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St.

Isabella School
Mrs. Robinson | 2018 – 2019

Band
Handbook
• Band Room Expectations • Practice Tips
• Assessment • Scales
• Facts About Band • Theory and Ear Training
• Year at a Glance • Vocabulary Terms
• Instrument Selection and • Parent Volunteers
Rental Program • Band Student Contract
• Accessories to Purchase
Instrumental Music
Mrs. Robinson - St. Isabella School – 2018/2019
WELCOME to INSTRUMENTAL MUSIC! We are about to start another school year, and I’m so excited to meet you and to get started making
music with you! Before we get started LEARNING MUSIC, PRACTICING our instruments and having FUN, it helps to understand why we are
here, what we want to accomplish, and what we will do throughout the year to reach our goals.

The Instrumental Music curriculum emphasizes the development of musical skills through playing, listening, reading, creating and valuing. It is
my belief that through performing lots of great music, exposure to the rich history music holds, and striving for excellence on our instruments,
that a true appreciation for music can develop in each student. It is my goal, that while students learn the skills to become successful musicians,
they also learn to understand and appreciate a wide variety of music, and become life – long learners and music lovers.

A couple of items follow that will make our lives easier, and our progress that much more RAPID.

HOW DO THINGS WORK AROUND HERE?

Class rules fall under three main categories: Be Respectful, Be Prepared and Participate.

BE RESPECTFUL – Others, Yourself and Equipment


- Use only your own instrument. Percussion equipment is only to be used by percussionists.
- Do not play between music selections or while others are talking/speaking, and stop playing immediately when cut off
- Listen and follow instructions
- Use appropriate language
- Take care of your music and instrument. Keep them where they belong.

BE PREPARED
- Be on time for class
- Have all materials needed for class (music, instrument, pencil, reeds, valve oil, etc…)
- Be mentally prepared and ready to work
- Set up quickly.
- Gum and snacks are not allowed during class (sticky substances and the dark, moist areas in your instrument do no mix – eww)

PARTICIPATE
- Always try your very best
- Have a positive attitude
- Practice regularly
- Attend all rehearsals, workshops, camps and performances

BAND ROOM EXPECTATIONS

We will be practicing having Super Quiet Uninterrupted Individual Listening Time aka SQUILT. This means we will drop everything and just listen
to music together. The purpose behind this is simple: as musicians we learn in several ways: we read music and practice to play it well; we listen
to music to better understand it. We will also have: Mindful Mondays, Time-Out Tuesdays, We Got This Wednesdays, Theory Thursdays and Fri-
Yays. Stay tuned for what those might mean!

When band class is over, everything you used must be returned to its home. Instruments belong in the storage room. Music belongs in your
music folder and in the folder storage space. Stand and chairs must be put away each class.

We work hard in our band rehearsals. We want to play our music well and meaningfully – so please be prepared for hard work. All the fun
things we do in band are a reward for our hard work. You have responsibilities and expectations of your music skills, just like you would in any
other class.

With all these things said, let’s move into our new school year with excitement and passion for our music. We will work hard and have fun –
and have an experience I assure you will never forget!
Assessment
Students in the St. Isabella Band Program are assessed in 4 areas: Playing Tests, Music Theory, Practice Records and Performance and Rehearsal
Skills.

Playing Tests
Throughout the school-year students are asked to perform music that we have focused on in class, to assess their progress and locate areas
that need improvement. These assessments can include a challenging excerpt from a piece we are studying or scales we have isolated and
practiced during class. Students are evaluated on their performance of specific musical concepts including: tone, rhythm, note accuracy,
articulation, dynamics, pitch, expression/style, phrasing, technique (percussion), and sticking pattern (percussion). Playing tests may be
assessed individually, in a small-group, or large-group. Individual playing tests may be recorded and submitted for assessment at any time prior
to in-class testing, but if no test is received prior to the scheduled testing class, they must be completed during class time. Students have
unlimited time to have any playing test re-assessed – they simply need to record themselves trying again and send via D2L dropbox, district
email or share on Google Drive.

SKILL 4 3 2 1
Rhythmic Performs rhythms with no Performs rhythms with only 1 Performs rhythms with 2 – 3 Performs rhythms with 4 or
Accuracy mistakes and with a steady mistake and with a nearly mistakes and with a wavering more mistakes and with a
tempo. steady tempo. tempo. tempo that varied greatly.
Note Performs notes with no Performs notes with only 1 Performs notes with 2 – 3 Performs notes with 4 or
Accuracy mistakes. mistake. mistakes. more mistakes.
Tone Tone is mostly characteristic Tone is close to grade level. Tone is below level. Played Tone falls far below grade
for grade level. Played with Played with somewhat with fair embouchure level. Did not play with
correct embouchure correct embouchure formation. correct embouchure
formation. formation. Mallets/sticks rarely bounced formation.
Mallets/sticks bounced off Mallets/sticks sometimes off instrument. Mallets/sticks never bounced
instrument. bounced instrument. off instrument.
Fundamentals Sat with nearly perfect Showed some difficulty to sit Struggled to sit with proper Failed to sit with perfect
posture, used appropriate with proper posture, breathe posture, instrument carriage, posture, instrument carriage,
Wind

breathe support and support and/or instrument and/or breathe support. and/or breathe support.
instrument carriage. carriage.

Stood with nearly perfect Stood with nearly correct Stood with some correct Failed to stand with correct
posture and/or had nearly posture and playing with posture and correct stick grip posture and stick grip.
Percussion

correct stick grip. Sticking correct stick grip. Sticking evident. Sticking patterns had Favored one hand for most of
patterns were correct. patterns had a few errors. several errors. the exercise. Rudiments were
Played rudiments with Rudiments were played with Rudiments were not played not addressed.
correct technique. somewhat correct technique. with correct technique.

Phrasing The performance The performance The performance The performance


demonstrated proper demonstrated some demonstrated little attention demonstrated no attention
phrasing with few additional attention towards phrasing; towards phrasing; used towards phrasing; used too
breaths needed. Additional used several additional several additional breaths. many breaths. Additional
breaths were taken in breaths. Additional breaths Additional breaths were not breaths were erratic and not
appropriate places. were usually taken in taken in appropriate places taken in appropriate places.
appropriate places.
Dynamics & Performs all written Performs most written Performs with a limited Performs with no attention
Articulations dynamics and articulations. dynamics and articulations. dynamic range and towards written dynamics or
articulations, though a articulations.
difference is discernable.

Music Theory
Learning music is like learning a new language, and it takes practice to understand how the language works. Students will receive a music
theory workbook to complete in class as practice, as well as lessons within our band rehearsals to test the concepts studied. Students will use
these workbooks on Theory Thursdays, on days where they can’t play their instruments in class and may need to complete assignments for
homework if not completed during assigned class time. Students will also have testing on music theory concepts in each semester, including
note naming quizzes, rhythm drills, terms and symbol recognition and instrument specific knowledge.
Practice Records
There is an obvious connection between the pace of a student’s musical development, and the time spent practicing at home. Playing a musical
instrument well requires a dedication to improvement and a commitment to review. Practice Sheets are a monthly assignment that will be
handed out in class but can also be found on D2L (in the “Content” section). Practice sheets are due at the end of each month. 15 sessions of 15
minutes in duration is required each month – this works out to 3 times a week, every week, for a total of 225 minutes. This time is not
cumulative, meaning that you cannot save the entire 225 minutes for one Saturday. Bonus marks can be obtained by practicing more than the
required 15 days, or 15 minutes per session. Only students who achieve the required 20 days are eligible for bonus marks. If your child plays
their band instrument in an outside-of-school group (cadets, Round-up Band, etc.), or plays another instrument outside of school, this time can
be counted as bonus time on their practice sheet.

4 3 2 1
225 minutes or more; at Between 160 – 225 minutes; Between 100 – 160 minutes; Less than 100 minutes and 4
least 15 sessions of 15 12 - 15 sessions of 15 less than 12 sessions and not or less sessions OR no
minutes each, 3 times every minutes each but not consistent every week. practice record turned in.
week. consistently 3 times every
week.

Performance and Rehearsal Skills


Students in band are learning about the working environment and conditions of a professional company rehearsing towards public
performance. The rehearsal process allows performers to develop, manage and ultimately achieve ownership of the roles and material they are
helping to create. Students are expected to exercise and cultivate a professional attitude in a range of areas including time management,
personal responsibility, and collaboration and negotiation with other members of the ensemble. Learners will be expected to review and
evaluate the rehearsal process regularly, monitoring their own progress and contributions as a member of a working ensemble, and helping to
ensure that the rehearsal process leads towards the highest possible standard of public performance.

SKILL 4 3 2 1
ATTENDANCE Outstanding attendance at Good attendance at Inconsistent attendance at Infrequent attendance at
classes, rehearsals, camps classes, rehearsals, camps classes, rehearsals, camps classes, rehearsals, camps
and concerts. Has missed and concerts. Has missed and concerts. Has missed 3 and concerts. Has missed 5
no rehearsals or less than 2 rehearsals, and or more rehearsals and/or or more rehearsals and/or
performances. no performances. performances. performances.
PREPAREDNESS Always prepared for Often prepared for Inconsistently prepared for Rarely prepared for
rehearsals and rehearsals and rehearsals and rehearsals and
performances through at- performances through at- performances. More at- performances. More at-
home practice. Attends home practice. Attends home practice is home practice is
rehearsals and rehearsals and recommended. Attends recommended. Attends
performances with performances with most rehearsals and rehearsals and
required materials. required materials, though performances with some performances with few
has forgotten necessary required materials, though required materials.
items on more than two has forgotten necessary
occasions. items on more than four
occasions.
DISCIPLINE AND Outstanding level of Strong level of Inconsistent level of Difficulty with
RESPONSIBILITY concentration, concentration, concentration, concentration,
communication with communication with communication with communication with
director and peers, and director and peers, and director and peers, and director and peers, and
positive response to positive response to response to feedback. response to feedback.
feedback. feedback. Good but can be Needs attention. Needs much improvement.
better.
TEAM WORK Displays an outstanding Displays a strong level of Displays inconsistent level Difficulty showing respect
level of respect towards respect towards other of respect towards other towards other members of
other members of the members of the members of the the performing group,
performing group, attitude, performing group, attitude, performing group, attitude, attitude, and leadership.
and genuine leadership. and good leadership. and leadership.
EQUIPTMENT Takes outstanding care of Takes good care of Takes inconsistent care of Difficulty caring for
AND FACILITY instrument, music and instrument, music and instrument, music and instrument, music and
MAITENANCE materials in Band Room. materials in Band Room. materials in Band Room. materials in Band Room.
Always sets up and tears Often sets up and tears Sets up and tears down Sets up and tears down
down quickly and down efficiently but has inefficiently and has left inefficiently, and often
efficiently. left materials out of place materials out of place on leaves materials out of
on more than two more than four occasions. place.
occasions.
FAQ about Band
What are the costs involved in Band?
As with any Option class, there are costs involved in this course. We will have activities and require extra materials that will increase the costs
above and beyond the course fee. A breakdown of these costs follows:

* CCSD Instrument Rental Fee $100.00 (only applies to students renting from CCSD)
* Instrument Maintenance Costs vary (students will all need to purchase their own personal cleaning kits, reeds, valve oil)

Other events that will have a per student fee include: Band Boot Camp, Winter Band Camp and Music Festival.

When do I get my instrument?


Grade 6 and 7 students will go through the Instrument Selection Process in early September. Any students in Grade 8 and 9 new to band will
also go through this process. Students can receive their rentals as early as September 21 at the Parent Teacher Interviews. Instruments will
not be given to students until the rental agreement is signed.

Do you need help from my parents/guardians?


Yes, absolutely!! There is so much to plan and organize between concerts, field trips and fundraising. There will be a mandatory Band Parent
Meeting held on September 20 during Parent Teacher Interviews. Please plan to attend. Can’t make it? Please contact me at to arrange a time
to meet.

How many times a week do we meet for band?


Band 6 meets 2 times per 6-day cycle, and Grade 7, and the 8/9 Bands meet 3 times per 6-day cycle. All classes are 45 minutes long. A schedule
for extra-curricular rehearsals will be sent home at the beginning of each term.

What about field trips? Will we attend band camps? Yes! Two in fact. We will have Band Boot Camp for all band students
during the last week of September. This will be an introduction to band for new students, and a review for returning students. We will also have
a Winter Band Camp in early 2019. These camps will help us prepare for concerts and music festival. Will we go to Music Festivals?
Yes! Our beginner bands will perform in St. Bonaventure School Beginner Music Festival here in Calgary March. Our senior band will perform at
the ABA Provincial Festival of Bands in Red Deer in May. We will start preparing for these events in January.

Will we have concerts?


Three concerts are scheduled throughout the school year: one for a Christmas celebration, and a Spring concert. We will also have a concert
series called Coffee House, where students wishing to perform have a safe and welcoming space to share their gifts. These events will be
announced soon.

How do I find out what’s happening in band?


Lots of ways. D2L, Email: breanne.robinson@cssd.ab.ca; the music blog: https://stisabellamusicroom.weebly.com/; RemindApp: Text
@k34bdcd to (438) 793-3375

What music will we play? All band students will sign out two text books: 1. Band Expressions or Standard of Excellence and Habits of
a Successful Middle School Musician. Band students will also be loaned sheet music for our concerts. Music will be selected with student ability
and interest in mind. The first concert will be a mix of fun concert band and holiday themed repertoire, the music festival music will be selected
from the Alberta Band Association recommended list, and our year-end concert will be pop music and jazz.

Will we fundraise? Yes. We sell poinsettias at Christmas, cookie dough in January and Spring Plants in the spring. These fundraising
events are very important to helping us reduce costs for our activities. We need to do as much as we can to make all these fun activities
affordable for all students.
Instrument Selection Process
Grade 7:
During the first weeks of school, students will participate in many introduction activities. These will include review of reading music,
understanding rhythm and playing together as a group. Most importantly, students will choose which instrument they would like to learn to
play. Band members will try out instruments they have interest in, and decide on a first, second and third choice they’d be comfortable learning
to play. The instruments a beginner band student may choose to learn are flute, clarinet, alto saxophone, tenor saxophone, trumpet,
trombone, euphonium, and percussion. While these are not all the instruments available to students, they are the most successful for a
beginner. It is strongly encouraged that students begin on these options, and pursue others after a year of practice on the above instruments.
Special consideration will always be given should a student have a high interest in a more unique, challenging instrument.

Students’ first choices are always considered when selecting their instrument for the year. Occasionally students may be placed on his/her
second or third choice instrument, due to overall instrumentation of the band. Too many students on any one type of instrument are not good
for the desired band “sound”. Parents/Guardians and students will consulted should the second/third choice is recommended. Please also keep
in mind, the decision process for choosing an instrument should consider the students strengths on a particular instrument. Instrument trials
will hopefully help students make an educated decision. It is better for a student to start on an instrument that they are easily able to make a
sound on, rather than something attractive to them but challenging to sound.

Special Note: There will be very few students chosen to play percussion. It is an option for more advanced students who are already proficient on
an instrument (such as piano from private lessons) and fluent in reading both treble and bass clef. A percussion aptitude test will also need to be
passed. When considering band instrumentation, balance and blend of sound, the percussion section only needs a few. Percussion is no just
“drums” in band. Students will be required to learn to play up to 20 different instruments.

Grade 8:
Students who are interested in switching instruments will have the opportunity to consider this option during the first week of classes.
Instruments needed to fill out a more advanced band include Oboe, Bass Clarinet, Bari Saxophone and French Horn. Availability of switching
to this instrument will depend on class instrumentation and willingness of the student to be a self-advocate of catching up to their class on their
new instrument. Students wishing to switch to percussion will need to pass a percussion aptitude test.

Grade 9:
Students in Grade 9 are encouraged to remain on the instruments they played the year before. At this point in their musical education, students
are working towards refining their tone, technical dexterity and playing endurance.
Special Note: Grade 8 and 9 students new to band or starting a new instrument, are asked to attend the Band Boot Camp as a beginner.

Think you made the wrong choice?


If you’re unhappy on your instrument or are not seeing the success you wish for, we can work together to find what will be a good match for
you. Please try to hold out until at least Christmas. Then we can talk about making a switch.

Accessories to Purchase
Students need to supply accessories for the proper maintenance of their instruments. All accessories are available for purchase at St. John’s
Music and/or Long & McQuade stores. Most accessories are available together in Yamaha Maintenance kits. Reeds are sold separately.

Accessories: Percussion – mallet bag, one set each: 5A snare sticks, double bell
mallets, timpani mallets
Flute, Oboe, Clarinet, Saxophone – cleaning pad papers, cleaning
and polishing cloth, tone hole cleaners, cork grease, mouth
cleaning brush Reeds:
Grade 7 should use a 2 reed and change to a 2.5 read as soon as
French Horn, Trumpet, Trombone, Euphonium, Tuba – valve oil possible; Grade 8 should be using a 2.5 and increasing strength as
(trombone will need slide cream instead), tuning slide grease, cork needed; Grade 9 should be using a 3 and increasing strength as
grease, flexible cleaning brush, brass mouthpiece brush, valve needed; Oboe players should use a medium strength reed. Plan to
casing brush, polishing cloth have extra reeds as they break easily. Rico Royal is the suggested
brand of reeds to use.
Instrument Rental Program
Participation in instrumental music is quite easy and cost-effective based on our District’s instrument loan program of $100.00 per program
year. This includes the use of one instrument, class lessons, band rehearsals and an atmosphere of cooperation designed to have every student
enjoy this meaningful experience. The band program is designed to provide quality instruments to students, and the designated loan fee is
based upon an average cost of maintenance and repair for the instruments.

Parents are encouraged to investigate purchasing and “rent – to – own” options offered by local merchants. Many of these options make good
economic sense if the student continues to participate in instrumental music. Please be conscious of the quality of instrument if choosing to
pursue owning or renting outside of the District’s Instrument Rental Program. There are many different brands of instruments and many
choices to make, some better than others. Typically, a Yamaha instrument will always be a good investment. Instruments from stores such as
Costco or Wal – Mart are not a quality instrument and should be avoided. While the price may seem right, in the end they are un-reparable, and
damages and replacement of these instruments will surpass the cost of a quality instrument.

Please contact the following firms regarding their rent – to – own or purchasing policies.

* St. John’s Music Ltd. Phone: 403-265-6300


* Long & McQuade Phone: 403-244-5555

Students renting from the District Instrument pool are expected to complete a contract online and return the rental fee as soon as possible. The
loan agreement contract is a legal document. No instrument will be used until appropriate forms and fee have been returned to the school.
Instruments are for the sole use of the student signing the contract and sharing of instruments is not permitted under any circumstances.

Percussionist contracts recognize the uniqueness of the percussion instrument and the challenges of at-home practice. The cost for a
percussionist to participate in the music program is the same as an instrumentalist. The fee is for the use of a full percussion section, that
includes a snare drum, bass drum, timpani, orchestral bells, xylophone, conga drums, bongos, drum set, concert crash cymbals, suspended
cymbals, chimes, marimba, vibraphone, gong, and many others, that represent a combined value of several thousand dollars. This fee helps to
maintain instruments and cover the cost of eventual replacement of percussion instruments. Percussion students are also provided with a take-
home kit for practicing purposes, as part of their rental fee. This kit includes a bell kit, stand, drum pad, mallets and drum sticks.

Instrument Returns
All rented instruments from the District are loaned with the expectation that they’re cared for and are returned in the same condition they
went out in. They also come with a set of accessories, which must be returned with the same accessories. Any missing items in June will be
noted, and the replacement fee will be the responsibility of the student.

Rental contracts cannot be extended over the summer months.

Students leaving the music program early or arriving late will be eligible for a partial loan fee. The District loan fee is determined by three
factors: $50 non-refundable administration fee (1) that includes the yearly cleaning/maintenance fee (2), and $5/monthly rental fee (3). A
partial loan fee would be $50 plus $5/month the instrument will or has been used.
Practice Tips
* Practice in a quiet environment with a music stand and a chair
* Schedule a consistent daily time for practice
* Practice should include a warm – up, sight – reading, assigned band material and any other fun music you might have around you
* Organization is the key to a successful practice session. Plan each practice session by setting a realistic goal. Ask yourself these
questions:
o What is my goal today? (to play this hard part well, to sound better at this part, etc…)
o Am I relaxed?
o Do I like the tone I’m producing?
o Am I playing with proper technique?
o Am I playing correct pitches and rhythms and at a steady tempo?
* When you’re having difficulty with a passage:
o Count the rhythms out loud
o Clap the rhythms
o Sing the notes
o Isolate the section and repeat several times
o Decrease tempo, gradually returning to the initial tempo
o Learn from your mistakes. Play through a passage three times correctly in a row, before moving on.
* Always play musically
* Practice difficult patterns longer than the easy ones
* If you become frustrated, take a short break and come back to it later
* Remember – correct practice includes working on the musical aspects of playing your instrument, and DOES NOT include setting up
your chair, stand, getting the music out, and putting your instrument together
* Be optimistic: you are improving!
Scales
A scale is a series of pitches which are arranged in consecutive order from bottom to top. You play the notes in order, ascending and then
descending, not repeating the top note. Scales are named by the starting note. Each scale will have a different key signature. Each scale is

There are 5 types of scales that students need to learn from Grade 6 – 9: Major – WWHWWWH; Natural Minor – WHWWHWW; Harmonic
Minor – raise the 7th not ascending and descending ; Melodic Minor – raise the 6th and 7th note ascending, and lower descending

Students will be tested on note and rhythm accuracy. Scales Percussion Students Only – Technique Requirements
should be played at a metronome speed of 92 to the quarter
note. The following are scales all students are required to learn in On mallet instruments:
the Alberta Education Curriculum Guide:
- Perform the same scales as the wind players
* Grade 6: Concert Bb Major - Grade 7 and 8 with 2 mallets; Grade 9 with 4 mallets
* Grade 7: Concert Bb, Eb, F Major
* Grade 8: Concert Bb, Eb, F, Ab, Major On snare drum:
* Grade 9: Concert Bb, Eb, F, Ab, Db Major
and relative minors - Perform single stroke rolls, multiple-bounce rolls, flams
and paradiddle technique

Why scales?
Scales are boring - WRONG!! You can get ahead of the music practice game by taking your scales seriously and realizing that they are far from
boring. Not convinced? Here are 10 reasons why scales should be an integral part of your practice diet.

1. Timing - to play together with other people you need to have muscle memory to help you play the scale. This also applies to
good time, good internal time. One of the best ways to develop snippets of scales, of which there are a lot in music.
this is to practice scales. Slowly at first, with a metronome if
needed until you are placing each and every note exactly where it
6. Ears - if you can’t hear what is wrong you can’t correct it. This is
needs to be, not too soon or too late – just right.
true of all of your music practice. Learn to listen very, very
carefully when you practice your scales and you will start to hear
2. Intonation - for most instruments (piano aside) there is a need areas where you can improve your other playing. Pay attention to
to make sure we are playing in tune. This does not end when you tuning, articulation, tone quality, consistency etc. Imagine what a
have tuned a single note or string on your instrument – that only perfect scale would sound like in every way and try to make each
tells you that note is in tune. Scales are a great way to check the of your scales sound like that.
tuning of each and every note. The distance between each should
be just right. Careful listening is very important here.
7. Sight Reading - if you can translate the notes you see on the
page quickly into sounds on your instrument you can develop
3. Co-ordination - during music practice we have lots of things to good sight reading. If those notes form patterns that you are
remember and the really difficult thing is to remember to do them familiar with then you will be able to do this even quicker.
all at the same time (breathe, sit up straight, bend those fingers, Knowing your scales will give your sight reading a boost as you will
4th finger, etc, etc). Scales give you an opportunity to focus on frequently come across patterns and groups of notes with which
bringing all of those elements together. Once you have learnt the you are familiar.
notes of a scale you can make sure that everything else happens
just at the right moment to make the scale sound perfect.
8. Theory - key signatures, chords, modulations, modes and many
other areas of music theory are much easier to understand if you
4. Dexterity - one part of learning an instrument involves training know your scales.
parts of the body to do new things, to repeat them and then do
them very quickly. Scales are a great training partner. They will
9. Exams & Auditions - most musicians do these at some point
help you refine and improve your speed. Slow careful practice of
and they invariably involve scales. If you already practice scales
scales at the outset will have you whizzing up and down in no
regularly you will have a head start on those that don’t. You’ll also
time.
ease the workload in the run up to the event.

5. Muscle Memory - this is a really big benefit of practicing scales.


10. Building Blocks of all music - If you hadn’t realized it, scales
When you have practiced a scale for a while you will begin to ‘just
are the things from which most music is made. Just look at the
get it’ and the scale will flow naturally from your instrument.
pieces you are currently learning and you will see scales or parts
What you have done is to begin to develop muscular memory.
of scales all over it. Their importance cannot be underestimated,
This is a very useful thing to have. When you see this scale again
be good at scales and you are likely to be good at your
or indeed a similar one you will be able to rely partially on this
instrument.
Theory and Ear Training
There are many kinds of notes and symbols in music, and many ways to place the notes together on the music staff. Part of being a good
musician is having the ability to recognize the various notes in an instance, and play what the composer has intended. Students must be able to
recognize and interpret note values and rests of various durations, meter signatures, rhythm patterns and intervals.

Note Names:

Treble Clef: Lines Every Good Boy Deserves Fudge


Spaces FACE

Bass Clef: Lines Good Boys Deserve Fudge Always


Spaces All Cows Eat Grass

Key Signatures:

Order of sharps: Father Charles Goes Down and Ends Battle


Order of flats: Battle Ends and Down Goes Charles’ Father

Time Signatures:

4 The upper number tells you how many beats are in each measure

4 The lower number tells you what type of note receives 1 beat

Intervals:

M3 – Oh When the Saint’s P5 – Twinkle, Twinkle Little Star


m3 – O Canada P8 – Somewhere Over the Rainbow
P4 - Here Comes the Bride

Subdivision

Important Vocabulary Terms


Grade Terms
6 f, p, ff, pp, mf, crescendo, decrescendo, fermata, half step, slur

7 D. S. al Fine, Fine, D. C. al Fine, coda, 1st and 2nd endings, extended rests, divisi, repeat signs, staff, treble clef, bass clef, flat, natural, ledger lines,
accidentals, key signatures, legato, staccato, accents, bar line, measure, double bar line, tie, fermata, syncopation, andante, moderato, allegro
8 maestoso, alla marcia, arpeggio, tacet, poco a poco, simile, tutti, a2, whole step, half step, enharmonic tones, anacrusis, adagio, presto, ritardando,
triplet
9 ad lib, agitato, animato, appassionato, bravura, brillante, cantabile, dolce, expressiveo, grandioso, grazioso, scherzando, sostenuto, tranquillo,
attaca, cadenza, l’istesso, loco, 8va, meno, molto, mosso, senza, con, subito, double sharp, double flat, sforzando, fp, morendo, tenuto, marcato ,
largo, lento, andantino, vivace, accelerando, a temp
Band Student Contract
St. Isabella School 2018 – 2019
As a member of the St. Isabella School Band Program, I agree to:

• Practice my instrument regularly


• Have instrument and materials ready for every class (music reeds, valve oil, pencil, etc…)
• Keep my instrument properly maintained and store it in the appropriate location (band storage room, locker, home)
• Show courtesy and respect to myself, fellow students, the teacher, my instrument, my music and any guests we may have
• Participate to the best of my ability
• Ask for help and stay for tutorial when I need assistance
• Take home notices immediately for my parents/guardians to read
• Return all forms by the due dates provided
• Utilize D2L, the band website and use RemindApp to stay up-to-date on all band news and my assessment
• Assist in fundraising efforts
• Attend all classes, rehearsals, workshops and performances (and if I can’t make it, I will inform Mrs. Robinson with a note from my
parents/guardians)
• Concerts: December 10, May 30
• Band Camps: Beginners September, Band 6+7 January, Band 8+9 February
• Music Festivals: March (Band 6+7), May in Red Deer (Band 8+9)
• Fundraisers: Poinsettias – November; Cookie Dough – January; Spring Plants – May

I have read the above and have discussed the expectations with my parents/guardians. I understand that I must
follow these guidelines to participate in the activities taking place this year in our Band Program.

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Student Name (Printed) Student Signature

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Parent Name (Printed) Parent Signature

Student/Parent Information

Parent/Guardian Name(s): _______________________________________________________________________

Home Phone Number: ___________________________________________________________________________

Parent/Guardian Email: __________________________________________________________________________

Student Allergies/Dietary Restrictions/Medical Needs: _________________________________________________

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