EHS Bands Syllabus, Grades 9-12


Prepared for T1 Varsity Bands & "Wildcat" Band;
T2 & T3 Symphonic Band, Concert Band, Freshmen Bands, Wind Ensemble
Instructors: Brett Benson, Douglas Hart, Conrad Miska


 
STATEMENT OF PHILOSOPHY

The focus of our program is on comprehensive musicianship – the development of musical perception, aesthetic sensitivity, and technical mastery.  Parents, families, friends and the community are given the opportunity to see this on display through our performances at concerts and various school events.  There are other social enrichment by-products and the development of priceless life skills learned by all our band members, but these are in addition to the foundation of our band's number one priority - music education.

We cannot, and do not, take for granted what "being in band" means to our students. Although it might seem we are completing one performance and then preparing for the next, there is a much greater educational agenda being shared every day in our rehearsal room. Learning music is preparing our students to be successful in life.

Evaluating the progress of the student is a requirement nationally. In our curriculum the following steps are used to evaluate our band students. It is the responsibility of each student enrolled in band to understand the educational goals stated in the previous paragraphs, and how they are evaluated.

 

GRADING PROCEDURE

Students enrolled in any of the bands during each trimester will be evaluated in three areas: DAILY PARTICIPATION, LESSONS, and PERFORMANCES, determined by the following percentages:
  • ATTENDANCE/EFFORT at Daily Rehearsals = 20%
  • ATTENDANCE/EVIDENCE OF PREPARATION FOR LESSONS = 50%
  • PERFORMANCE attendance and effort = 30%

REHEARSALS-(20%): Attendance is taken within 3 minutes of the second bell. Students are expected to be seated with their instruments and music at that time, or will be listed as tardy. Each group rehearses music daily to be performed at evening concerts.

LESSONS-(50%): five(5) lessons (mostly private and some semi-private) are required during the trimester. Each lesson is 15 minutes in length and are offered on a rotating schedule basis. Through this type of schedule a student does not miss a single class any more than 30 minutes per trimester. The lesson schedule for the entire trimester posted on the band dept. bulletin boards, and posted on the band web page (see "Lessons" button at left)

Students may study privately outside of EHS and still receive credit towards their EHS band grade. These students must document private lessons with a LESSON VERIFICATION form that can be obtained from the band directors or off the EHS web site. The EHS band directors retain the right to refuse this outside credit if improvement is not observed. Per administrative directive, there will be no incompletes issued if the end of tri. lesson verification form is not submitted by the deadline. Failure to comply with the deadline will result in a failing trimester grade in band. No exceptions.

PERFORMANCES-(30%): A performance schedule is part of the syllabus for this trimester. Our concert and festival performance schedule for the entire trimester is posted in the hallway of the EHS Music & Dance Department. It is also on the EHS school calendar mailed to the parents of all students enrolled at EHS this past summer, and posted on the EHS web page (click on "concert calendar" at left. Performances include concerts, special event performances, and scheduled pep bands at EHS athletic events. Pep band performances are scheduled at the start of each Trimester and are also posted similarly on the webpage (pep band schedule is on the band home page) and in the music area.
 

Lesson Makeup Lesson Policies

In an attempt to encourage regular lesson attendance during the course of a trimester, and to alleviate make-up scheduling “congestion” at the end of the tri, the following policies have been adopted regarding missed lessons:
 
  • Any missed lesson must be made-up prior to the student’s next regularly scheduled lesson. For example, a missed "day #2" lesson must be made-up before the next "day #2" lesson on the lesson calendar. To facilitate this, we will schedule one day of makeups after each lesson rotation.
  • Lessons not made-up within the allotted period of time will be recorded as a zero, and will not be able to be made-up by the student during the trimester. Please also note that grades will not be posted until the completion of the lesson "cycle" following the scheduled lesson, at the earliest.
  • A student who misses a lesson on his/her regularly scheduled lesson day should see his/her lesson teacher immediately after missing the lesson to schedule a make-up lesson (there is one make-up lesson day scheduled during every lesson rotation, as well as occasional other opportunities within the lesson schedule).
  • If the lesson was missed due to absence from school, it is the student’s responsibility to see the lesson teacher immediately upon returning to school to schedule a makeup lesson.
  • In the event that a student is aware of a lesson absence in advance (e.g. scheduled during a planned field trip or family trip), it is to his/her advantage to bring that to his/her lesson teacher’s attention prior to the missed lesson.
  • Extenuating circumstances regarding lesson absences must be brought to the attention of the lesson teacher.

     
    Grading Rubric, used to evaluate individual lessons

    Each lesson is worth 0 – 20 points.

    • 19 - 20 Points: Demonstration of thorough preparation in all aspects of the assignment for this lesson. Strong evidence of a daily commitment towards preparing their lesson.
    • 17 - 18 Points: Demonstration of thorough preparation in most aspects of the assignment for this lesson. Moderately strong evidence of a daily effort towards preparing their lesson.
    • 15 - 16 Points: Demonstration of thorough preparation in some aspects of the assignment for this lesson. Evidence of a several-day commitment towards preparing for their lesson.
    • 13 - 14 Points: Demonstration of some preparation in multiple aspects of the assignment for this lesson. Evidence of a few-day commitment towards preparing the lesson.
    • 11 - 12 Points: Demonstration of little or no preparation of the assignment for this lesson. Evidence of minimal or last-minute practice towards preparing the lesson.
    • 10 Points: A lack of lesson preparation is evident, but the student attended this lesson to receive instruction. Student is still striving to improve by receiving instruction.



     
    Required/Graded Performances

    See the web page "Band Calendar & Concert Schedule" for current performance schedule.


     
    ISD 196 Essential Learnings, T1, Gr. 9-12
  • Student will be able to perform marching band drill while playing music that is characteristic to the genre (weeks 1-6).
  • Students can read, interpret, and follow marching band coordinate sheets/instructions (weeks 1-6).
  • Student understands and responds to common conducting patterns and musical gestures (weeks 6-12).
  • Student can perform their instrument with sensitivity to tone and balance in the concert band setting (weeks 6-12).

     
    ISD 196 Essential Learnings, T2-T3, Grade 10-12
  • Student understands and responds to advanced conducting gestures such as multiple and changing meters
  • Student understands and responds to musical conducting gestures such as marcato, legato, and staccato.
  • Student can independently identify the role of their individual part with resepct to main melody or supportive (background) material, and adjust personal performance dynamics as appropriate.
  • Demonstrate the ability to adjust intonation discrepancies in performance.
  • Identify and respond to musical terminology.

    LINK TO THE ISD 196 FRAMEWORKS FOR PERFORMING ARTS: http://www.district196.org/curriculum/SecondaryStudentLearnings/PerformingArts/HSInstrumentalMusic.htm