pit Orchestra-Drumseto Urinetown (2x—Fall 2013)o The Music Man (Summer 2013)o Hairspray (Summer 2012)o Joseph and the Amazing Technicolor Dreamcoat (Summer 2011)

Knights of Columbus 2010-Present. First Degree Knight. Trustee and Deputy Grand Knight officer roles.

Student Life at Loras College. Serving as an Orientation Leader, Resident Advisor, and Senior Year Experience Coordinator

Delta Epsilon Sigma Collegiate Honor Society. Loras College Student Alumni Council. Loras College Drumline. President. FOCUS (Fellowship of Catholic University Students) Missionary (2015-

2017)


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