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TRAVELINGINSTRUMENTALMUSICTEACHERS’HANDBOOKGrades4‐8

RedClayConsolidatedSchoolDistrictMarch2011

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The Red Clay Consolidated School District would like to thank the travelingmusicteacherswhocreatedthisdocument.

BonnieAyers

RonBradley

BobEmmons

SusanPeo

KristenTosh‐Morelli

ReviewedandapprovedbythePerformingArtsCouncilonFebruary15,2011

ReviewandapprovedbytheCurriculumCabinetonApril17,2011

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JOBDESCRIPTIONFORTRAVELINGMUSICTEACHER

TravelingMusicTeacher SupportRecruitstudents Districtsetsupfamilynights

Principalcollaborateswithdemonstrationassembly3rdGradeConcertSeriesarrangedbyDistrict.

Registerstudents Principal,SchoolOfficeandHomeRoomteachersassistwithdemonstrationscheduleandcollectionofforms.

Scheduling Principalcollaborateswithscheduling.

Musicteachercoordinatesschedulewithclassroomteachers.

Maintaininstrumentinventory Districtprovidesinstrumentinventoryform.

Communication PrincipalandDistrictSupervisor

Purchasing DistrictSupervisor

Lessonplanningandteaching Principalprovidesappropriatespaceforlessonsandinstrumentstorage

Concerts Principalsupport

Evaluatestudents

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TABLEOFCONTENTS

pageAcknowledgements 2

JobDescription 3

ProgramOverview 5

SectionI:StudentRecruitment 5

SectionII:StudentRegistration 6

SectionIII:MusicalInstruments 6

SectionIV:MethodBooks,Supplies,softwareandFacilities 7

SectionV:OperationalItems 8

SectionVI:PedagogyandPracticalTipsforMaintainingA SuccessfulInstrumentalProgram 9

SectionVII:ParticipationInTheInstrumentalProgram 15

Appendices 20CommunityResources:Suppliers,Instruments,RepairsParentInstrumentalRentalNightInvitationFlyerStudentInterestFormStudentRegistrationFormsMusicalInstrumentLoanForm(English)MusicalInstrumentLoanForm(Spanish)InstrumentRepairRequestFormPurchaseOrderRequestFormStudentPracticeLogsWeeklyAssignmentSheetOOPSForm5thGradeSpringEvaluationFormDistrictInstrumentInventoryForm

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PROGRAMOVERVIEW

The Red Clay Consolidated School District believes that all students should have the opportunity todevelopacontinuingdesireandcapabilitytoexperiencemusiconanaestheticlevel.Inpursuitofthatbelief, the traveling instrumental music teachers in our district offer instrumental music lessons tostudentsinfourthgradethrougheighthgrade.Studentsreceivemusicalinstrumentinstructionforoneclass period perweek, averaging thirty to forty‐fiveminutes per class. Instruction is offered free ofchargetostudents. Inadditiontogroupmusic instruction,studentsareofferedensembleexperiencesandareexpectedtoperforminconcertsasmaybescheduledduringtheschoolyear.Theprogramisstaffedbybandandstringedinstrumentmusiceducatorswhotravelamongthedistrict’sschoolstoprovidestudentinstruction.TheDistrictSupervisorofCurriculumandAssessmentoverseesthese staff members by allocating their individual budgets and assuring the smooth operation andintegrationoftheprograminliaisonwiththeschools’principalswhoevaluatethestaffmembers.The District maintains a limited supply of instruments for instructional use. These instruments areavailabletostudentsduringtheschoolyearfreeofcharge.Students,however,areencouragedtorentorpurchasetheirowninstrumentswheneverpossible.Theobjectivesandgoalsoftheelementaryinstrumentalmusicprograminclude:

Instructstudentsonthemusicalinstrumentoftheirownchoosing Developa levelof studentmusicianship that reflects thenational, stateandschooldistrictmusicstandardsandgradelevelexpectations Prepare students to be productive members of their ensuing secondary schools’ bands andorchestras.

SECTIONI:STUDENTRECRUITMENT

Recruitment of students into the elementary instrumentalmusic program is the responsibility of theinstructors.Thisisaccomplishedinthreeways:1)An“instrumentdemonstrationassembly”ispresentedtoallstudentsingradesfourandfive.Theseassembliesarescheduledbytheinstructorincoordinationwitheachofhis/herschools’principalsandareheldduringtheearlydaysoftheschoolyear. If it is logisticallypossibleasingleassemblyateachschool that combines both the school’s string instructor and band instructor, so that all of theinstrumentscanbedemonstratedtothestudentsatonce.2)Thereisan“instrumentfamilynights”forallstudentsingradesfourandfive.Thedistrictholdstwostudent/parenteveningmeetingsnearthebeginningoftheschoolyear.Thesemeetingsarescheduledshortlyafterthestudents’demonstrationassemblies.Theyusuallyareheldattwoseparateelementaryschools, one in the city and one in the suburbs. All instructors are required to attend these eveningmeetings,andtheyreceivedistrict“clockhour”timefortheirattendance.The district publicizes thesemeetings to all incoming fourth‐ and fifth‐grade students’ families via asummermailingtoeachstudent’sresidence.Themeetingdatesandtimesalsoarestatedonthestudentregistration forms or on a separate district‐generated flyer that is distributed to the students at theinstrumentdemonstrationassembly.

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The evening meetings feature the instructors and representatives from the area musical instrumentvendors. As of this writing, these vendors includeMusic & Arts Center, AccentMusic and ConcordMusic. Thesevendorsbringmusical instruments to themeetingsandallow thestudents to “tryout”eachone.

3.Thedistrictschedulesinstrumentalminiconcertsateachoftheelementaryschoolsfor3rdgradestudents.Thepurpose is toshowstudents thevarietyof instruments theychoose fromwhen4thgrade lessonsareoffered.

SECTIONII:STUDENTREGISTRATIONProcess

1. Allcompletedregistrationformswillbereturnedtoeachschool’smainofficeduringthedesignatedregistrationperiod(seeappendix).

2. Themusic instructor reviews the requests for instrumentson the registration formsandawardsthemona“firstcome/firstserved”basis.

3. A loan form signedby theparentmustbe kept for all instrumentsby the instructorwith copiesforwardedtothedistrictsupervisor(seeappendix).

4. ThemusicinstructormaintainsstudentregistrationandattendanceScheduling

Sortstudentsbytheirinstrumentchoicesandtheirlevelofadvancement(beginner,second‐yearplayer,middleschoollevel,etc.).

Consultwiththeschooladministrationtodeterminetheavailabletimesforinstruction Devise schedules on a “rotating” basiswhen possible,meaning that individual group times

willchangefromweektoweek,sothatstudentsarenotpulledoutofthesameacademicor“specials”classeveryweek.

Allocate at least one thirty to forty‐five minute lesson each week (times vary with eachschool).

Holdlessonsonthesameweekdaythroughouttheschoolyearforeachschoolassignedtotheinstructor.

Uponcompletion,lessonschedulesshouldbedistributedtoparticipatingstudents,theirparents,schooladministratorsand faculty. It is imperative thatstudentsknowthedateand timeof their first lessonwellinadvanceofit.Schedulesalsoshouldbepostedatthesiteofthelessonsateachschool.

SECTIONIII:MUSICALINSTRUMENTS

Inventory:Eachtravelinginstrumentalmusicteacherwillmaintainrecordsregardinghis/herassignedschools’ instrument inventory using the standardized spreadsheet provided by the district (seeappendix).Instrumentpurchase and replacement:Annual budget allocations for traveling instrumental musicteachersmaybeusedat theirdiscretion for thepurchaseofnewmusical instruments toaddtoschoolinstrument inventories. While the inventoriesmay nevermatch the number of studentswho requestloaned instruments, it isphilosophicallyandpracticallybeneficial tomaintainand increase instrumentinventories, so that the program may serve as many students as possible. On the occasion of aninventoriedinstrument’sdeteriorationbeyondrepair,everyeffortshouldbemadetoreplaceit,sothatexistinginventorynumbersmaybemaintained.

Maintenanceandrepairs:Theinstrumentalmusicteachersroutinelyperformregularmaintenanceofdistrict‐ownedinstruments. Mostschoolinstrumentproblemsareminorinnatureandareeasilyfixed,

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yetsomeinstrumentsoccasionallywillhavetobesenttolocalvendorsformoreextensiverepairs.Thedistrict allows an annual budget allocation for instrument repairs thatmay be used for this purpose.Prior to anywork being done, instructorsmust obtain estimates for the cost of any repairs andmustsubmitthedistrict’s“InstrumentRepairRequestForm”(seeappendix)tothedistrictofficeforapprovalandsubsequentpermissiontooutsourcetherepairs.

Instrument Return Policy: In keeping with district policy regarding the return of district‐ownedproperty and in addition to the loan agreement, a student’s report card may be withheld until theinstrument is returned and/or other accounting (such as remittance of the instrument’s replacementvalue) is completed before it is cleared. The instructor, however, must have documentation that theparentswerenotified inadvance. If studentsmoveduring theschoolyear, theschoolsecretaryshouldrequestthattheloanedinstrumentbereturned.Student‐Owned Instruments: Students are encouraged to procure and provide their own musicalinstrumentsforinstructionandmustdosofordrumsandbells.Theareavendorsthatservethedistrictofferthestandard“renttoown”plans,maintenanceandrepairplansandinsuranceplans. Theseplansarepresentedtostudentsandparentsinpersonattheannualparents’meetings(seeSectionIabove);areavailableonline;andaremadeaccessibletoinstructorsvialiteraturethatcanbedistributeddirectlytothestudents.Student‐ownedinstrumentsareprivatepropertyofthestudents.Theyarenotcoveredbyany district‐maintained insurances, are not subject to district‐fundedmaintenance and repair policiesanddonotpossessany inherentguaranteesthatotherwisemaybeprovidedtodistrict‐ownedmusicalinstruments. More detailed information regarding instruments and parental responsibilities may befoundinSectionVIIofthisdocument.

SECTIONIV:METHODBOOKS,SUPPLIES,SOFTWAREANDFACILITIES

Studentmethod books: A variety of method books are used so students should check with theirinstructorbeforepurchasingtheir lessonbook. EssentialElements2000,PremierPerformance,AccentOn Achievement, Yamaha Advantage, Standard of Excellence, Suzuki methods and All For Strings arebeingusedcurrently.EachaddressestheDelawareContentStandardsforthePerformingArts.Studentsareresponsibleforpurchasingthemethodbookoftheirdirector’schoosing. Thearea’smusicvendorsmaintainalistofinstructors’choicesforeachschoolandarewellstockedinallmethodbookchoices.Sheetmusic:Bandandorchestraarrangementsandscoresmaybepurchasedthrougheachinstructor’sannualdistrictbudgetaryallocation. Thereexistsa largevolumeofsuchmusicthroughoutthedistrict,housed in individual schools. Instructors generally share this music openly and are encouraged toinquireamongeachotheraboutavailabletitlesbeforecommittingfundstowardstheirpurchase.Musiccompositionsoftware:Inadditiontosheetmusic,manyinstrumentalteacherscomposeand/orarrangesomeoftheconcertmusicusedwiththeirensembles.PresentlythemostpopularandversatilesoftwarepackageavailabletoaccomplishthisisSibelius,Version#6,andFinale.Procuringsoftwarefordistrict‐owned laptops requires approval from the administration as well as from the technologypersonnel.Licensedsoftwareforplacementonmultiplecomputersisoftenexpensive,requiringspecialbudgetaryconsiderations.Musical instrument supplies: Instructors typically require items such as music stands, pianos orelectronic keyboards, stocked repair kits, valve oil, slide oil, cork grease, reeds, swabs, cleaning rods,pads,soundpostsettingtools,strings,rosins,bridges,smallsponges,etc. Smallmusicalinstrumentssuchastambourines,claves,percussionaccessories,etc.arealsorequiredateachschool. Suppliesandsmallmusicalinstrumentsmustbeprocuredbyeachinstructorfromwithinhis/herbudgetaryallocation.

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Facilities:Instructionalfacilitiesvaryfromschooltoschool.Mostoftheelementaryschoolsdonothavededicatedbandororchestraroomsforinstructionandthereforespacessuchasauditoriumsorcafeteriasare assigned for instrumentalmusic instruction. When possible, schools accommodate instructors byprovidingdesks,whiteboards,computerdataports(orwi‐fi)andfilecabinetsintheassignedspaces.Inmostschools,pianosareavailableininstructionalareas.Duetothenatureofsuchsharedand“public”areas,noguaranteesofsecuritycanbeassured.Instructorsthereforemust bewary of leaving unattended instruments, computers, CD players and other valuableitemsintheseareasforextendedperiodsoftime.For pedagogical purposes, instructors may require musical instruments at each of their schools forteaching and demonstrating purposes. While it is possible to travel from school to school with thesmaller instruments, it isnotpractical tomove the larger instrumentsandpercussionequipmentonaregularbasis.Instrumentsthatmustbekeptattheschoolforinstructionalpurposesrequireasafeandsecurestoragearea.Instructorsshouldhaveaccesstoschoolcopiers,copypaperandbasicofficesuppliesthatcanbefoundinfacultyworkareasineachschool.Rehearsalandconcertspaceforfullensemblesisoftensubjecttolimitationsduetousebyotherfacultymembersandorganizationsineachschool. It is imperativethat instructorsreservesuchneededspacewell inadvanceofintendedrehearsalsandconcerts. Itisthereforestronglyadvisedthatconcertdatesandrehearsaltimesbescheduledbeforethebeginningoftheschoolyear.

SECTIONV:OPERATIONALITEMS

Communication:Themosteffectivemethodofcommunicationfortravelingteachersisbye‐mail. Thedistrictprovideseachtravelingmusicteacherwithalaptopcomputerwithcommunicationportcablesand wi‐fi access. Most schools provide access to school telephones with individual voice messagecapabilities.

Sincetravelinginstrumentalteacherstypicallyvisiteachschoolonlyonceortwiceaweek,agoodrapportand effective communication with school administrators, teachers and parents is vital in keeping theinstrumentalmusicprogramrunningsmoothly. Instructorsshouldbeplacedoneachoftheirassignedschools’ faculty e‐mail distribution lists, so they can receive advanced notice of any changes in schoolschedulesduetotesting,fieldtrips,assemblies,etc.Communicationwithparents and studentsmaybemaintained in a variety ofways (ex. e‐mails, notes,telephonecalls,etc.).Mostschoolshavecreatedwebpagesthatreportactivitybysubjectandcalendar.Instructors are encouraged to avail themselves of this avenue of communication. When sending acommunication to all parents, it is required that the instructor review themessagewith the principalpriortosending.CommunicationsshouldbeprintedinEnglishandSpanishasneeded.Communicationwithstudents’teachersisalsoofvitalimportancetomaintainaprofessionalrapportandtogarnersupportoftheinstrumentalmusicprogram.Whenschedulingconflictsoccur,itisimperativethatmusicinstructorshaveopenavenuesofcommunication,sothatproblemscanberesolved.Topromotecommunication,eachinstructorisrequiredtoattendonefacultymeetingatoneofhis/herschoolseveryothermonthonanalternatingbasisbeginninginAugust.DistrictmeetingsareheldfortheinstructorsstartinginSeptembereveryothermonthonanalternatingbasis.

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Duties: Individualschoolprincipalsmay assignmusicteacherstooccasionalorregulardutiesthatfalloutsideoftheirinstructionalrealm,unlessitinterfereswiththeirlimitedinstructionaltimewithstudentsorprohibitstheteachertravelingtothenextschoolinatimelymanner.BudgetAllocation: Each music teacher has a district budget allocation to cover all instruments andsupplies. Orderingmaterial fromlocalandnationalvendorsisaccomplishedthroughapurchaseorderrequestform(seeappendix).StudentAttendanceatLessons:Thedistrictrequiresthataccurateattendancestatisticsbemaintainedforallstudentlessonsandthatthesefiguresbereportedquarterly.Reportedstatisticsincludethenumberofstudentsenrolledateachoftheinstructor’sassignedschoolsandthepercentageofstudentswhoattendclass.Thedistrictwillprovideeachinstructorwithattendancereportingformsattheendofeachmarkingperiod(seeappendix).

SECTIONVI:PEDAGOGYANDPRACTICALTIPSFORMAINTAININGASUCCESSFULINSTRUMENTALPROGRAM

NationalStandardsforMusicEducators

Standard1:Singing,aloneandwithothers,avariedrepertoireofmusic.

Studentssingaccuratelyandwithgoodbreathcontrolthroughouttheirsingingranges,aloneandinsmallandlargeensembles.

Standard2:Performingoninstruments,aloneandwithothers,avariedrepertoireofmusic. Studentsperformonatleastoneinstrumentaccuratelyandindependently,aloneandin

smallandlargeensembles,withgoodposture,goodplayingposition,andgoodbreath,bow,orstickcontrol.

Studentsperformwithexpressionandtechnicalaccuracyonatleastonestring,wind,percussion,orclassroominstrumentarepertoireofinstrumentalliteraturewithalevelofdifficultyof2,onascaleof1to6.

Studentsperformmusicrepresentingdiversegenresandcultures,withexpressionappropriatefortheworkbeingperformed.

Studentsperformwithexpressionandtechnicalaccuracyavariedrepertoireofinstrumentalliteraturewithalevelofdifficultyof2,onascaleof1to6,includingsomesolosperformedfrommemory.

Standard3:Improvisingmelodies,variations,andaccompaniments. Studentsimprovisesimpleharmonicaccompaniments. Studentsimprovisemelodicembellishmentsandsimplerhythmicandmelodicvariations

ongivenpentatonicmelodiesandmelodiesinmajorkeys. Studentsimproviseshortmelodies,unaccompaniedandovergivenrhythmic

accompaniments,eachinaconsistentstyle,meter,andtonality.Standard4:Composingandarrangingmusicwithinspecifiedguidelines.

Studentscomposeshortpieceswithinspecifiedguidelines,demonstrationhowtheelementsofmusicareusedtoachieveunityandvariety,tensionandrelease,andbalance.

Studentsarrangesimplepiecesforvoicesorinstrumentsotherthanthoseforwhichthepieceswerewritten.

Studentsuseavarietyoftraditionalandnontraditionalsoundsourcesandelectronicmediawhencomposingandarranging.

Standard5:Readingandnotatingmusic.

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Studentsreadwhole,half,quarter,eighth,sixteenth,anddottednotesandrestsin2\4,3\4,4\4,6\8,3\8,andallabrevemetersignature.

Studentsreadatsightsimplemelodiesinboththetrebleandbassclefs. Studentsidentifyanddefinestandardnotationsymbolsforpitch,rhythm,dynamics,

tempo,articulation,andexpression. Studentsusestandardnotationtorecord/writetheirmusicalideasandthemusicalideas

ofothers. Studentssightread,accuratelyandexpressively,musicwithalevelofdifficultyof2,ona

scaleof1to6.Standard6:Listeningto,analyzing,anddescribingmusic.

Studentsdescribespecificmusiceventsinagivenauralexample,usingappropriateterminology.

Studentsanalyzetheusesofelementsofmusicinauralexamplesrepresentingdiversegenresandcultures.

Studentsdemonstrateknowledgeofthebasicprinciplesofmeter,rhythm,tonality,intervals,chords,andharmonicprogressionsintheiranalysesofmusic.

Standard7:Evaluatingmusicandmusicperformances. Studentsdevelopcriteriaforevaluatingthequalityandeffectivenessofmusic

performancesandcompositionsandapplythecriteriaintheirpersonallisteningandperforming.

Studentsevaluatethequalityandeffectivenessoftheirownandothers’performances,compositions,arrangements,andimprovisationsbyapplyingspecificcriteriaappropriateforthestyleofthemusicandofferconstructivesuggestionsforimprovement.

Standard8:Understandingrelationshipsbetweenmusic,theotherartsanddisciplinesoutsidethearts.

Studentscompareintwoormoreartshowthecharacteristicmaterialsofeachartcanbeusedtotransformsimilarevents,scenes,emotionsorideasintoworksofart.

Studentsdescribewaysinwhichtheprinciplesandsubjectmatterofotherdisciplinestaughtintheschoolareinterrelatedwiththoseofmusic.

Standard9:Understandingmusicinrelationtohistoryandculture. Studentsdescribedistinguishingcharacteristicsofrepresentativemusicgenresandstyles

fromavarietyofcultures. Studentsclassifybygenreandstyle(and,ifapplicable,byhistoricalperiod,composer,and

title)avariedbodyofexemplary(thatis,high‐qualityandcharacteristic)musicalworksandexplainthecharacteristicsthatcauseeachworkstobeconsideredexemplary.

Studentscompare,inseveralculturesoftheworld,functionsmusicserves,rolesofmusicians,andconditionsunderwhichmusicistypicallyperformed.

InstructionalTeachingStrategies

Objective:Theinstrumentalmusicteachersalwaysendeavortousecreativeapproachesthatappealtothe senses and different learning styles of the students to address the Delaware Performing ArtsStandardsandGLE’s.EachlessonmusthaveapostedGLE.Teachersmayuseavarietyofstrategies:

1.TactileApproach:Tactile instructionalapproachesmay includeclappingandcounting rhythmsoutloud, finger/position the notes on the instrumentwhile saying its name, play the rhythms on a singlepitch.Toimprovefinemotorskillsstudentswillpracticefingerings/slidepositiondrillsfromonenotetoanother.

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2.VisualApproach:Visual instructionalapproachesmayincludeactivitieswithsymbolrecognitiononflash cards, identification of notes on the black/white board, and observation of the teacher and/orstudentsmodelingdesiredskills.3. Aural Approach: Aural instructional approaches may include the teacher and students singingindividual pitches, everyone singing through short sections of music together, and listening to andcritiquinggoodrecordingsandliveperformancesofthemusicbeingstudied.4.VerbalApproach:Verbalinstructionalapproachesmayincludereadingthenotenamesoutloudfromawrittenexampleofmusiceitherindividuallyorasagroup.Inadditiontothistheteacherandstudentswillactivelydiscussthemusicalelementsbeingstudiedwiththeclass/individualstudents.

LessonStructurewithPostedGLE

1. Warm‐UpActivities

Thebeginningpartofeachlessonisdevotedtoexplaininganddiscussingtheday’sGLEafterthestudentsareseatedandreadytobeginclass. Instrumentalmusicteachersuseavarietyofwarm‐upactivitiestoreinforce theGLE to be covered in the lesson/rehearsal. Theymay use scale studies, rhythm studies,and/orharmonystudies.Otherareasthatmaybeaddressedduringawarm‐upactivityarewatchingtheconductor,stagepresence,thedevelopmentofdynamicrange/contrast,tempovariations,etc.

2. BodyofLesson

New material: New musical concepts, notation, playing techniques and musical terminology arepresented to students through an ongoing and sequential process during the school year. Once thestudentshavegainedabasicunderstandingofmusicalnotationfromworkingintheirmethodbookstheywillprogressontolongermusicalpiecesreferredtoassheetmusic.Methodbookstendtoisolatespecificmusic topics suchasnewnotes, scales, keys, rhythms, tempos, forms, articulations,dynamicmarkings,etc.Sheetmusicoftenwillexposestudentstoagreatervarietyofmusictopicsconcurrently.

Applicationofnewmaterial: Oncenewmusical concepts,notation,playing techniqueand/ormusictermshavebeenintroducedandexplainedtothestudents,theywilltrytoapplythisknowledgetonewmusicexamplesand/orpassagesofmusicpreviouslystudiedinclass.Groupandsoloperformances:Onceaparticularsectionofmusichasbeenworkedoninclassstudentswill perform it independently as well as within their group so that the teacher can evaluate theirindividuallevelofunderstandingandmastery.3. Conclusion

Lesson Summary: At the conclusion of the lesson, the teacher and students will briefly review thematerial presented in the lesson. This activity is useful in determining the students’ level ofunderstandingofthelesson.WeeklyAssignment: Before the students aredismissed from the classroom, the teacherwill specifywhattopracticeathomebeforethenextlesson.Studentsshouldwritedowntheirweeklyassignment.PracticeLog: Instrumental studentsshouldkeepawrittenrecordof theamountof time theyspendpracticingathome. Thiswrittenrecordmaybereferredtoasa“PracticeCard”ora“PlayChart.” Theinstrumental music teachers will supply their students with a blank practice form, so that they can

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record their practice time. Parents are required to sign the weekly practice log before the studentreturnsittotheteacher.

InstructionalContentforLessonsandRehearsals

1. InstrumentCareandMaintenanceMost method books include pages devoted to the care and maintenance of particular musicalinstruments.Teachersshoulddiscussthistopicthoroughlyduringthefirstfewlessons.Typicaltopicsinclude:swabbingoutwoodwinds,oilingvalvesandslides,emptyingthewaterkey,applyingrosintothebow,adjustingstringtension,etc.2.BasicMusicKnowledge(Standard5)MusicVocabulary:Studentswillstudyvocabularythatisuniquetothedisciplineofmusic.Thesetermsincludestaff,clef,note,rest,melody,rhythm,harmony,accent,staccato,fermata,etc.MusicSymbols: Studentswill study themeaning of a variety ofmusical symbols such as sharp, flat,natural,crescendo,decrescendo,rallentando,etc.InstrumentFamilies:Studentswilllearnaboutthedifferentcharacteristicsofeachinstrumentfamily.Thefourinstrumentfamiliesstudentswilllearnaboutarewoodwinds,brass,percussion,andstrings.InstrumentPartNames:Studentswilllearntoidentifyvariouspartsontheirinstrumentbythecorrectname. Specific part names include tone holes, reeds, ligature, keys, valves,mouth pieces, lead pipes,slides,waterkeys,bells,rim,heads,snares,pegs,F‐holes,bridge,soundpost,body,scroll,etc.

3.MusicReadingSkills(Standard5)Students will be able to identify the correct note and rest names, key signatures, time signatures,rhythms, articulations, dynamics, phrasing, breath marks, tempo markings, repeat signs, etc. fromwrittenmusicexamples.

4. RhythmicComprehension(Standard5)Notes: Students will learn to associate the correct terminology with the meaning and duration ofwrittennotes.Thespecificnotestheywillstudyincludewholenotes,halfnotes,eighthnotes,sixteenthnotes,dottedhalfnotes,dottedquarternotes,triplets,andties.Rests:Studentswilllearntoassociatethecorrectterminologywiththemeaninganddurationofwrittenrests.Thespecificreststheywillstudyincludethewholerest,halfrest,eighthrest,sixteenthrest,andthemultiplemeasurerest.

5. MusicalFormandStructure(Standards4,5,and6)Studentswilldemonstrateanunderstandingofavarietyofmusicalformsandstructuresbyperformingtheminclassontheirinstruments.TraditionalForms: Themostcommonmusical formsofABA,minuet, trio,sonata,rondo,etc.willbeexploredthroughthemusicliteraturestudiedinthelessons.

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MusicalStructure:Studentswillbeintroducedtotheterminologyandmeaningofmusical“roadmaps”such as the singlemeasure repeat, doublemeasure repeat, bar line repeats, first and secondendings,D.S.alCoda,andD.C.alCoda.

Tonal and Harmonic Structure: Students will learn the function of tonal centers, basic chordprogressions(I–IV‐V),andmusicalphrasing.

6. Color,TextureandMood(Standard6)Studentswillplaymusicinmajorandminorkeys.Usingmusicterminology,theywillbeabletodiscussanddescribethecolor, textureandmoodthecomposer isattemptingtoconvey. Theywillbeabletoexplainthepersonalfeelingstheyexperiencewhilelisteningtothemusic.

7. AdditionalTopicsforMoreAdvancedStudy(Standards1thru9)Alternativemusic:Studentswillbeexposedtomusicfromdifferentcountriesandcultures.Theymayalsostudymusic fromalldifferenthistoricperiods,suchasclassical,modern, jazz,pop,rock, thematicmusic,commercial,program,fiddleandbluegrassmusic,etc.PlayingSongs indifferentkeysandmeters: Studentswillworkonmusic inmodalkeys, extendedflat/sharpkeys,asymmetricmeters,mixedmeters,compoundmeters,etc.Composition and Improvisation( Standard 4): Students will discuss and learn how to identifyharmonicprogressions,melodicpassingtones,rhythmicvariations,jazz(modal)scales,etc.AdvancedTechniques forWind Instruments: Students will be exposed to a variety of instrumentspecific playing techniques such as, vibrato, double and triple tonguing, alternate fingerings, trills,glissandos,mutedeffects,etc.Advanced Techniques for Percussion Instruments: Students may be exposed to a variety ofinstrument specific playing techniques such as rim shots, open vs. closed rolls, timpani tuning,tambourinethumbrolls,playingthetrapset,etc.Advanced techniques for String Instruments: Studentswill be exposed to a variety of instrumentspecificplayingtechniquessuchasshifting,advancedbowings,vibrato,doublestops,etc.

8. SpecificPlayingTechniques(Standard2)

Band Instruments: During theircourseof study,bandstudentswill learnhowtoproperlyhold theinstrument/equipmentcorrectly,utilizecorrectbreathingtechniquesorstickingtechniquestoproducea good tone, physically apply articulation techniques, andmemorize and use correct fingerings, slidepositionsorstickingpatterns.Stringed Instruments: During their course of study, string students will study holding the bowcorrectly,properplacementofthebowonthestrings,standardbowingpatternsandtechniques,shiftingtechniques,productioncontrolofthevibrato,correctleftandrighthandskills,andcorrectplacementofthefingersonthestrings.

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9. SoloandEnsemblePlayingSkills(Standard2)SoundandToneProduction:Studentswilllearnhowtocreateagoodtonequalityontheirinstrumentby the proper use of breath support/stick coordination/bowing technique, counting skills, properphrasingandbasicmusicality.BalanceandBlendofSound:Studentswilllearnabouttherolesofmelodyvs.harmonyinrelationtobalanceandblendbetweeninstrumentsections.Notes and Rhythms: Students will strive to match pitches, use the correct fingers/slidepositions/stickingpatternineachkey,recognizeandplayaccidentalscorrectly.Elements of Expression: Students will learn how dynamics, articulations, tempos, phrasing, anddifferentmetersaffecttheexpressivelevelofinstrumentalmusicperformance.

10.RehearsalRoutinesandTechniques(Standards2,5,6,and7)Teachers will emphasize necessary skills that are required when playing in a large group of mixedinstruments.Theseskillsincludelisteningtostaywiththegroup,watchingtheconductor,learninghowsingle parts fits inwith the others, listening to recordings, playingwith recordings and learning howeachinstrumentsounds.Set‐UpTime:Studentsgettoassignedseatsandwarmupindividually.PresentObjectives: The teacher and studentswill discuss theobjectivesof the rehearsalbefore thegroupwarmsuptogether.EnsembleWarmUp:Thispartoftherehearsalcanbeusedtoreinforcetheinstructionalobjectives.NewMaterial: Thestudentswillworkonand/orsight‐readthroughnewmusicandpassagesduringthebulkoftherehearsaltime.ReviewMaterial:Studentswillplaythroughmusictheyhavelearnedinpreviousrehearsals.Thiswillhave apositive impact on the groupmorale and it affords the teacher a chance tomaintainwhat theensemblehasalreadypreparedforperformancepurposes.Conclusion:Theteacherandstudentswillbrieflydiscussandreviewtheobjectivesandsummarizethecontentandactivitiespresentedinrehearsal.Assignment:Theteacherwillspecifywhatstudentsshouldpracticebeforethenextrehearsal.Studentsshouldwritedowntheirassignmentbeforeleavingtheclassroom.

11.StagePresenceandConcertDecorum(Standards2and7)Playing and Rest Positions: The correct playing and rest positions are first demonstrated by theteacherandthenreinforcedandreviewedonaregularbasisineveryclass.ConcertAttireandPersonalAppearance:Theinstrumentalteacherswillremindtheirstudentsoftheproper concert attire as concert dates approach. This may include the school’s uniform (if any) or“dressier”clothingthatisappropriateforeachevent.Typicallyforformaleveningconcertsstudentsare

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required towear black (slacks or skirt)with awhite top (blouse or shirtwith a collar for boys). Inaddition to this, studentsmay need to wear black/dark dress shoes. For daytime performances thedresscodemaybeslightlydifferentforeachschool.

12. PublicPerformances(Standards2,5,6,and7)When students reach a somewhat proficient playing level on their instruments, they will be able toparticipate in a full ensemble (band and/or orchestra). The school ensembles typically perform adaytimeconcertforthestudentbodyandaneveningconcertforthepublictwotimesduringtheschoolyear.TraditionalconcerttimesarejustpriortothewinterholidaysandinthespringduringMay.Whenpreparing the band and/or orchestra for a public performance it is absolutely necessary to schedulerehearsals so that students can become accustomed to playing different parts together. The actualnumberofrehearsalsneededdependsonavarietyoffactorssuchasthesizeofthegroup,abilitylevelofthestudents,andthedifficultylevelofthemusic.Individualinstrumentalteacherswilldeterminethenumberofrehearsalsnecessarytoproperlypreparetheirgroupsforpublicperformances.Theseensemblerehearsalsmaybescheduledeitherinplaceoforin addition to regularly scheduled lessons. The logistics of public performances will be coordinatedbetweentheschools’principals,theircustodialstaffandanyotheraffectedpersons.Inadditiontothemusicalaspectsofaperformance,thedirectors’willrequiresomeassistancewiththefinal preparation of a program, publicity, adult help with ushering, adult supervision of students,coordination with other staff, etc. Concerts that are held during regular work hours may demandchanges in the regular schedule and may require music directors to be in school locations onuntraditionaldays.Directorswillnotifyallaffectedpartiesofsuchschedulingalterations,includingtheprincipal,staff,studentsandcustodians.

13.PublicityandPrograms

Publicityforconcertsisusuallyhandledasajointeffortbetweenallstaffwhosegroupsareparticipatingin the concert via the schoolweb site and/or in the formof flyers and newsletters sent home to theparents. Additional resourcesare theschool’sPTA(PTO)and localprintmediavia theproperschooldistrict offices. School secretaries typically assist the instrumental instructors with copying theprograms.Teachersshouldcoordinatethiswiththeschoolprincipalordesignee.

SECTIONVII:PARTICIPATIONINTHEINSTRUMENTALPROGRAM

Parents’ResponsibilitiesObtainingmusical instruments: There aremanywaysparentsmayprovide an instrument in goodworking order for their children. In conjunction with the district’s middle and high schools, largeinstruments suchasFrenchhorns,doublebassesandeuphoniumsmaybeprovided to students inallgradelevels.Thedistrictmaintainsanadequatesupplyofconcertsnaredrums,bassdrums,timpani(atsomeschools)andaccessorypercussioninstrumentsthatarehousedpermanentlyattheschools.Theseare not available for students to borrow and take home. Small instruments (flutes, clarinets, altosaxophones, violins, violas, trumpets and trombones) are generally rented and/or purchased byparticipatingelementarystudents’families.Renting and buying instruments: During the instrument rental meetings held in the fall,representatives from areamusical instrument retailers display their stores’ products and detail theirmusical instrument rental/purchase programs to the parents in attendance. Music directors are

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unbiasedastotheretailersthatarerepresentedandstresstoparentsthatrenting/purchasingamusicalinstrumentfromanyoftheretailersinattendanceisbutoneoptionofsecuringaninstrument.Care andmaintenance of instruments Students must take responsibility for the daily care andcleaningoftheinstrument(thesetechniqueswillbecoveredintheweeklylessons).Expecttomaintainthe instrument with valve oil, cork grease, reeds, strings and necessary adjustments. It is alsorecommended that parents obtain an instrument “cleaning care kit” and recommended accessories(listedbelow)fortheirchild’sinstrumentfromthemusicstore.Flute:Flutestudentsneedacleaningrodifitisnotincludedwiththeflute.Clarinet:Clarinetstudentsneedat least five#2reeds(beginnerswillneedtoreplacereedsoften),corkgreaseandacleaningswab.Alto Saxophone: Saxophone students need a comfortable neck strap, at least five #2 reeds(beginnersneedtoreplacereedsoften),corkgreaseandacleaningswabTrumpet, Euphonium, Baritone Horn, and French Horn: These students need a mouthpiecebrush,valveoilandtuningslidegrease.Trombone: Trombonestudentsneedamouthpiecebrush,slideoil,tuningslidegreaseandasmallwater‐filledspraybottle.Percussion:Percussionstudentsneedtogetacombobell/drumkitorseparateinstrumentsiftheyarenottobetaughttogether.Someteachersrequirethekitswithsnaredrumswhileothersrequirethekitsonlywith thedrumpracticepads. Students shouldgeta setofbellswith thenotenamesstampedonthem,bellmalletsandwoodensnaresticks.Strings:Stringstudentsneedrosinandashoulderrestorsponge.

Useofdistrict‐owned instruments: Limitedsuppliesandvarietiesof instrumentsareownedbythedistrict and are available for students to borrow. Interested parents must first request the use of adistrict‐ownedinstrumenteitherinwritingorbyindicatingsuchontheirchild’sregistrationforms(seeappendix). Studentsmust subsequently return a completed instrument loan contract (see appendix),signedbyparents. District‐owned instrumentscannotberemoved fromschoolpropertyuntil theloancontractiscompletedandsignedbyparents.

UsedInstruments:Parentswhosupplytheirchildwithausedmusicalinstrumentthattheyobtainfromsecondarysources(pawnshops,fleamarkets,discountretailers,onlineauctions,etc.),dosoattheirownrisk.Itisstronglysuggestedthattheinstrumentalmusicteacherexaminesuchinstrumentsbeforetheyarepurchased.Thequalityofsuchinstrumentscanbequitepoorandoftenareunserviceableforrepair.Transportation of Larger Instruments: Students must bring their instruments to school for everyscheduled instructional session. Transportation of large instruments (trombones, horns, euphoniums,percussionkits,cellos)onschoolbuses isoftenan issuethatvariesat thediscretionof individualbusdrivers.Intheseinstances,otheraccommodationsmaybemadewhenpossiblebyhavingtwoidenticalinstruments at their disposal, one to be kept at home for practicing and one kept at the school forperformingat lessonsandconcerts. In theevent that inventoryshortagesprohibit this,parentsmustadapttosuchcircumstancesandaffectasystembywhichtheirstudents’instrumentscanbetransportedbackandforthbetweenschoolandhome.

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ProvidingRequiredClassMaterials:

WristWatch:Sincestudentsareresponsibleforrememberingtheirownlessontimeeachweekitisstronglyrecommendedthattheywearawatchontheirlessonday.LessonBook:Parentsneedtopurchasetheinstructor’sstatedlessonbookfortheirchild.Bookscanbepurchasedatlocalmusicstores.FolderandPencil:Studentsreceiveafoldertousefortheirband/stringpapersatthebeginningof theyear. Theyshouldkeepall sheetmusic,papers, lessonbooksandaPENCIL in the folder,bringingittoeverylesson.MusicStand:Studentsareencouragedtohaveafoldingmusicstandathomeforpracticing.Themusicstandshouldbekeptathomeunlesstheteacherinformsthestudentthathe/shewillneeditforafullensemblerehearsalorconcert.Eachschoolhasmusicstandstouseforweeklylessons.

EncouragingGoodOrganizationalSkills:

RemindChild toBring InstrumentonLessonDay:Parents should remind their child to takehis/herinstrumentandotherlessonmaterialstoschool.Enforcing Good Home‐Practice Habits: Instructors specify home practice policies to theirstudents,usuallyrecommendingfifteen‐totwenty‐minutepracticesessionsatleastfivetimesperweek. Parents shouldmonitor their child’s practice sessions from time to time to ensure thathe/she is completing assignments. Parents are urged to praise their children when they dopracticeratherthanpunishingthemfornotpracticing.Weekly Practice Logs: Instructors who require weekly‐signed practice logs must assure thatparents are in compliance with their requirements. Students who submit unsigned logs riskhavingtheirassessments(reportcardgrades)downgradedbecauseofuncooperativeparents.

Students’Responsibilities

ParticipatinginLessons:Inorderforstudentstobesuccessful,theymustparticipate.Studentsaretobeattentive,activelyinvolvedandfullypreparedtolearn.Studentsshouldcertainlyaskquestionswhenneeded, but are not to call out or distract other students when the teacher is instructing the group.Duringthelesson,theyshouldmakeasincereattempttoimprovetheirplayingskills.Theyshouldalsodemonstrate good listening skills. It is essential that studentsmaintain an A,B, or C average in theiracademicclasses,since theyaremissingclass timeduring thepull‐outmusic lesson. Teachersshouldinformstudents that theyarerequired tomakeupacademicclassworkmissedwhile in instrumentallessons.Attending Lessons: Students are responsible for getting to lessons and rehearsals on time. Lessonschedules are usually posted in homerooms and outside the instrumental room and are given to allstudentsand teachers. Lessonschedules shouldbeannouncedover the intercomon lessondays. Onoccasion, group lesson times will be altered, especially to accommodate full ensemble rehearsals asconcerttimesapproach. Itisimportantthatallstudentsattendtheserehearsals. Rehearsaltimeswillvaryaccordingtotheschool’sschedule,butallareheldduringtheschoolday.BringingClassMaterials toLessons: Students are responsible for bringing their instrument,musicfolder,pencil,methodbook,sheetmusicandotherrequiredmaterialstoeverylesson.

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Home Practice: Instructors usually give students specific assignments each week at their lessons.Studentsshouldmaintainadailypracticingroutine,practicingtheinstrumentatthesametimeeachdayandinthesamelocation.Itisthestudent’sresponsibilitytopracticeaccordingtotherequirementsoftheinstructorandtomaintainhis/herpracticelog.PerformanceAttendance:Specificinformationaboutconcertsiscommunicatedtoparentsasconcerttimesapproach.Attendanceatallconcertsismandatoryforinstrumentalstudents.InstrumentCareandMaintenance: Students shouldbe taughthow tohandle instruments carefullyand todemonstrateaserioussenseof responsibility. Theyshouldkeep their instruments insafeandsecure places to avoid damage and theft. They need to properly maintain instruments for properfunctioning. Ifstudentsnoticeaproblemwiththeirinstrumentthatmayrequirearepair,theyshouldnotify the instrumental teacher immediately.Rentalagreementsoftencover thecostofminorrepairs.Studentsandparentsshouldnevertrytorepairamusicalinstrumentontheirown.

StudentEvaluation

Studentassessmentandevaluationisasnecessaryininstrumentalmusicasitisinanyothersubject.Byanalyzing student achievement, teachers can re‐work their lessons to bettermeet the needs of theirstudents. While evaluation techniques and rubrics may be formulated by individual instructors, thefollowingguidelinesmayserveasthebasisforassessmentandevaluationschemes.

1.OrganizationalSkillsRememberingClassMaterials:Studentsshouldhavetheirinstrument,music,folder,andbookforclasseachweek.MaintainingtheInstrument:Studentsshouldkeeptheirinstrumentingoodworkingorder.Attendance:Studentswhomissseveralconsecutivelessonsundoubtedlywillfallbehindtherestofthegroup and risk being dismissed from the instrumental program. Promptness to lessons is anotherimportant consideration, as studentswho are late to lessons repeatedlywill receive awarning. Theteacher must notify parents of students who have excessive absences. No student may be droppedwithout contacting the parent and notifying the respective principal. An instructor may request an“AlertNow”groupfromthedistrictsupervisorforschool‐wideattendanceissues.2.AttitudeParticipationinclass:Studentswhoparticipateinlessonactivitieswillprogress.Effort:Studentsareencouragedtoputforththeirbesteffortateverylesson.ClassAssignments:Studentswhodon’tpracticeandareunpreparedforseverallessonswillreceiveawarningandcouldbedismissedfromtheinstrumentalmusicprogramafterconsultingwiththeparentandprincipal.Support:Studentsareexpectedtosupporteachotherintheirmusicalendeavors.Cooperation:Studentsneedtobeabletocooperatewiththeteacherandotherstudentsintheclasssothatlessonsmayrunsmoothly.FollowingDirections:Studentsneedtobeabletolistenandfollowdirectionsfromtheinstructor.Thisisimportantforthesafetyofthegroupandtheproductiveuseoflessontime.

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3.PerformanceSkillsMusicReadingSkills:Studentsshouldbeable to identifyandreadout loud thenotes that theyhavebeenstudying intheir lessons. Difficultywithnotationreadingwillhaveanadverseeffectonstudentprogress.TechnicalSkills:Students should be capable of independently performing short passages and entiresongsafterareasonableamountofclasstimehasbeenspentstudyingthem.ListeningSkills:Studentsshoulddevelopskillstocritiqueconstructivelythemusicalperformancesthattheyareexposedtoinclass.StagePresence:Studentsneedtodemonstrateaclearunderstandingofwhatisexpectedofthemduringaperformance.4.MethodsofEvaluationPerformanceTests: Individualstudentsmaybeaskedtoplayshortmusicalpassagesinclass,sothattheteachercanlistenandevaluatemusicianshipandlevelsofunderstanding.WrittenTests: Briefwritten tests or quizzesmay be administered in class, so that the teacher canassesseachstudent’sfoundationofmusicalknowledgeandunderstanding.VisualObservation: Teachers will use this evaluation technique often when trying to analyze anytechnicaldifficultiesthatparticularstudentsmaybeexperiencingwhiletryingtoplay.AuditoryObservation:Thistoolisoftenusedwithvisualobservationtodiagnoseplayingdifficulties.5.ReportingStudentProgressAttendanceRecords:Thereisusuallyadirectcorrelationbetweenastudent’sattendancerecordandtheirrateofprogressontheinstrument.Thisisaveryusefulindicatorforevaluatingstudentprogress.WarningNotices:Theseformsareusedtoreportdeficienciesinlessonattendance,musicianship,etc.Theycanbesenttoparentsviahardcopyore‐mail.Instrumentalteachersshouldkeepback‐upcopiesofsuchnoticesandfiles,aswarningnoticesarenegativeinnatureandusuallyserveasaprecursortodismissing a child from the program. If students are not demonstrating a reasonable amount ofprogress or are just progressing too slowlydue to a lackof effort on their part, theymay receive awarningnotice.ProgressReports:Thesecanbeissuedtoparentsatanytime,informingthemoftheirchild’sprogresstowardsthemusicalgoalsthattheinstrumentalteacherhasset. Thesenoticesareusuallypositiveinnatureandaremeanttomotivatestudents.Progressreportscanbesenttoparentsviahardcopyore‐mail. Using annotated reports, the instrumental teachers may offer advice on how students mightimprove their rate of progress and overall levels of success. Refer to appendices for report cardsamples.ReportCards: The travelingmusic teacherspresented aproposal to give report cardgrades to theDistrictReportCardCommitteeinJune2010.TheDistrictReportCardCommitteedidnotapprovetheproposal.

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APPENDICES(*RequiredDistrictForms)

CommunityResources:Suppliers,Instruments,RepairsParentInstrumentalRentalNightInvitationFlyer*StudentInterestFormStudentRegistrationFormsMusicalInstrumentLoanForm(English)*MusicalInstrumentLoanForm(Spanish)*InstrumentRepairRequestForm*PurchaseOrderRequestForm*StudentPracticeLogsWeeklyAssignmentSheetOOPSFormWarningNoticeWithdrawForm5thGradeSpringEvaluationForm*DistrictInstrumentInventoryForm*QuarterlyAttendanceRecord*AssignedSchoolsMasterSchedule*

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COMMUNITY RESOURCES: SUPPLIERS, INSTRUMENTS, REPAIRS 

Compiled by Wes Morton and Pamela Letts, February 2011. 

AccentMusic 302‐999‐9939 Localshopforallinstruments

ConcordMusic 302‐454‐7664 Localshopforallinstruments

TheDrumPad 302‐284‐4664 Localshopforpercussion

DavidKee(MusicallySound) 610‐869‐4800 InstrumentRepairswillpickupatschool

ExplorersPercussion 888‐523‐7867www.explorerdrums.com

PercussionSupplies

FluteProShop 302‐373‐1953 Flutes,SuppliesandRepairs

Giardinelli’s 800‐288‐2334www.giardinelli.com

MailOrderInstrumentsandSupplies

InterstateMusicSupply 800‐982‐2262www.interstatemusic.com

MailOrderInstrumentsandSupplies

VincentMarinelli 302‐479‐0373 WoodwindInstrumentRepair

MiddletownMusic 302‐376‐7600 Localshopforallinstruments

MusicandArtsCenter 302‐633‐0600 Localshopforallinstruments

SteveWeissMusic 215‐329‐1637 PercussionSupplies

Woodwind&Brasswind 800‐348‐5003www.wwandbw.com

MailOrderInstrumentsandSupplies

WashingtonMusic 301‐946‐8808 MailOrderInstrumentsandSupplies

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Get your child involved with music education – sign up for instrument instruction.

flute clarinet saxophone trumpet F Horn Euphonium trombone bell and snare drum kit

violin viola cello bass

Want to know more? Come with your child to one of two evening meetings:

Monday, September 14 7:00 PM at Brandywine Springs School 2916 Duncan Road Wilmington 19808

Thursday, September 17 7:00 PM at Baltz Elementary School

1500 Spruce Ave. Wilmington 19805

Our elementary band and orchestra directors will be there to explain the program and to answer your questions. Representatives from area music stores will

display all of the instruments that are available for renting and purchasing. Your children will have fun trying out the instruments of their choosing!

Red Clay makes it easy and convenient for you -- you can register for the

program and sign up for an instrument right at the meeting. See you there!

Directions to the schools may be found online at www.redclay.k12.de.us/Schools/Elementary.htm

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Si desea que hijo reciba educación musical, lo puede inscribir en lecciones para aprender a tocar un instrumento.

flauta clarinete saxofón trompeta Cuerno francés Eufonio trombón xilofón y tambor

violín viola violonchelo contrabajo

¿Desean obtener mayor información? Vengan con su hijo a una de

las siguientes sesiones informativas por la noche:

El lunes 13 de septiembre a las 7:00 de la tarde en la Escuela Baltz Primaria 1500 Spruce Avenue, Wilmington, 19805

El jueves 16 de septiembre a las 7:00 de la tarde en la Escuela Brandywine Springs

2916 Duncan Road, Wilmington, 19808

Los directores de la banda y orquesta de escuela primaria estarán presentes para explicar el programa y responder sus preguntas. Habrá representantes de tiendas de música de la zona con

una muestra de todos los instrumentos disponibles para alquilar o comprar. ¡Sus hijos se divertirán probando los instrumentos que escojan!

Red Clay les facilita el proceso, pueden inscribirse en el programa y obtener el instrumento en la

misma reunión. ¡Esperamos verlos!

Pueden encontrar instrucciones para llegar a las escuelas en el sitio Web www.redclay.k12.de.us/Schools/Elementary.htm

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Greetings Parents and Students,

Did you know the Red Clay Consolidated School District offers free instrumental instruction to students in grades 4 through 12. At this time, your child has the opportunity to join or continue in their school band program! Parents and students interested in the school band program this year should read, fill out and turn in the bottom portion of this form as soon as possible.

Successful participation in the School band program depends primarily on the student’s effort to PRACTICE CONSISTENTLY and their parent’s POSITIVE SUPPORT of this endeavor. Here’s how the program works.

1. Students attend a band instrument demonstration held during the day at their school. 2. Students discuss with their parents whether or not they want to participate in the school band program. 3. If interested, students and parents fill out and return the “Student Interest Slip” found below. Returning this slip does NOT

obligate your child to join the program. It just indicates your interest and desire to find out more about the program. Official permission slips to join the band program will be given out at the first lesson.

4. If you decide that your child will participate in the band program they will need an instrument to play. If you do not already have an instrument for your child to use you may need to rent or buy one. The typical instruments that stores will rent include flute, clarinet, alto sax, trumpet, trombone, and percussion kit. If your child wishes to play the French horn or the Euphonium they may be able to borrow one from the school. It’s ok to obtain an instrument on your own. But, if you would like to find out more about renting an instrument from a store I recommend that you attend one of our “Band Parents” nights (information on back). Also, after checking out the various rental plans, you find that you truly and absolutely cannot afford to get an instrument for your child, than you may request the use of a district instrument. There are a limited number of band instruments available for financially challenged families to borrow during the school year so if you definitely need to borrow an instrument please submit your request IN WRITING as soon as possible, (include: your name, child’s name, grade, homeroom teacher and homeroom number, phone number and which instrument they would like to borrow. (FYI: Saxes and Percussion Kits are NOT available for borrowing). After I receive your written request, I’ll send information home explaining how to borrow an instrument from the district.

5. In addition to an instrument in good working order, your child will need class materials including the correct band book and products used in maintaining and playing their instrument (see additional handout for specific information)

6. Finally, the lessons will begin. Lessons meet once a week on a rotating basis so the students do not miss the same class time every week. Please check the schedule for the specific date and time of the first band lesson for your child. Band students do not need to bring an instrument to the first band lesson. They should try to have their instrument and all their other band class materials for the 2nd band lesson (if beginning band students need a little more time to get an instrument, that’s ok, they should still attend the lesson). Thank you for your interest in the school band program. If you have any questions about the band program, you may contact me at your child’s school or you may E-mail me at: susan.peo@redclay.k12.de.us

Please DETACH and return this slip to your child’s Homeroom Teacher AS SOON AS POSSIBLE!

(Both beginning and returning band students must complete this form)

School (Please Print Clearly) Grade Homeroom Teacher Homeroom # Student’s Name Parent’s Name Daytime Phone Number Street Address City Zip Code Home Phone Number E-Mail Address

My child already has a in good working condition that he/she will use for band this year.

Instrument

Check Off Your Instrument Choice

FLUTE HORN Clarinet Trombone Alto Sax Euphonium Trumpet Percussion Kit

*If your child needs help selecting an instrument send me a note or email and I will try to meet with them individually.

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INSTRUMENTS: To avoid confusion, please attach the following information to your child's instrument case before they bring it to school; Name, Phone Number, and School Name. You should also record the instrument make, model and serial number for insurance purposes. Parents, please be aware that some large instruments may not be brought to school on the bus (ex: large Percussion Kit, French Horn, Trombone and Euphonium). The instrument must fit between your child’s legs when he/she is seated on the bus. You may need to provide your child with transportation on the days they need to have their instrument in school for band activities. LESSONS: Band students receive one group lesson each week (about 30-40 minutes long). The weekly lessons run on a rotating pullout schedule. (Same day every week but the time changes from week to week) so students will not miss the same class time every week. All students must complete any academic work missed due to lessons and/or rehearsals. Students receive their own copy of the band schedule to keep in their band folder. Due to other school activities the band schedule may need to change. Any changes to the schedule will be announced in the morning. Students should report to their lesson on their own and on time with all the necessary class materials. They need to be attentive and actively involved in the lesson. They are encouraged to ask questions but should avoid calling out while the Band Director is instructing the group. They should never distract other students in the group from learning in any way. If a student occasionally forgets to bring their instrument to school on their lesson day they must still attend the lesson so they do not fall behind their group. If this becomes a chronic problem however, students may be denied continued participation in band. Parents please remind your child to bring their instrument to school on band days! I also recommend that students wear a wrist watch on band days. DAILY PLAYING: This is the MOST important aspect of learning how to play a musical instrument. Students that play on a regular basis will experience the most progress and enjoyment in this program. Students should play through all the material covered in their weekly band class. After each home playing session the student should write down the number of minutes they played on their PLAY CHART. PARENTS need to SIGN the play chart EVERY week after it is completed by the child. Students earn a sticker and eventually other small rewards for completing this task. Band students should play at home several times a week. Beginners should aim for a 15 to 20 minute session 4 to 6 days a week. More experienced students should aim for a 30 to 45 minute session 5 to 7 days a week. Parents, it is your responsibility to remind your child to play their instruments at home! Help them get into a good playing routine (same time everyday with a music stand in a quiet place away from distractions). Try to keep things positive. Reward them when they remember to play on their own. (Continued on Back )

Please FILL OUT COMPLETELY and return the slip below no later than the First week of October

I, give my child, Parent’s Signature Student’s Name (Please Print Clearly) permission to participate in the School Band Program. Date Home Phone #

School Grade Homeroom Teacher Homeroom #

Street Address City Zip Code E-Mail Address

1. I will be providing my child with a in good working condition that he/she will use for band this year.

Instrument

2. My child has requested to borrow a from the school that he/she will use for band this year. Instrument (*alto saxes and percussion kits are not available to borrow at this time)

Flute Clarinet Alto Sax* Trumpet Horn Trombone Euphonium Percussion Kit*

2

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STUDENT EVALUATION: I evaluate a student’s progress during the weekly band class by observing and listening to them play alone and with the group. When time permits at the end of the lesson I may have individual students play songs from their band book.

WARNING NOTICES: Students that are exhibiting little progress in the Band Program will be given a written warning notice. It may include information explaining possible reasons for the child’s lack of progress as well as helpful suggestions to improve the situation. If your child receives a warning notice they must start showing some signs of progress soon if they wish to continue participating in the school band program.

CONCERT BAND PARTICIPATION: Beginning students that make consistent progress will perform with the School Concert Band (full ensemble of mixed instruments which performs in public). In addition to the weekly lesson, the elementary Band rehearses on a rotating schedule a few weeks prior to each performance. All of my schools have a spring concert near the end of May. Some of my more advanced students may also perform in a winter concert in December if they are ready. All Concert Band members are required to attend the full band rehearsals and performances as scheduled. Concert dates and times will be announced over the school PA system and flyers will be sent home with all the necessary information about the concert(s).

CONCERTS: Public concerts provide a unique educational experience and are a very important benefit of participating in a band program. Concert Band students are required to participate in ALL performances scheduled for The School Concert Band. Each individual student’s participation is important for the success of all the students involved. It really is a TEAM EFFORT. Advanced written notice of school concert dates and times will be sent home with the students. In addition to this, frequent announcements will be made over the school P.A. system and during the band lessons as the concert date(s) approach. If there is an extremely important reason why your child absolutely must miss a daytime or evening concert please notify the Band Director in writing at least 1 week prior to the scheduled performance. If a last minute illness or emergency occurs please send a note to school as soon as you are able.

PERFORMANCE DRESS: The proper attire for ALL daytime and evening band concerts is black and white unless your child attends a school that requires a uniform. If that is the case the school uniform may be worn for the performances. Otherwise, boys should wear black pants and a white shirt with a collar. Ties are optional. Girls should wear either a black skirt or black pants with a “nice” white top. All students should wear black dress shoes. The goal is for your child to look their BEST and for the whole group to have a nice uniformed appearance for the concerts. A few weeks prior to a performance I will hand at a flyer reminding the students what the proper concert attire should look like for a public performance. Please use your best judgment when helping your child select their performance attire.

I look forward to working with your child this year. If you have any questions about the band program, you may contact me at your

child’s school or you may E-mail me at: susan.peo@redclay.k12.de.us

Please FILL OUT COMPLETELY and return the slip below no later than the First week of OCTOBER

Official Band Permission Slip (Fill out other side completely before returning)

If you want to participate in the School Band Program Please Detach and Return This Slip To

Ms Peo, Your Home Room Teacher or The Main Office.

Questions/Comments:

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Start your child’s musical journey into the exciting world of bands by taking MUSICAL INSTRUMENT lessons at the school. All that’s needed is consistent effort from the student and active support from parents. Forty-minute small-group music lessons will be given once a week during the school day.

Bands will perform at concerts and other events. Band rehearsals will be provided in addition to lessons.

All wind and percussion instruments are available. If undecided, attend one of the scheduled evening meetings so that your child can experiment with all of the different musical instruments.

INSTRUMENTS OFFERED

Flute Clarinet Trumpet Saxophone F Horn Euphonium Trombone Orchestra Bells Snare Drum

Snare Drum Kits include stand, drumsticks, practice pad, carrying case. Orchestra Bell Kits include stand, mallets, carrying case

WHERE DO THE INSTRUMENTS AND LESSON BOOKS COME FROM?

If you do not own an instrument, you’ll need to rent or purchase one (necessary for flute, clarinet, saxophone, trumpet, orchestra bells and snare drum). Several area music stores serve the Red Clay District for musical instruments and supplies. Visit the one closest to you -- consult your Yellow Pages for addresses. The music stores offer inexpensive “rent to own” plans that feature small monthly investments to purchase an instrument. For more information, attend one of the evening meetings in September to learn more about these plans. Music store representatives will be there to demonstrate instruments and to answer your questions. Bring your child so that he can “try out” all of the instruments. Large instruments such as F Horns, trombones and baritone horns can be loaned to students by the school district. The district additionally maintains a very limited supply of small instruments (flute, clarinet, trumpet, saxophones) for loan. District-owned instruments are provided on a first-come, first-served basis. NOTE: Snare drum and orchestra bell kits are not available for loan and must be purchased or rented from a music store. CAUTION: If purchasing an instrument from any source, check with your band director to be sure that the instrument is one of good quality. Inferior instruments are for sale for teasingly low prices at retail and discount stores. Many are of such poor quality that they are unplayable even when brand new and often no warranties are given. The required lesson book can be purchased at local music stores. The book used is “Premier Performance,” by Ed Sueta. Purchase Book 1 for your instrument.

HOW DO I GET STARTED?

Complete the form below and return it to the school by the end of next week. Music lessons are given during the entire school year – please be prepared for a serious commitment, and be sure to read the reverse side of this form. After this registration form is processed, you will be notified as to the day and time of your child’s first music lesson. If you have any questions, please contact Mr. Emmons at RedClayBands@yahoo.com or by leaving a message at 239-9262. Thank you for your support of your child’s music education!

NOTE: BEGINNING AND RETURNING BAND STUDENTS MUST COMPLETE AND SUBMIT THIS FORM

PLEASE PRINT -- RETURN TO THE SCHOOL WITHIN ONE WEEK

_____________________________________________________________________________________________ Student’s name _________________________________________________ Grade _________ School _____________________________________

Homeroom Teacher ________________________________________________ Homeroom number ____________

Instrument desired ________________________________ Undecided? Be sure to attend one of the evening meetings to “try out” instruments!

(see the reverse side of this form for dates and times)

Parents’ names ___________________________________________________________________________________________________________

Address (include apartment number and ZIP code) _______________________________________________________________________________

Telephone (________) __________________ _______________________________________________________________ZIP_________________

Parent’s e-mail address (for contact only – your security assured): ___________________________________________________________________

PLEASE INDICATE: Has your child played this instrument before? ( ) Yes ( ) No If yes, for how long? _____________________________

(check if applicable): ______ I currently am or will be renting an instrument from a music store or other source.

______ I would like to borrow a school district-owned instrument. I understand that they are in limited supply and that one may

not be available for me. SNARE DRUMS AND ORCHESTRA BELLS ARE NOT AVAILABLE.

______ Check here if you own your own instrument and will not need to rent or purchase one for lessons.

28

ANSWERS TO PARENTS’ COMMONLY ASKED QUESTIONS

Question: “What kind of commitment is involved with playing a musical instrument and taking music lessons?” Answer: We expect your child to be as serious with his musical instrument studies as he is with any academic class. When you receive the lesson schedule after you register for instruction, post it in a prominent place in your home so that you and your child always know when lessons are scheduled. Attendance at scheduled lessons is a must -- if your child misses three consecutive music lessons, he will be dismissed from the program. Students will not be admitted to class without their instruments and books -- forgetting materials and lessons on lesson days is a waste of your child’s time and your investment. Participation in ALL scheduled concerts, including those in the evenings, is mandatory. Failure to attend scheduled concerts will result in dismissal from the program. Question: “How does the class schedule work? Will make-up lessons be offered if my child is absent from a lesson?” Answer: Your child will receive one class per week (thirty to forty minutes), scheduled during the regular school day. Lesson times will rotate so that students are not “pulled out” of the same academic class every week. Since our instrumental music staff is at the school only once during the week, make-up lessons are virtually impossible. Students who knowingly have an academic test or another important commitment during their lesson time can reschedule their lesson for another time during the scheduled lesson day. Question: “What about practicing? How can I help my child to improve on a musical instrument when I know nothing about music?” Answer: Daily practice is required of all instrumental music students. Because your child will be taught technique (the ability to produce sound) and the reading of musical notation in class, you do not need a specialized knowledge of music to help. Consistent review is the key to improvement. As long as you are there to be sure that your child practices, he will improve naturally. Because lessons occur only once a week, it is extremely important that practice is done routinely. Our instructors generally ask that students practice for no less than twenty minutes a day for five days a week. It is more beneficial to practice for twenty minutes a day than it is to practice for two hours one day and then to do nothing for the rest of the week. It is best for your child to practice alone and undisturbed and then play for you what he has learned. Please encourage the work with positive remarks, even though the progress may seem slow to you. “PlayCharts” will be distributed to students at each lesson. These forms track your child’s practice habits and must be signed by parents every week. As for practicing, have your child work slowly in the beginning. This aids in allowing your child to fully understand the many factors involved in creating music. Once facility (smooth, uninterrupted fingering of the notes) is achieved, the next step is to attain speed. Work with your child in pushing him to play faster. Remember, at your child’s age the potential is almost limitless! Question: “What happens with lessons when my child’s instrument is being repaired or if parts need replacing?” Answer: If the instrument is not working properly, it is best first to consult with your child’s instructor as to the cause of the problem and its severity. Many problems are minor in nature and easily can be fixed by the instructor – even those where the problem results in the complete loss of the instrument’s ability to play. Should the instrument require extensive repair, most local music stores offer full repair service departments and can provide instruments for loan during “shop time.” If the instrument is owned by the school district, a replacement instrument usually can be provided if the original instrument needs to undergo outside repair. Woodwind reeds eventually will break. This is a normal occurrence; in fact, they need replacing quite often! Reeds are available from your child’s music instructor and at local music stores. It is wise to purchase a supply of several reeds to avoid constant trips to the music store and to assure that your child can steadily practice and attend lessons with a fully operational instrument.

MORE QUESTIONS? CONTACT US AT REDCLAYBANDS@YAHOO.COM

NEED AN INSTRUMENT? SEE AND PLAY BEFORE YOU COMMIT!

JOIN US AT ONE OF RED CLAY’S INFORMATIVE MEETINGS. Monday, September 13 7:00 PM at Baltz Elementary School

1500 Spruce Ave. Wilmington 19805 Thursday, September 16 7:00 PM at Brandywine Springs School

2916 Duncan Road Wilmington 19808

Our elementary band and orchestra directors will be there to explain the program and to answer your questions. Representatives from area music stores will be there to explain the program and to answer your questions. Representatives from area music stores will display all of the instruments that are available for renting and purchasing. Your children can try out the instruments of their choosing! Red Clay makes it easy and convenient for you --you can register for the program and sign up for an instrument right at the meeting. See you there!

29

RED CLAY CONSOLIDATED SCHOOL DISTRICT 2010-2011 School Instrument Loan Form

Please Print Clearly

Student’s Name: School:

Teacher: Grade: Home Room:

Parent/Guardian:

Address: City: Zip Code:

Home Phone: ( ) Cell Phone: ( )

Work Phone: ( ) Other Phone: ( ) E-Mail Address: @ Instrument Requested: Replacement Value:

Parent/Guardian Signature: Date:

The signature above indicates that I give my child permission to borrow a school instrument AND I accept the responsibility to monitor my child’s use and care of it. There is no charge to borrow a school instrument. However, your child is expected to keep the instrument in good working condition. This is a very expensive “real” musical instrument and should be handled and maintain with great care. Do not let siblings or friends play with the instrument. If any severe damage occurs to the instrument while your child is borrowing it, you will be expected to pay for the necessary repairs. Also, if the instrument is beyond repair or is lost or stolen then you must pay the full replacement cost for the instrument.

The instrument must be returned to the instrumental teacher after your child completes their final concert performance for the current school year. However, during the course of the school year, if your child has to drop out of the instrumental music program and/or must move to a different school then they must return the instrument to their homeroom teacher or the school’s main office immediately.

Thank you, e-mail: @redclay.k12.de.us instrumental teacher

Office use only

Instrument/Make: Serial Number: Current Condition: Form Received: Instrument Returned:

30

DISTRITO ESCOLAR CONSOLIDADO RED CLAY Formulario para pedir en Préstamo un Instrumento Escolar 2010-2011

Por favor completar en forma clara con letra de imprenta

Nombre del alumno(a): Escuela:

Maestra: Grado: Salón hogar:

Padre/Madre/Tutor:

Domicilio: Ciudad: Código Postal:

Teléfono particular: ( ) Celular: ( )

Tel. laboral: ( ) Otro teléfono: ( ) Dirección de E-Mail: @ Instrumento solicitado: Valor de reposición:

Firma del padre/madre/tutor: Fecha:

La firma indica que autorizo a mi hijo(a) a pedir prestado un instrumento escolar Y que acepto la responsabilidad de controlar el uso y el cuidado de mi hijo(a) respecto al instrumento. El préstamo de un instrumento escolar es gratuito. No obstante, se espera que el alumno(a) mantenga el instrumento en buen estado. Éste es un instrumento “real” muy caro y debe ser manejado y mantenido con sumo cuidado. No permitan que los hermanos ni los amigos jueguen con el instrumento. Si el instrumento sufre algún daño mientras su hijo(a) lo tiene prestado, usted deberá pagar las reparaciones que sean necesarias. Además, si no es posible reparar el instrumento o si el mismo es perdido o robado, usted deberá pagar el costo total de reposición.

El instrumento debe ser entregado al profesor de música instrumental una vez que su hijo(a) haya tocado en el concierto final del año escolar. Sin embargo, si durante el transcurso del año, su hijo(a) debe abandonar el programa de música instrumental y/o cambiarse de escuela, debe devolver el instrumento a la maestra del salón hogar o a la oficina principal de la escuela de inmediato.

Gracias, e-mail: @redclay.k12.de.us Profesor de música insstrumental

Uso exclusivo de la oficina

Instrumento/Marca: Número de serie: Condición actual: Formulario recibido: Instrumento devuelto:

31

RED CLAY CONSOLIDATED SCHOOL DISTRICT

INSTRUMENT REPAIR REQUEST FORM

School: Date: Director: Phone Number: Kind of Instrument: Make: Serial Number: Description of Repair(s) Needed:

Preferred Vendor Musically Sound Music and Arts Center Other (check one please)

Please forward this form to Jeanne Qvarnstrom. Confirmation of all repairs will be given within three days. DO NOT send repairs out until confirmation has been given.

Approved Date:

32

ORDER FORM

Date Ordered: Purchase Order No. Person Ordering: School: Company Name: Address: Phone Number: FAX Number: E. I. Number/Fed. I.D. Number:

Item No. Description Qty. Item Price Total

33

PLAYCHART PRACTICE CARD DIRECTIONS: Practice at least 20 minutes for five nights per week. Parents must initial the

form. Return the form to your teacher at your next class.

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Date

No. of Mins. Practiced

Parent’s initials

Your name __________________________Grade ________Instrument ___________________

Assignment _________________________________________________________ My next class is Date: ________________________ Time _________________

PLAYCHART PRACTICE CARD DIRECTIONS: Practice at least 20 minutes for five nights per week. Parents must initial the

form. Return the form to your teacher at your next class.

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Date

No. of Mins. Practiced

Parent’s initials

Your name ___________________________Grade ________ Instrument ________________

Assignment _________________________________________________________ My next class is Date: ________________________ Time _________________

34

Name: Instrument:

What You Need To Bring To Your Band Class: An Instrument in Good Working Order, Instrument Supplies (ex: neck strap, extra reeds, valve oil, etc.), Your Band Folder, Your Band Handouts and Sheet Music, Your Band Book & Pencil, Your Playing Chart (with your Parent’s Signature).

Earn Stickers 5 10 15 20 25 30 Get Rewards

Star Student Magnet

Foam Music Book Mark

Colorful Eraser

Special Music Pencil

Mini Maraca Key Chain

Band Star Trophy!

Time Spent Playing at Home = Musician’s Level And Grade

Total Minutes Each Week More Than 150 120 to 150 90 to 119 60 to 89 30 to 59 Less Than 30 MUSICIAN’S LEVEL Exceptional Excellent Good Average Weak Poor

GRADE A+ A B C D F

Go ACROSS chart and fill out one row for each week of school. Write zero if you have to skip a day.

Starting Date

Day 1

minutes

Day 2

minutes

Day 3

minutes

Day 4

minutes

Day5

minutes

Day6

minutes

Day7

minutes

Parent’s Signature Please check your child’s card and sign it every

week before their next band lesson.

Director’s Approval

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

35

Name: Instrument:

Write down your assignment at the end of each Band Class. After you work on your assignment at home you should

also review and play through other songs from your Book, Check-Off List, and/or Concert Music.

DATE Week CLASS ASSIGNMENTS DONE

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

WINTER CONCERT MUSIC SPRING CONCERT MUSIC SPECIAL ASSIGNMENTS

36

BRANDYWINE HERITAGE BALTZ MARBOOK On , in

DATE STUDENT’S NAME HOMEROOM

A. Missed their band class. Please remind your child to attend their band classes

every week so they do not fall behind their classmates. Good attendance is an important part of being a responsible band member.

B. Repeatedly misses their band class. Their attendance must improve immediately

or their continued participation in band will be in jeopardy. Total Number of Band Classes missed including the date above =

C. Forgot to bring their instrument to school for their band class. To avoid forgetting

the instrument in the future, please remind your child to bring it to school on their band class day every week.

D. Repeatedly forgets to bring their instrument for band class. They can no longer

attend band class unless they bring their instrument with them. Total Number of times instrument was forgotten as of the date above =

E. Other:

Parents/Guardians please sign and date this notice and have your child return it to Ms. Peo, their Home Room Teacher or the Main Office as soon as possible. Thank You.

Parent’s Signature Date

5TH GRADE SPRING EVALUATIONS TERM:

37

Present Band Director: Elementary School:

E Excellent: Makes a consistent effort and/or has the ability to do well. W Weak: Some effort and/or ability demonstrated in

lesson groups and band

G Good: Average effort and/or ability demonstrated in lesson groups and band. P Poor: Very little effort and/or ability demonstrated in

lesson groups and band

Student Inst. Level. Additional Comments 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

District Instrument Inventory Form

38

School Number

School Name

Instru- ment

Serial Number Make

EstimatedCost

EstimatedAge (yrs)

Condition(Poor, Fair,

Good, Excellent)

Loaned(Y/N)

Student/ School Name

StudentID Grade

Loandate

Returned(Y/N)

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

                           

QuarterlyAttendanceRecordSample

39

Red Clay Consolidated School District

Reported Attendance Rates by Quarter 2009-2010 BAND LESSONS

School Teacher Number of Students Attendance Percentage Rate 9/29 1st 2nd 3rd 4th 1st 2nd 3rd 4th

Baltz Robert Emmons 29 26 22 17 83 80 68 Brandywine Springs Ele. Susan Peo 68 73 66 66 92 95 93 Brandywine Springs MS Susan Peo 20 19 19 18 89 87 81 Central Robert Emmons 18 18 18 17 92 86 84 Forest Oak Kristen Tosh-Morelli 41 36 44 25 96 97 92 Heritage Susan Peo 51 47 44 42 98 94 96 Highlands Kristen Tosh-Morelli 28 21 19 17 92 92 86 Lewis Kristen Tosh-Morelli 29 18 14 7 86 86 79 Linden Hill Maureen Murphy 98 97 97 97 97 97 97 Marbrook Susan Peo 39 37 33 30 95 96 98 Mote Robert Emmons 23 21 20 14 87 88 89 North Star Robert Emmons 78 75 71 64 95 93 92 Richardson Park Robert Emmons 44 42 39 31 92 89 67 Richey Kristen Tosh-Morelli 50 47 36 35 98 98 93 Shortlidge Kristen Tosh-Morelli 56 30 16 12 59 59 92 Warner Kristen Tosh-Morelli 36 20 10 7 69 69 83 TOTAL 792 627 568 499

Red Clay Consolidated School District

Reported Attendance Rates by Quarter 2009-2010 STRING LESSONS

School Teacher Number of Students Attendance Percentage Rate 9/29 1st 2nd 3rd 4th 1st 2nd 3rd 4th

A.I. Middle School Ron Bradley 8 8 4 5 60 70 54 Baltz Ron Bradley 18 20 10 9 80 75 79 Brandywine Springs Bonnie Ayers 33 38 37 36 89 83 73 Cab Calloway 6th grade minor

Bonnie Ayers 4 3 3 3 98 97 95

Cab Calloway 7th grade minor

Bonnie Ayers 5 5 5 5 98 97 95

Cab Calloway 8th grade minor

Bonnie Ayers 4 4 4 4 98 97 95

Cab Calloway 8th grade major

Lillian Green 3 3 3 3 98 97 97

Cab Calloway high school Katie Makos Bonnie Ayers

2 2 2 2 98 97 95

Cab Calloway After School Program

Katie Makos and Lillian Green

5 5 5 5 98 97 97

Conrad Ron Bradley 7 7 8 6 82 63 83 Forest Oak Bonnie Ayers 38 38 38 36 94 90 90 H.B. Middle School Bonnie Ayers 13 12 10 9 83 64 60 Heritage Ron Bradley 37 33 31 26 88 82 76 Highlands Ron Bradley 22 22 17 16 77 75 77 Lewis Ron Bradley 30 29 26 21 87 71 61 Linden Hill Bonnie Ayers 14 17 17 17 95 92 91 Marbrook Ron Bradley 46 45 30 23 86 79 86 Mote Bonnie Ayers 30 33 32 32 93 93 95 North Star Ron Bradley 34 31 32 27 83 82 82 Richardson Park Ron Bradley 19 20 17 14 80 79 66 Richey Ron Bradley 8 8 7 7 86 75 71 Shortlidge Ron Bradley 27 22 10 9 72 75 92 Skyline Bonnie Ayers 15 15 14 16 83 71 68 Stanton Ron Bradley 19 16 9 7 66 64 60 Warner Ron Bradley 51 47 26 16 70 64 61 Total 494 483 397 354 MS Orchestra/evening Bonnie Ayers 27 26 84 HS Orchestra/evening Bonnie Ayers 34 35 85

40

AssignedSchools:MasterScheduleSample

2010-2011 School Year Schedule for Traveling Band Directors

TEACHER MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Kristen Tosh-Morelli

Short. E Richey Highlands Warner Forest Oak

Richey Richey Highlands Warner Forest OakBob

Emmons North Star Central North Star Rich. Park Mote

North Star Baltz North Star Rich. Park Mote Sue Peo BSS BSS Heritage Marbrook Lewis

BSS BSS Heritage Marbrook Lewis

Schedule for Traveling Strings Directors

TEACHER TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Bonnie Ayers

AM PM

Linden H Forest O

Cab HBMS Skyline

Cab BSS Mote

Ron Bradley

AM Stanton AIMS

Highlands Baltz Shortlidge North Star

PM Conrad Richey Heritage

Marbrook Lewis Richardson Park

District Contact: Jeanne Qvarnstrom 552 - 3758