Christa McAuliffe Middle School Eagles

Band Handbook

2017-2018

Christa McAuliffe Bands

Calendar of Events 2017-2018

(Dates and times are subject to change; remember to check the website!)

CONCERT BAND/ WIND ENSEMBLE SCHEDULE:

Wednesday, September 20, 2017- DRESS REHEARSAL in the Cafeteria- 3:30 PM Thursday, September 21, 2017- FALL CONCERT in the Cafeteria - 6:30 PM Thursday, December 14, 2017 - WINTER CONCERT at BCHS Theater- 5:00 PM Thursday, December 21, 2017 - LUNCHTIME CAROLLING at CMMS- both lunches Friday, December 22, 2017 - CAROLING AT CAMLU (Volunteer)- 9:00 AM Saturday, January 20, 2018 - NIGHT ON THE ICE (STOCKTON HEAT)- TBD February, 2018 - PEP BAND NIGHT at BCHS- TBD Wednesday, February 28, 2018- Dress Rehearsal in Cafeteria- 3:30 PM Thursday, March 1, 2018- SPRING CONCERT at CMMS- 6:30 PM *Friday, March 9, 2018- BAND TOUR 2018 at CMMS- TBD Early April, 2018- COMBINED AREA CONCERT at CMMS- TBD Saturdays in April, 2018- ALBUM RECORDING SESSIONS at CMMS- TBD Saturday, May 12, 2018- MUSIC IN THE PARKS FESTIVAL at CMMS- TBD Wednesday, May 23, 2018- DRESS REHEARSAL at CMMS- 3:30 PM Thursday, May 24, 2018- PRISM CONCERT at Delta College- 6:30 PM Friday, June 1, 2018- PROMOTION at CMMS- TBD *Wind Ensemble Only **Seventh Grade Only

 

TABLE OF CONTENTS

Welcome Letter....................................................................................................................... Page 4 Rules of the Band Room......................................................................................................... Page 5 Classroom Guidelines and Expectations................................................................................. Page 7 Rehearsal Structure: A Conversation...................................................................................... Page 8 Rehearsal Etiquette Simplified.............................................................................................. Page 10 Instruments and Lockers....................................................................................................... Page 11 Grading Policies.................................................................................................................... Page 12 Grading Q&A’s..................................................................................................................... Page 13 Weekly Playing Tests and Concert Grades........................................................................... Page 14 Concert Attire and Expectations........................................................................................... Page 15 Concert Etiquette................................................................................................................... Page 16 Masterclasses, Sectionals and Clinics................................................................................... Page 17 Additional Ensembles and Contests...................................................................................... Page 18 Concert Preparation Checklist………..…………………………….……………………….Page 19 Supply List…………………………………………...………………...…………………...Page 20 Band Leadership Council...................................................................................................... Page 21 The President’s Address…………………………………….……..………………………. Page 22

Section Leaders………………………………………….…...……………………………..Page 23

Chair Challenges…………………….……………………………………....…………….. Page 24 Optimizing Practice Time…………………………………….…………………...………. Page 26 Practice Techniques…………………………………………..…....………………………. Page 28 Why Study Music……………………………………………….………….……………… Page 31 Contingencies…………………………………………………………………..………….. Page 33

Welcome to the Christa McAuliffe Band Program! Hello and welcome to the 2017-18 school year! My name is Aaron Fonzi, and I am the Director of

Bands here at Christa McAuliffe Middle School. To our returning 8th graders, I look forward to another

exciting year of music making and adventures! To our incoming 7th graders, I and all of our current

members are thrilled to welcome you to our band family! We hope that you will discover that band is a

truly unique, special place. You will form friendships to last a lifetime, celebrate immense joy, pride and

success, and experience the growing pains of failure along the way. The most important thing you will

learn is that you can overcome any challenge you put your mind to with an open mind, dedication and

determination.

This is an exciting year for our program! Following the immense successes of last year, I am pleased to

announce that our program will be expanding. The expansion comes in the form of extracurricular

ensembles now available to our students, including jazz ensemble, full orchestra and percussion ensemble.

We will also be holding a number of contests (t-shirt design, composition, solo and ensemble, and

recording engineer), recording an album, organizing our first ever combined area concert and participating

in Pep Band Night at Bear Creek High School. We will also be giving back to our community this year in

the form of performing at an assisted living home.

A number of our traditions will be continuing going forward, including organizing potlucks and

receptions for our fall and spring concerts, sending Wind Ensemble to tour and recruit at elementary

schools and playing the National Anthem at a Stockton Heat game. This year, with diligent fundraising

efforts across the board, I am hoping to send ALL of our students to festival, concert band AND wind

ensemble.

Here’s to another fantastic year of musical magic, and don’t forget to bookmark and subscribe to our

website!

My email: afonzi@lodiusd.org

Website: https://christamcauliffebands.org/

~Mr. F.

RULES OF THE BAND ROOM

1. Respect yourself. This may seem like an odd first rule, but it is the first step toward learning and certainly the first step toward respecting the band room. We view the world around us in direct correlation with the way we view ourselves. To respect oneself is to have the awareness that our thoughts and actions matter to our own education/growth and to the education/growth of those around us. So what does it look like to respect ourselves? Respecting ourselves surfaces in the form of coming prepared to rehearsals, having an open mind toward the learning process, understanding the value of our contributions to the ensemble and actively giving positively and constructively to those around you. It also surfaces in the form of holding ourselves to high standards and never giving up until those standards are met or exceeded. The most important reason we should respect ourselves in these ways is not because we are asked to or because it’s what is best for the team; it’s because we understand that it’s what’s best for us. If we want to work in a friendly, safe, positive environment and be part of something incredible, then we know we must contribute to the best of our abilities. Not because we must, but because we know it is right. 2. Respect each other (the four P’s Rule) Respecting each other in band comes down to four basic concepts:

a. Patience- You will not agree with everyone all the time. There will be days when you are frustrated with someone else in the band (maybe we aren’t moving fast enough or someone is trying to push you to move too fast, etc.). We must be patient with each other and understand that we are all here for the same reasons: to learn.

b. Positivity- Finding the positive at all times is a tough skill to master, but one that we will practice in the band room. By the time you leave the room each day, look around and ask yourself if you’ve helped anyone you see to have a better day today. You do not understand their life or their emotions, so maybe a simple compliment on music, their hair, their shirt, etc. could turn their day around and form a lasting friendship.

c. Practice- It is an expectation in our program that students are practicing daily (a little bit everyday over time adds up to incredible progress, which is expected in our program). You should do this to perform well on weekly playing tests and because you want to for your own betterment and education (refer to Rule #1), but you should also do this out of respect for your peers. We all have our jobs to do and roles to play, and yours is to practice and be prepared for rehearsals. Be the one who has that tricky line down that no one else has yet; don’t be the one who can’t play the simplest section of a piece for lack of effort and respect for the ensemble.

d. Pride- Have pride in the accomplishments of your band, band members and section. With that pride will come the faith of knowing they can do it, and you can too!

3. Respect the facility/ instruments.      We are very fortunate to have such a spacious and well designed room. In many ways, the room feels like a home away from home to me, and I’m certain that it feels that way for many of us. This being said, please treat the room the way you would your home or your best friend’s home. Clean up after yourselves, put the chairs and stands away properly and leave the room in better condition than when you entered it. Our room is a special place to make our own and it will continue to evolve gracefully over the years as long as we respect it and treat it with kindness. We must understand that hundreds of students have come and gone through our doors, and hundreds have yet to. We have a responsibility to respect our instruments to the highest degree that we can so that these future students may have a chance to play on good instruments and carry on our legacy of excellence. We respect the instruments by:

a. Cleaning and maintaining them regularly (you will be taught how) b. Handling them gently and with care c. Handling our OWN instruments and no one else's

In regards to percussion, no one may touch the percussion instruments unless they are a percussionist or have been granted permission by Mr. Fonzi or Ms. Wells. We’ve invested a lot recently in providing high quality percussion instruments for our program and we seek to maintain them in excellent condition as long as possible. Simply put, if we want to have nice things, we have to learn to respect what we have. 4. Respect your learning experience. You are your own thermostat. Give something positive to yourself and the ensemble every day. I will give you the tools and show you how to use them, but you are the only one who can create your learning experience. Success is not an escalator, it's a stairway. You must put the effort into climbing up to the next stair, because no one can do it for you. Strive everyday to be better than you were before, and approach everyday with optimism and an open mind. Life will reward you! The performing arts are a unique place where your attitude and your temperament make all the difference. Daily success and progress is not measured by written work (individual or group work), but by the preparation, refinement and performance of music. This being said, every second of instruction is valuable and a minute wasted in rehearsal could be the difference between a piece being cut from a concert or an Excellent vs. a Superior at festival. Be prepared to move quickly, and when asked to do something by a conductor, do it with haste. Timing is everything! NOTE: Breaking these rules will result in discipline as seen fit by the director.

CLASSROOM GUIDELINES AND EXPECTATIONS:

1. Be punctual.       Tardiness in band is defined a little differently than in other classes. Musicians need time to prepare physically and mentally for the task ahead, so it is important to arrive as early as possible and get straight to work. Here’s what you’ll need to do the second you enter the room:

1. Set up your chair and stand. 2. Set up your instrument and check the board. 3. Organize your music according to rehearsal order. 4. Warm up on your own until the conductor calls for attention.

NOTE: Reed players will need to take the time to soak their reeds sufficiently. Plan ahead so you have enough time to do this. Percussionists will need to set up the percussion section based on what is being rehearsed. Work together and move quickly to ensure you are as prepared as possible. I will start Concert Band (5th period) each day at exactly 1:28. I will start Wind Ensemble (6th period) each day at exactly 2:25. Students are tardy when they have not completed the 4 steps above by that time. The graph below is the sequence I will implement for tardiness: # TARDY CONSEQUENCE(S)

1 -2 Teacher records the tardy in AERIES; notify the student; include the tardy #. Students will receive verbal warnings and lowered participation points by 50%.

3 - 4 Teacher records the tardy in AERIES; Students will receive verbal warnings (include the tardy #), lowered participation points (50%), and parent notification.

5 and up Referral to Vice Principal’s office. Discipline in accordance with Eagle code. 2. Be prepared. The following must be brought to every rehearsal or Rehearsal points will be deducted: 1. Your instrument in playing condition and the accessories required for playing (mouthpiece, reeds, ligatures, neck straps, swabs, valve oil, cork grease, sticks, etc.) 2. Your music within the folder you received it (if you do not have your folder, please see me so I can get you a new one) 3. Two pencils for making notes on your music. Keep one in your folder and one in your case at all times. 4. Extra materials the music may call for (mutes, recorders, wood pencils, etc.) 

REHEARSAL STRUCTURE: A CONVERSATION WITH MR. F.  

Mr. F: “Okay so rehearsals are pretty straight forward. After you’re set up, I will stand up at the conductor’s stand. This is how you know rehearsal has begun. You should be in ready position at this point and your focus level should 10/10. When my hands go up, it means we are about to play and you are to go to playing position. I’ll give you a prep beat, then a downbeat.” Student: “But what if I don’t get my instrument up or I play early or something?” Mr. F: “You get an IMMEDIATE F (that’s a joke). We all start the process all over again until we get our instruments up together and play the downbeat together. This is the first step toward ensemble focus and is essential to being a good band.” Student: “So I can’t just play whenever I want??? :o” Mr. F: “Uh… No… I mean, not during rehearsal. See, every second counts in rehearsal and we can’t have those kinds of distractions. I will move really fast and try to get the most out of every rehearsal. It’s kind of like working out- you can just go through the motions and give in to distractions and your workout won’t do much for you, or you can go all out while you’re working out, give it your all and before you know it you’ve got a six pack.” Student: “So I’m gonna have a six pack? YASSSS.” Mr. F: “Uh… Maybe? I guess? Look, the point is rehearsal is a very valuable time. In order to make the most of it, we have to play only when asked. On top of that, unless you are a section leader quietly helping someone in your section, we shouldn’t talk during an active rehearsal and/or after cutoffs.” Student: “But what if I’m, like, SUPERRRRR excited about something and I just need the world to KNOWWW ya know?” Mr. F: “That’s awesome! Really it is! But there is a time and place for that, and it’s not rehearsal. Sometimes in rehearsal something awesome or funny will happen. Actually, this is a regular occurrence. It’s not like you have to be a robot, but we should react and respond appropriately to these things and be ready to get back to business.” Student: “Wait, hold up. OMG this is soooo funnyyyy. I just got this snap from my bff Gertrude!” Mr. F: “Phones are only allowed in rehearsal for use as a tuner or metronome. If a phone is being used properly, it should be out in plain sight and the metronome/tuner should be visible as the only app running. Any other use during rehearsal is not allowed, and I will have to take your phone. Even if Gertrude sent you the funniest snap in the world. Or a picture of kittens. In a basket. Playing with tiny balls of yarn. With those adorable little paws. And fuzzy little faces… Rules are rules, yo.” Student: “Okay, okay, that all seems fair… But what if I’m, like starving because I didn’t eat lunch and stuff but I have snacks in my backpack? I mean, other classes let me eat in class…” Mr. F: “Eating and playing an instrument is STRICTLY prohibited. Eating or drinking anything but water before or while you are playing will destroy your instrument. The acids in the food literally eat away at the inside of the instruments and the sugars

solidify to make everything sticky and gross. Beyond that, the grease and grime from your hands will rub into the pads or valves and cause them to stick. Not to mention the smell- if your instrument smells like a dog park with no pick-up policy, you haven’t been taking care of it properly…” Student: “WHOA WHOA WHOA spare the details, Mr. F! I get it! No eating and playing. It’s gross. Be sure to clean your instrument and take care of it! Check! It’s ma baby now…” Mr. F: “That’s a good way to view it! Your instrument is like your new pet or your baby. Treat it that way. As a matter of fact, all of my instruments have names. My euphonium’s name is Rose!” Student: “I think I’ll name mine Bob. Just… Bob.” Mr. F: “Well that leads us to our last major point about rehearsal. It’s your job to make sure you are prepared for rehearsal each day. As a matter of fact, the word ‘rehear’ is found in ‘rehearsal’ for a reason. So all of the Bobs in these lockers should be going home every day for practice!” Student: “Uh, Mr. F.? Bob has a question. I DON’T BECAUSE I KNOW EVERYTHING ALREADY. But Bob wants to know what the difference is between practice and rehearsal?... I mean, I could explain it but…” Mr. F: “Well, Bob, practice is something that is done in one’s own time to learn notes and rhythms and figure out tricky passages. It’s often said that practicing is the repetition of something with the intent of improvement. You can practice alone, in groups, in sectionals, on your bed, in your head, while the cows get fed… I was running out of rhymes… Anyway, rehearsal is when a ton of people who have practiced their parts come together to make those parts into a big piece of music. The conductor works with them on tricky transitions, playing together, balance, intonation, tone and a bunch more stuff so he can prepare the group for concerts and competitions and all that jazz. Beyond that, the conductor wants to teach you new skills and help you reach the next level and he can’t really do that unless you’ve done your work and practiced.” Student: “SEE I TOLD YOU. Silly Bob. Practicing is for pros. Like me.” Mr. F: “So… Why aren’t you practicing then?” Student: “You never saw me here… I’ve actually been practicing the whole time…”

Main Points Please summarize the main points of the above conversation in your own words:

    

  

REHEARSAL ETIQUETTE SIMPLIFIED

The word "etiquette" might as well be replaced with "common sense" in this context. Nonetheless, here is a guide to how you can help make rehearsals run smoothly: 1. Arrive early.

- You'll need this time to set up your chair and stand, warm-up, soak reeds, get the percussion section ready, etc. Mental preparation is the father of progress.

2. Leave your stress and anxieties at the door.

- We come into rehearsal with one goal in mind: to make music. Anything else is secondary in band class. This means:

● Come prepared to focus and get work done. ● Bring positive energy into the band room. The band rehearsal is a

place of safety and positivity. In music, we can find the pathways to emotional expression and release. Let any negative emotions you feel channel through the music. If you are going to bring anything to band class, bring a smile (and a pencil, please)!

● Act professional at all times. This entails coexistence with all members of the band on a professional level at all times.

3. Be respectful and courteous to your conductor.

- Your conductor is the leader, and should be treated with respect. Simple ways that you can show respect are:

● Stop playing when the conductor cuts off. ● Listen when the conductor is talking. The conductor will seldom

say anything that is completely irrelevant, which means that it is important for everyone to hear.

● Give the conductor your undivided attention. NO cell phones, NO iPods, NO gum, NO distractions.

● If you are asked to do something from the conductor, follow through and do it. It will always be for the purpose of helping you or the ensemble improve.

4. Invest yourself.

- Once you have given yourself to the power of music and the learning process, nothing else will matter and you will be a better person for it. So giving yourself to the might of the ensemble is the most important thing you can do. The more you invest in something, the greater your reward is. * The band room may be set up beforehand some days, but the staff will not clean up

after you/ tear down. It is your responsibility to clean up and strike your stand and chair.   

INSTRUMENTS AND LOCKERS 1. Instruments: -If you play a large instrument (tuba, euphonium, baritone saxophone, bass clarinet, etc.) or do not own the instrument you will be playing in band, then you may be able to rent one from the school pending availability. Please talk to Mr. Fonzi about getting an Instrument Rental Form. - If you are renting an instrument or equipment from the school, you are solely responsible for the upkeep of the instrument or equipment you signed for. This means that any and all damages are the financial responsibility of the student, and if the instrument or equipment is lost, the student WILL have to supply replacement costs. - Similarly, these instruments are to be used for SCHOOL activities, and are not to be shared with anyone unless given specific instructions from the director. Failure to abide by these directives will result in termination of the Instrument Rental Form and loss of the privilege of renting from the school. - Some accessories may come with each instrument, but it is understood that accessories must be supplied by the student. This includes reeds, reed cases, neck straps, cork grease, valve oil, slide oil, swabs, cloths, etc. - 7th graders may take instruments home for practice if they fulfill the requirements laid out on the “Summer Instrument Rental Form”. Ask Mr. Fonzi about this if you are interested. 2. Lockers: - Lockers are assigned in order of seniority and first come first serve. This year, sections will be grouped together. I think it’s important that sections stick together and are provided chances to bond across ensembles. - It is preferred that students provide their own locks, but locks will be provided as needed. All lockers and locks must be registered before the student may use the desired space. Every locker must have a lock, and this lock must be used ANYTIME you are not near your locker. Additionally, combination locks are the ONLY type allowed (no key locks) and sharing is not allowed. - Random inspections will be implemented throughout the course of the semester. Any lockers deemed unsatisfactory will have it's lock replaced with a key lock. The student must request the band director to remove the lock, and the student will not gain his/her lock back until the locker has been cleaned sufficiently. * Breaking these rules will result in discipline as is seen fit by the director.

GRADING POLICIES When devising a grading policy, it’s important to consider the root purpose and clearly define what each grade represents. One reason grading policies are looked upon with such skepticism is that they often do not accurately reflect their purpose, and that is to symbolize student understanding within a content area. So, let’s be clear on what these letters represent: A- Outstanding Distinction/ Exceeds Expectations/ Excellent Understanding B- Good Distinction/ Above Expectations/ Good Understanding C- Average Distinction/ Meets Expectations/ Fair Understanding D- Below Average Distinction/ Below Expectations/ Poor Understanding F- Far Below Average Distinction/ Far Below Expectations/ Very Poor Understanding When considering grades in this fashion, a few things become clear to me:

1. Grades should always reflect the effort and merit of the students, especially as it pertains to their understanding of musical content and their performance abilities.

2. Thinking about grades only in terms of numbers is not always an accurate indication of a student’s understanding.

3. A “0” is an unnecessary and damaging score as it is so incredibly challenging to come back from. Additionally, if a student missed a number of important assignments (in a standard grading setup) and their grade plummeted, would that really reflect the student’s understanding?

As such, grades in band will:

1. Reflect only the effort and merit of the students as it pertains to their understanding of musical content and performance abilities.

2. Be split into two distinct grading styles- one percentage based and one pass/fail. 3. Never go lower than 50%. If a student does not do an assignment, they will

receive an “F” at 50%. The table below details exactly how to get each grade in band:

Grade Requirements

A 90%+ average on Playing Tests, Rehearsals and Concerts, 3 Listening Reflections (P/F), 3 Video Lesson Summaries (P/F), 3 Sectionals/Masterclasses (P/F), 2 Radio Reflections (P/F)

B 80-90% average on Playing Tests, Rehearsals and Concerts, 2 Listening Reflections (P/F), 2 Video Lesson Summaries (P/F), 2 Sectionals/Masterclasses (P/F), 1Radio Reflections (P/F)

C 70-80% average on Playing Tests, Rehearsals and Concerts, 1 Listening Reflections (P/F), 1 Video Lesson Summaries (P/F), 1 Sectional/Masterclass (P/F), 1 Radio Reflection (P/F)

D 60-70% average on Playing Tests, Rehearsals and Concerts

F 50-60% average on Playing Tests, Rehearsals and Concerts

Grading Q’s & A’s This is a new system which will allow for grades in band to reflect exactly the level of effort and understanding each student has accomplished each quarter. Now let’s get into a few specifics and answer some questions! Q. What if I perform in the 70-80% range on my playing tests, etc. but I do all of the P/F assignments?

A. This is where weighted grading comes into play. Your percentage-based work is weighted 50% and your P/F work is waited 50% as well. What this means is that essentially your “performance” grade and your “academic” grade are equal in value. So as an example, let’s say you average 70% in performance and you pass all academic requirements. You’ve earned the full 50% from the academic side, and from the performance side you’ve earned 70% of 50, or 35%. This would mean you would actually finish with 85%, which is a B.

Q. So how would these grades look in AERIES?

A. On Aeries, you will see each individual playing test, rehearsal week, and concert score listed as if they were standard assignments. They will all be grouped into 1 category worth 50%: Performance. On the right, you will see the titles of the academic requirements. Each will be out of 3 except “Radio Reflections”, which is out of 2. For each of these you pass, I put in 1 point. These are grouped into 1 category worth 50%: Academic.

Q. The math seems a little strange… If I were to add up the percentages, a low C comes out to 53%?

A. That’s correct. This is where the new system is fascinating. Here is the breakdown of grades by percentage ranges:

A 93-100%

B 71.5-93%

C 53-71.5%

D 30-53%

F 25-30%

The largest range is the B range, and the smallest is the F range. Doing the math, it is possible to score 86% in performance, pass all academic requirements and earn an A. For these reasons alone, this grading system is superior in it’s ability to offer equal opportunity for all students to succeed and strive for excellence. Similarly, it balances out the importance of developing performance and analytical skills.

Weekly Playing Tests and Concert Grades  The way a student’s progress and understanding of the material in performance is assessed is via weekly playing tests. The process is very simple and outlined below:

A. Every Monday, a playing test will be assigned. It will be written on the board and posted to the website.

B. Students will call Mr. Fonzi via Google Voice and leave a voicemail with their performance on it by Sunday at 5 PM each week. When they do so, they must be careful to pronounce their name and what they are playing clearly. Similarly, they must be careful not to perform to close to the phone as it will distort the sound. The number is: (209) 425-3360.

C. Students hang up and Mr. Fonzi grades/ comments on a scoresheet. D. The Scoresheets are returned to students every Monday. E. In order to have their grade input, students complete the reflection on the back by

Friday each week. If a student does not turn in the reflection, their score is automatically 50%. If a student does not call by Sunday at 5 PM, their score is automatically 50%.

This system for playing tests has proven to be extremely effective, and incredibly competitive! Why you ask? Because students compete for weekly prizes. Students are ranked by percentage and awarded accordingly. This year the prizes are: First Place- Draw twice from the magic bag of wonders and enter the Starbucks raffle! Second Place- Draw once from the magic bag of wonders! Third Place- Candy! *During the last week of each quarter, we do a Starbucks raffle and two lucky students from each ensemble will be selected to receive Starbucks courtesy of Mr. Fonzi.

Concert Grades  Concerts are the ultimate reason we work so hard every week; we are not a performing art if we are not performing! Concerts offer invaluable experience that cannot be duplicated any other way, and as such it is vital that every student be in attendance to perform and support their band members from the audience. Concert grades are calculated via three categories: Fulfillment of Job Duties (25%); Performance Attire, Effort and Etiquette (50%); Completion of the Listening Reflection (25%). Job Duties- Each student will sign up for a job to be completed before/during/after the concert. Performance Attire, Effort and Etiquette- Each concert will have specified attire. Students are required to dress accordingly or they may be asked not to perform. This category will be explained in more depth on the following page. Listening Reflections- Students are assigned listening reflections to complete as they listen to their peers’ performance. These are turned in the next class period after the concert.

CONCERT ATTIRE AND EXPECTATIONS Attire:

Our program prides itself with a reputation for excellence and achievement through performance. Students within the music department are expected to dress professionally during concerts, as they are representatives for the iconic image of our department. Your actions and attire during band concerts/ performances are not only a reflection of you, but a reflection of your family, your friends, your community, your school and the entire program. The following should be worn at formal concerts:

MEN: - Formal long-sleeve white shirt - Black slacks - Tie (optional) - Jacket (optional) - Black socks - Black shoes

WOMEN:

- Black dress - Black socks - Black dress shoes

stageaccents.com is a great website for purchasing performance attire to last. Please search under “Girl’s Formal” or “Women’s Formal” and make sure to get a black dress. This is an investment which you will be using all your musical life. If you and your family are unable to afford the necessary attire, please speak to the director. Some students can be sponsored, but only on a first-come, first-served basis. Donations of dresses and other forms of concert attire are accepted, and some may be available for your use. *Rule of thumb: If you have to ask if what you are wearing is acceptable, it is NOT acceptable. School dress code must be met at all times, and a dress code violation will result in not being allowed to perform. NOTE: The director may assign attire and/or approve variability in attire based on performance. Students are expected to perform in concerts unless excused by the director. If excused, students may make up the grade they missed via an alternative assignment. A parent note at least two weeks prior to the concert (if possible) is required, and the Director has the final say regarding excusing a student from the concert.

CONCERT ETIQUETTE Concert etiquette is simply a matter of respect. Respect the performers on the stage and the music they are playing as you would wish to be respected. Here is how: 1. Refrain from talking The first and greatest rule. It also includes whispering during the music. You wouldn't want the audience to be talking during your performance, so don't do it to someone else's. Similarly, if you are on stage performing, talking is a one-way ticket to getting kicked off the stage. It’s acceptable to whisper between pieces, especially if you have last minute questions, etc. about music, but it is never acceptable to talk either during the performance or to disrupt the Director while he is addressing the audience. 2. No singing, tapping fingers or feet The musicians do not need your help, and your neighbors need silence. Learn to tap your toes quietly inside your shoes– it’s a good exercise to reduce toe fat. 3. Please have nothing in your mouth, besides your teeth and tongue Gum and candy are not allowed. If you feel the need to chew on something, you've got a tongue. If you find chewing your tongue has no appeal, then simply don't chew anything. 4. Do not wear watches with alarms nor jangle jewelry You may enjoy the sound, but the added percussion is disturbing to everyone around you. Surprisingly enough, if the composer wanted those extraneous sounds, he/she would have written them in. 5. Do not open and close your purse nor rip open your Velcro wallet The best plan is to leave purses, etc., back at school or on the locked bus. If there were a time/place that you would need these items, we would go back to the bus and retrieve them. 6. Do not sigh with boredom If you are in agony, keep it to yourself. Your neighbor just may be in ecstasy, which should also be kept under control. Suffer in silence. Enjoy in silence. 7. Do not applaud between movements You may think the music is over, but it is not. You don’t want to be the only one clapping. 8. Do not embarrass your teacher, your school or yourself Remember that you are representing your school, and you want to be on your best behavior. There are many eyes looking at you at all times. 9. Do not read nor play with a toy in your pocket To listen means just that. Use the time to turn on a “video screen” in your mind and create a story to the music. 10. Do not go to the concert thinking you will hate the music You may be surprised– millions of people all over the world enjoy classical music, and if you give yourself a chance, you might, too! Besides, classical music is where all the music you listen to today came from.

Masterclasses, Clinics and Sectionals      We worked tirelessly last year to establish a relationship with our professional community at large and expand our program’s vision. This has manifested itself in the amount of professionals who have donated their time to provide specialized instruction and valuable opportunities to our students. We expect to have quality educators from around the county and state visit our program this year. So let’s get into some definitions!

Masterclass What is it?- A Masterclass is a specialized class where a “master” of any particular instrument or skill gives a class to students attempting to learn that instrument or skill. An example of this would be Mrs. Evans (a professional flute player) giving a class on vibrato and other techniques for our flute students. Most professionals charge to give masterclasses, but we are fortunate to have incredible educators in the area who are willing to donate their time! Why is it important?- Masterclasses are very rare opportunities to gain specialized skills students could not gain anywhere else and reinforce concepts taught in rehearsal. Students who attend masterclasses tend to jump ahead in their sections, perform better on weekly playing tests, experience more success and feel happier/ confident about their playing abilities. These opportunities should be something to jump at, and are extremely rare in most middle school programs.

Clinic What is it?- A clinic is when an outside professional comes in during class time to work with an entire ensemble. An example of this was when Dr. Hammer came in to work with our Wind Ensemble in preparation for festival. Why is it important?- Clinics are some of the most valuable learning opportunities we provide because they offer an outside perspective. A clinician will likely reinforce concepts we’ve already learned in new ways and (especially a clinician of Dr. Hammer’s status) will give us advice and guidance we never could have recieved any other way.

Sectional What is it?- A sectional is when one section gets together to work on their music. The focus of sectionals tend to be notes, rhythms, togetherness, balance, and dynamics. They are often led by a section leader, but may be led by the director as well. Why is it important?- Sectionals are often the best way to get those tricky sections down, get individual attention and clean up the performance as a section. Students who attend sectionals regularly tend to feel twice as confident in their abilities come concert time, and perform better on weekly playing tests.

Closing Notes Students are expected to attend as many masterclasses and sectionals as they can, and section leaders are expected to set up sectionals at least once every two weeks. To receive an A, the requirement is 3 masterclasses/sectionals. If a student attends more than 3, I will continue to add to their score. This means the student may earn extra credit this way. The only other ways to earn extra credit are chair challenges and in-class challenges.

Additional Ensembles and Contests      Our program is expanding this year in the form of numerous extracurricular ensembles, chamber groups and contests. Your acceptance and attendance into any of these ensembles will earn you 5 points extra credit each week toward your playing test.

1. Jazz Ensemble- Jazz Ensemble is by audition only and begins 2nd quarter. We will meet every Friday afternoon from 3:30-5:00 PM. There will be a 10 minute break between 4:10-4:20 in which rotating sections must bring snacks to share with everyone. We will be recording a number or two for the CMMS Bands album at the end of the year, and may perform at a concert and/or gig this year.

2.  Percussion Ensemble- Open to all students in the program who are accepted via audition, Percussion Ensemble will start 3rd Quarter and meet every Thursday afternoon from 3:30-4:30. We will record a piece on the CMMS Bands album and may perform at the final concert of the year.

3. Combined Orchestra- Inspired by the collaborative piece we played with Strings last year, starting in 3rd quarter we will be offering you an opportunity to play in a full orchestra. Check the website for details regarding auditions. Rehearsals will be once a week after school.

4. Chamber Ensembles- Throughout 3rd and 4th quarter, we will be doing rotating chamber ensembles after school. Ideally, I’d like to have flute, clarinet, saxophone and brass choirs. Each group will be recorded on the CMMS Bands album and perform one piece in the final concert of the year. These groups will meet once every two weeks, so preparation will be very independent.

________________________________________________________________________

 Contests 

1. T-Shirt Design Contest- Submit your designs for our new band t-shirts. If your

design wins, you will have the opportunity to help design the shirt. We will need front and back designs. Check the website for more information on due dates, etc.

2. Composition Contest- Submit your composition/ creative ideas for a chance to earn free composition lessons from Mr. Fonzi and have your piece premiered and recorded by the Wind Ensemble.

3. Solo and Ensemble Contest- Prepare a solo, duet, trio, quartet or other small ensemble piece for a chance to perform in our 4th quarter concert as Solo and Ensemble winners and have your pieces recorded for the CMMS Bands album. Check the website for more details.

4. Recording Engineer Contest- If you have an interest in sound engineering and recording/ mixing, you don’t want to miss this opportunity. Two students will be selected to assist in recording, mixing, etc. the CMMS Bands album. Check the website for more details.

  

Concert Preparation Checklist Are you doing everything you can to prepare yourself to give your best performance? This checklist will give you some ideas:

1. Have you listened to recordings of the pieces you are performing?

2. Have you played along with recordings of the pieces you are performing?

3. Have you recorded and critiqued yourself?

4. Have you practiced with a metronome?

5. Have you practiced with a tuner?

6. Have you gone to sectionals?

7. Have you asked for help on tricky sections?

8. Have you helped someone else on their music?

9. Are you practicing everyday?

10. Are you isolating tough sections and building them over time?

11. Have you cleaned your instrument?

12. Do you have extra reeds, valve oil, slide oil, cork grease, etc.?

13. Do you have the proper attire and understand when/where the concert is?

14. Are you pleased with your efforts preparing this concert?

15. Will you regret not doing something in preparation for the concert? NOTE: A concert is a very special event meant to honor and highlight your accomplishments and hard work. What is the point of a concert if we haven’t put in all the necessary work to making the product our audiences hear the best we can? We all want to be in an incredible group that gets standing ovations, so we all must do our part. The quality of our performance is an indication of how accomplished and hardworking our ensemble is, and our audiences will know a low quality one to a high quality one. We regret more what we did not do vs. what we did. Have no regrets come concert time and the rewards will be greater than you can imagine.

Supply List Below is a list of accessories and supplies which students will be responsible for. Some of these supplies will be provided once at the beginning of the school year. Otherwise, students should buy replacements and supplies as needed.

Brass Supplies:

● Valve oil ● Slide grease

● Mouthpiece brush ● Pencil

● Name tag on instrument case ● Small Tuner ● Metronome

Woodwind Supplies:

● 1 box of reeds- Oboe: Emerald (med.) Clarinet: Vandoren or Rico (#2½ or 3) Saxophone: Vandoren or Rico (#2½ or 3)

● Ligature (clarinet & sax only) ● Reed Case (clarinet & sax)

● Swab ● Polishing Cloth

● Cork grease ● Pencil

● Name tag on instrument case ● Small Tuner ● Metronome

Percussion Supplies:

● Snare sticks ● Hard Rubber Mallets ● Hard Bell Mallets

● Stick Bag-labeled with name ● Pencil

● Metronome

Concert Clothing: ● All black dress shoes ● All black dress pants ● Black socks or hose

● Dress shirt ● CMMS Band Shirt

NOTE: Folders will be provided.

Band Leadership Council The Band Leadership Council (BLC) is an integral part of the success of our program. These incredible student leaders assist with every facet from concert preparation, promotion and set-up to fundraising, music organization, social events, sectionals and more. Each member of the council is interviewed and selected in very much the same way an employer would hire an employee. Similarly, they are held to the commitment of the council for the duration of the agreed period, and may be replaced if their grades fall below expectations or they do not satisfactorily fulfill their duties. The BLC comprises of the following in order of authority:

1. President* 2. Vice President* 3. Secretary* 4. Artistic Coordinator* 5. Public Relations Officer* 6. Peer Mentors 7. Wind Ensemble Representatives 8. Concert Band Representatives 9. Wind Ensemble Section Leaders^ 10. Concert Band Section Leaders^

*Executive Board ^Section Leaders are technically not members of the BLC, but they serve important leadership roles in the band. We are expecting the BLC to take a larger role in the operation of the program this year with coordinating the recording and promotion of an album, fundraising for festival and other program goals and actively seeking ways to strengthen the band program. We’ve also added Peer Mentors to the Council whose job is to assist incoming 7th graders with adjusting to the new demands of Middle School and the program itself. For more information regarding how you can apply and interview for a position on the council, please check our website. Please take a moment to read the next page, “The President’s Address”.

     

The President’s Address

     Seventh graders, welcome to Christa McAuliffe Middle School! And if you're an eighth grader, then welcome back. :)       Here is some advice from me to all of you for this school year. Hopefully it'll help you out if you're ever in need of some:   

1.      Breathe--don't get yourself super stressed out. If you find that you're overloaded with work, take a step back and look at how you're balancing your time. Everything works out in the end and it'll be alright. 

 2.      Make some new friends. Middle school is an awesome opportunity to branch out and 

meet new people. Are you in a class with none of your usual friends? Try starting a conversation with someone sitting by you. Who knows? You two might end up having a lot in common. Band gave me a good base for this, too. I became really good friends with a lot of my other classmates in band who I probably wouldn't have met otherwise. They turned out to be amazing people who made me smile everyday. 

 3.      Stay open-minded, also. Try to listen to others and keep a positive attitude. Like they 

say, your vibe attracts your tribe. Surround yourself with people who support you and keep you motivated. 

 4.      Try and stay away from the drama. And if you're in it, don't sweat it. Junior high is 

only a short period of time within your whole life. What may seem huge and earth-shattering now may one day be a story you look back on in the future to laugh about. 

 5.      Step out of your comfort zone. I'd always been a little shy in elementary school, but in 

junior high I knew I wanted to change that. I interviewed to be the BLC President, eventually became the trumpet section leader, and auditioned for jazz band in high school. They were all huge steps for me because they required me to speak up and push myself. It all turned out to be worth it, so don't be afraid to try something new. 

 6.      Do what you want to do. If you want to play in band, then play in band. If you want to 

join a club, then feel free to join a club. Just be yourself and don't fret over what others think of you. Cliche, I know, but it really does help. 

      And lastly,       ENJOY middle school. Have fun. Laugh your heart out. Don't be in such a hurry to get out or grow up. It doesn't last forever, so you might as well be happy while you're here. Learn. Your education is important. Make your time here count.       Band will be awesome. You are going to have so many great experiences and memories to take with you for the rest of your life. Work hard and put effort into the music you play. Practice, too. It makes all the difference.       I hope that all of you have an amazing time at Christa McAuliffe. Good luck and go Eagles! 

 ~Sydney Silveira, BLC President 2016-17 

Section Leaders

Section Leaders: The purpose of the section leader and chair challenge system is as

follows:

● To promote student mentorship across the ensemble and program at large

● To encourage healthy competition within sections for the betterment of the entire ensemble

● To learn the value of winning and losing gracefully ● To reflect the values of hard work and dedication within the ensemble ● To provide opportunities for student leadership and responsibility

Section Leaders may change with every new semester or upon appointment by the director. To become a Section Leader, a student must either:

● Win the Wind Ensemble audition the prior year. ● Challenge through the section and defeat the previous Section Leader. ● Average the highest percentage on playing tests at the end of the

quarter. The duties of a Section Leader are as follows:

● Help his/her section in various ways upon direction included but not limited to organizing and running sectionals, playing passages, and role modelling

● Assist with securing music and/or passing out parts for his/her section ● Ensure his/her section is on-task, focused and contributing positively

to the ensemble/ rehearsal and is well prepared musically ● Aid the director prior to concerts and at various times throughout the

semester Holding the position of a Section Leader is a great honor in our band program. As such, Section Leaders should hold themselves and their section with pride and dignity. A section will only ever be as good as their Section Leader, so if you hold yourself and your section to high standards at all times, everyone will rise to the challenge together.This is your opportunity to do something meaningful and leave your mark. Take it.

Chair Challenge Information Each member of the bands will be assigned a chair ranking based on their

performance of certain music and fundamental scales and exercises. Throughout the year if a student feels they have improved and want to be considered for a higher chair they can challenge the student who is the next highest chair. Challenges are intended to be educational, fun, and to boost our level of performance as a group. Win or lose, the object is to improve and good sportsmanship is a requirement. Students earn 2 points extra credit toward their performance grade for each challenge they participate in, win or lose. How does it work?

The two students will play for the director separately. Student #1 will play an excerpt from the assigned piece (assigned by the director) and then Student #2 will play the same excerpt. Whichever one has fewer mistakes/higher rubric score will take the higher chair. The director will have his back turned away from the students and will be keeping playing test rubrics for “#1” and “#2”, ensuring a blind audition.

It is possible for a student to move up from last chair to first chair in a matter of weeks! Challenges help promote 7th and 8th grade students to practice and even promote a small amount of healthy competition. Challenges should be viewed in the spirit of cooperation and courtesy. These are the general rules and guidelines for the chair challenges: 1. The Challenger must have his/her most recent weekly video playing test and reflection submitted 2. Challenger may only challenge the chair directly in front of him/her (ex. 3rd chair challenges 2nd chair NOT 1st chair) 3. Challenger must give at least a 3-day, 2-night notification. (ex: Challenger gives notification on Monday for the Challenge to happen on Wednesday, etc.) 4. The challenger must notify the person he is challenging in writing of the time, date, and the music to be played. The person being challenged must then sign the written notice. This notice is then dated, signed, and given to the band director. If a person being challenged forfeits, the challenger may move up to their position. Students are STRONGLY DISCOURAGED from forfeiting. Remember that challenges improve everyone. Therefore, there are no losers. 5. The winner may continue to challenge based on the 3-day, 2-night rule. After a challenge, the non-winner must wait 1 week before issuing another challenge. You may not immediately re-challenge if you lose your chair for another 1 week. The reasoning behind this rule is as follows:

● To allow for stability in the section.

● To decrease the volume of challenges occurring each week.

● Allow students ample time to prepare challenge music.

● Allow students to have a break from practicing challenge music and an

opportunity to practice their band music or private lesson assignments. 6. Challenges will most likely include concert music and workbook exercises which have been assigned in video playing tests. 7. Challenger & Challengee will be notified of the outcome as soon as possible after the challenge is completed. 8. BOTH THE CHALLENGER AND THE CHALLENGEE MUST BE COMPLETELY PREPARED FOR THE CHALLENGE. IF IT IS APPARENT TO THE DIRECTOR THAT THE STUDENT(S) ARE UNPREPARED THEN THE CHALLENGE WILL BE CANCELLED. NOTE: A Section Leader may also be challenged and their title taken. If you are considering challenging a section leader, just make sure that you are ready to handle the responsibilities that go with it. With glory comes responsibility.

Optimizing Practice Time 10 Basic Tips

Every band director that ever existed tells you WHY to practice, but they seldom address the more important question, HOW? No student can ever achieve the WHY without first discovering the HOW. So here I have provided 10 basic tips for practicing that can be applied to any instrument. For further instruction, please feel free to check the “Resources” folder in Google Drive, ask me or contact me.

1. Find somewhere quiet. This seems too obvious for words, but not only will you be far less likely to succumb to all sorts of distractions, but entering a special practice area, whether it's a certain room or just a corner of the living room, will help prepare you mentally for this very particular kind of work. Mindful intention is everything, and having the ritual of going to the same place every time can help set that intention. 2. Have your supplies nearby. Simply put, if you don't have to waste time and focus on finding your pencil, sharpening your pencil, going to your backpack to get that piece of music you forgot, etc. then you can have a more productive and focused practice session. 3. Technology can be an amazing aid — as long as you don't spend too much time futzing with it. Some basic apps or electronics that should be used every day are metronomes, tuners and timers. There are many wonderful, free tuner and metronome apps available for download on apple and android. Take advantage of these! 4. Begin with the end in mind: Have a goal before you start playing. Just playing through your music isn't the same thing as practicing. Before you start, think: What do I want to accomplish today? How can I make this passage better? Go through a checklist for: rhythm, pitch, tone, dynamics, expression, technique. Do not rest until you can honestly tell yourself that you have achieved what you wanted in each category. If you're not sure what you need to focus on, ask your teacher for a few concrete goals to work toward before the next lesson/class. 5. Map a practice session out like a workout. Lots of musicians start with a few actual stretches and breathing exercises before they pick up their instruments. Even if you don't go quite that far, a pretty common scenario is to start with scales, long tones, lip slurs and easy rudiments as warm-ups, to loosen up your muscles and get your brain thinking about technique; move on to the "working" part where you analyze and try to solve problems; then cool down by improvising or revisiting some music you already know well.

6. Practice smarter, not necessarily longer. You'll probably accomplish a whole lot more in a short amount of time if you have a focused objective. Make the most of the time you have. Say you are having trouble with two very tricky measures. Set your timer for a short period (like five or 10 minutes), and then work just on one problem in as many ways as you can — break it down into even smaller and more manageable bits, go super slow, try to play the passage backwards, change the rhythm, etc. If that trouble spot is still giving you problems, then make yourself a mental note to come back to that section again tomorrow. Chances are it will be easier the next time around. 7. Don't always start at the beginning every time. It can feel really good to hear yourself playing the beginning of a piece beautifully, but you may wind up wasting the limited time and energy you have. (Also, it leads to performances that start strong and then, well, wilt.) 8. Challenge yourself — physically. Especially if you're trying to wrestle down an element that you find problematic, scientific researchers say that if you add a physical challenge to the difficult task, such as trying to play that part while standing on one leg or while walking, your brain is likely to start carving out new neural pathways — and the original task will be easier when you return to just doing that. 9. Practice away from your instrument. Try bringing your music along with you (either on paper or a mobile device) when you know you'll have some downtime, such as during a car or train ride, and read through the piece silently. 10. Reward hard work — in positive ways — to help build habits. That sounds like out-and-out bribery, but again, science! Finding something your brain likes helps to create a "habit loop". A successful person puts time into making success habitual.

 

Practice Techniques When you think you have nothing to practice.

Record yourself and listen for tone Long tones (listen for best sound)

Brasses buzz on mouthpiece Articulation exercises

Watch embouchure, position, shoulders in mirror Snare buzz stroke

Snare rudimental practice Use a tuner on the notes we tune in class

Long tones with dynamic changes Check posture/instrument position

Brass lip slurs Subdivide while playing

Tap and count Count and finger

Sing (solfege) and finger End with a run-through

Look for patterns Count out loud

Work on small chunks Take out the slurs

Use our subdividing exercise Start slow, then faster

Isolate one small aspect 5 times in a row no mistakes

Record and listen for mistakes Say (tah) or hiss and finger Silent foot tap while playing

Add one note at a time Practice with metronome

(www.metronomeonline.com) Count in your head

Play rhythm on one pitch Mark key signature notes

Play with tuner, holding out each pitch…listen & tune Work on end, then back up Break it, chunk it, loop it

Swing it Bop it Slur it

Practice scales and arpeggios Look up the composer/history of the piece

Come up with a story or find a fun fact about the piece Go to our website for more ideas or inspiration

  

     

WHY STUDY MUSIC? Music is Science.

It is exact, specific; and it demands exact acoustics. A conductor's full score is a graph which indicates frequencies, intensities, volume changes, melody and harmony all at once and with the most exact control of time. It embodies many levels of physics from acoustics to architecture.

Music is Mathematical. It is rhythmically based on the subdivisions of time into fractions which must be done instantaneously, not worked out on paper, in a highly specific form with regard to exact placement and symmetry.

Music is a World Language. Most of the terms are in Italian, German or French; and the notation is certainly not English. It is a highly developed kind of shorthand that uses symbols to represent ideas. The semantics of music is the most complete and universal language.

Music is History. Music usually reflects the environment and times of its creation, taking on the emotion of a nation, region or a people. It is the only Art form we can hear as people hundreds of years ago had. Unlike paint, whose image is always there once created, Music is perpetually "Repainted" each time it is performed. The feelings and thoughts of countless generations are forever cast in Sound.

Music is Physical Education. It requires fantastic coordination of the fingers, hands, arms, lips and facial muscles, and control of diaphragmatic, back, stomach and chest muscles, which respond instantly to the sound the ear hears and the mind interprets. There are as many calories burned by a symphony trumpet player in one performance as there are by a quarter-back in a professional football game.

Music is Art. It allows a human being to take technical and sometimes difficult areas of learning and translate them into human emotion. It helps every person to recognize and understand beauty, and to understand love, compassion and how to live more fully within this world.

This is Why We Study Music. Not because we expect you to major in music. Not because we expect people to play music all their lives. Not so you can relax. Not so you can have fun.

BUT: So you will be human, so you will recognize beauty, so you will be more sensitive, especially to all the thoughts and feelings put into sound throughout the ages, so you will be closer to an infinite beyond this world, so you will have something to cling to, so you will have more love, more compassion, more gentleness, more good - in short, more life!

Of what value will it be to make a prosperous living unless you know how to live?

Honor Bands

The following ensembles are by live or recorded audition, and it is required that student applicants be enrolled in their corresponding public school program and in good, active standing. Some fees may apply upon acceptance into an honor band. The ensembles available to our students are:

- CBDA California All-State Honor Band(s) - CODA California All-State Honor Orchestra - SJCMEA County Honor Band

For more information or recommendations, ask your director and/or check the website under “Auditions and Contests”

Private Instruction Private instruction is not a requirement to be part of the band program, but it is highly encouraged and will yield incredible results. Students with private instruction will often be more engaged and active in their learning, learn faster and be more capable/ willing to understand and appreciate musical concepts on a deeper level. Please do not hesitate to contact Mr. Fonzi if you are in search of a private instructor!

Contingencies A “contingency” is essentially an “if… then…” statement. Here are a few contingencies you’ll want to beware of:

If... Then...

There are noticeable signs of mistreatment of a school instrument (eating, dirtiness, bent keys, etc.),

1st: Student sets up a date to come after school and receives a lesson on how to properly clean and maintain the instrument. 2nd: Student is placed on a week long probationary period (parent is notified); instrument must be cleaned, fixed, etc. by the end of this week or it will be taken. There will be a conference with the family and Mr. Howard regarding how we can help each other treat the instrument with more respect. 3rd: The instrument rental agreement is voided, meaning the student will no longer be allowed to rent from the school.

There are noticeable signs of mistreatment of lockers, including incidents of disrespect toward another person’s locker, misuse of locker or not using the locker,

1st: Student in question will have their lock replaced by a key lock for a week until the student cleans the locker and/or fixes the problem. 2nd: Student loses locker privileges for two weeks and must turn in all things to Mr. Fonzi each day to be locked. 3rd: Permanent loss of locker privileges.

The student is continually disruptive during rehearsal, either through talking, playing out of turn, walking around the room, distracting other players nonverbally, etc.,

1st: Student will be asked to move seats. Becoming defensive, combative and/or showing attitude if asked to move will result in jumping immediately to the third step. 2nd: Student will put their things away and go into the office to fill out a refocus form. They must leave any devices (including phones) outside of the office. Parents will be notified and we will have a conference. 3rd: Removal from the rehearsal; parents contacted and conference scheduled.

The student is using unauthorized electronics, 1st: The director will hold the electronics until the end of class. 2nd: The director will confiscate the electronics and notify parents/ the office of the ongoing issue. Student will be on probation for two weeks where they must turn in electronics at the beginning of class each day. 3rd: Student will be on probation for a month and must turn in all electronics at the beginning of each class. A conference will be set up with parents and administration.

Christa McAuliffe Middle School Band Student & Parent Contract

All CMMS band members and parents should read the following page very carefully. Please sign, date and return this page to Mr. Fonzi by Friday, August 4th, 2017. The timely return of this form is one of the first grades of the new school year.

The Christa McAuliffe Band Program is dedicated to excellence in performance and the loyalty and citizenship of its members. Its members share a unique musical and social experience which cannot be found anywhere else. The foundation of this shared experience is commitment, loyalty, respect and trust. All members must make a serious commitment to the program, the director and to each other.

After reading the syllabus and the Band Handbook, if you still have questions or concerns, please contact the director. I/We have read and understand all of the guidelines and procedures of the band program with special attention to:

● Attendance at Performances ● Performance Uniform & Equipment Requirements ● Classroom Rules & Consequences ● Grading Policy

and agree to abide by everything stated above during my/my child’s tenure in the CMMS Band Program. I/We are in possession of a complete calendar of events for the 2017-18 school year and agree that I/my child will attend every scheduled rehearsal and performance for his/her band. I/We understand the consequences if the guidelines and procedures outlined in the Band Handbook are not followed. I/We understand that paper notes will not always be sent home with students. Notes, reminders and handouts will be available online via our website. I/We understand that all parents and/or students should bookmark and subscribe to our website for communication, resources and much more: https://christamcauliffebands.org/ ________________________________ _________________________________ (student name) (student signature) ________________________________ ________________________________ (parent signature) (date) *Please let me know if you or your family does not have access to the internet at home so I can make proper accomodations.

Parents, please provide the following information to help me get to know your child a little better. We want band to be a positive and rewarding experience and your input will help us to accomplish that goal. Student Name: ___________________________________________________________ Parent Name(s): __________________________________________________________ Home Phone: ____________________________________________________________ CellPhone(s): ____________________________________________________________ Preferred Parent Email: ____________________________________________________ Child’s Birthdate:_________________________________________________________ Please tell me about your child’s personality. ________________________________________________________________________________________________________________________________________________ What are special interests or things that help to motivate your child? ________________________________________________________________________________________________________________________________________________ How does your child communicate their emotions? ________________________________________________________________________________________________________________________________________________ Does your child learn best by reading instructions, hearing instructions, watching a demonstration or a combo of these? ________________________________________________________________________________________________________________________________________________ Is there anything about your family situation that will help me to understand your child better? ________________________________________________________________________________________________________________________________________________________________________________________________________________________