Richfield Elementary School Bands - Richfield School … · This handbook is designed to answer any...

Richfield Elementary School

Bands

Band

Handbook

2014-2015

James F. Matheson, Jr.

Director

Approved by the School Board of the Richfield Jt. School District No. 1 on 16 June 2014

Richfield Bands

Dear Band Musicians and Parents/Guardians, I want to welcome all members to one of the most exciting and rewarding experiences you will have while you are here at Richfield – being a member of the Band! We have had a very exciting and successful program in years past, and I am looking forward to continuing the legacy of outstanding young musicians joining our band family.

Our Mission: The study of music helps improve spatial reasoning, divergent thinking, test taking, reading skills, and the overall quality of life. Being a member of the band teaches aesthetic perception, teamwork, emotional development, leadership training, group interaction and discipline. In the Richfield Raiders Band Program, students are exposed to and taught a wide variety of high quality musical repertoire. Each student has the opportunity to experience profound individual growth in their appreciation and understanding of music through performance and comprehensive study. General Handbook Information: EVERYONE SHOULD READ THE INFORMATION IN THIS HANDBOOK. This handbook keeps us running smoothly and efficiently. Most questions can be answered by consulting THE BAND HANDBOOK. Policies will be adjusted from year to year as the need arises. It is my hope that the information contained in this handbook will be both INFORMATIVE and INSPIRATIONAL. The paragraph entitled “How Parents Can Help” is very important for all parents/guardians to read. It is designed to give guidance and show how we can all help support the young musicians at Richfield Elementary. The more involvement there is by parents in our program the stronger we are as a “band family” and the more opportunities we can offer our students. This handbook is designed to answer any questions you might have concerning our band program. Please read all of the information, sign the form in the back of the book, and turn the RES Band Copy in by the due date. I am honored to be your band director and am looking forward to a great year!! Sincerely, James F. Matheson, Jr. Director of Bands, Richfield Elementary School 262-628-1032 x1144 [email protected]

Table of Contents Absence from Performances ------------------------------------------------------------------------------ 2

Audience Concert Etiquette ------------------------------------------------------------------------------- 5

Band Assistant ---------------------------------------------------------------------------------------------- 10

Band Attendance Policy ------------------------------------------------------------------------------------ 2

Band Calendar ------------------------------------------------------------------------------------------------ 2

Band Curriculum Overview – Fourth and Fifth Grade Bands ------------------------------------- 6

Band Curriculum Overview – Middle School Band -------------------------------------------------- 9

Band Equipment ---------------------------------------------------------------------------------------------- 4

Band Policy ---------------------------------------------------------------------------------------------------- 1

Band Room Procedures ------------------------------------------------------------------------------------ 3

Band Room Rules ------------------------------------------------------------------------------------------- 3

Band Website ------------------------------------------------------------------------------------------------- 5

Chair Placements ------------------------------------------------------------------------------------------ 10

Challenges --------------------------------------------------------------------------------------------------- 10

Concert Attire ------------------------------------------------------------------------------------------------- 4

Consequences ------------------------------------------------------------------------------------------------ 3

Grading Policy – Fourth and Fifth Grade Bands ----------------------------------------------------- 6

Grading Policy – Middle School Band ------------------------------------------------------------------ 9

Group Lessons --------------------------------------------------------------------------------------------- 12

Harmonic Minor Scales: Bass Clef ------------------------------------------------------------------- 19

Harmonic Minor Scales: Treble Clef ------------------------------------------------------------------ 18

How Parents Can Help ------------------------------------------------------------------------------------- 5

Importance of Attitude -------------------------------------------------------------------------------------- 2

Major Scales ------------------------------------------------------------------------------------------------ 14

Major Scales: Bass Clef --------------------------------------------------------------------------------- 17

Major Scales: Treble Clef ------------------------------------------------------------------------------- 16

Melodic Minor Scales: Bass Clef ---------------------------------------------------------------------- 22

Table of Contents (Cont.)

Melodic Minor Scales: Treble Clef -------------------------------------------------------------------- 20

Middle School Band Policies ---------------------------------------------------------------------------- 10

Music and Parts -------------------------------------------------------------------------------------------- 12

Music Stores Near Richfield Elementary School --------------------------------------------------- 12

Natural Minor Scales: Bass Clef ----------------------------------------------------------------------- 25

Natural Minor Scales: Treble Clef --------------------------------------------------------------------- 24

Objectives of the Band Program ------------------------------------------------------------------------- 1

Parent/Guardian Profile Form --------------------------------------------------------------------------- 35

Parent/Guardian – Student Contract (Band Copy) ------------------------------------------------ 34

Parent/Guardian – Student Contract (Parent/Guardian – Student Copy) ------------------- 33

Percussive Arts Society Drum Rudiments ----------------------------------------------------------- 31

Performances ------------------------------------------------------------------------------------------------- 2

Practice --------------------------------------------------------------------------------------------------------- 3

Private Lessons -------------------------------------------------------------------------------------------- 12

Required and Recommended Materials – Fourth Grade Band ---------------------------------- 7

Required and Recommended Materials – Fifth Grade Band ------------------------------------- 8

Required and Recommended Materials – Middle School Band ------------------------------- 11

Responsibilities of Each Band Member at Richfield Elementary School ---------------------- 1

Star Spangled Banner: Bass Clef Instruments (Bassoon, Baritone Horn, Trombone, Tuba) --------- 30

Star Spangled Banner: Bb Instruments (Clarinet, Bass Clarinet, Tenor Saxophone, Trumpet) ---------- 27

Star Spangled Banner: C Instruments (Flute, Oboe, Mallet Instruments) ------------------------------ 26

Star Spangled Banner: Eb Instruments (Alto Saxophone, Baritone Saxophone) ----------------------- 28

Star Spangled Banner: F Instruments (English Horn, Horn in F) --------------------------------------- 29

Supplementary Lesson Materials: Fifth Grade Band --------------------------------------------- 13

Supplementary Lesson Materials: Middle School Band ----------------------------------------- 13

Withdrawal from Band -------------------------------------------------------------------------------------- 1

Welcome to the Richfield Elementary School Bands. The following document is intended to outline the various expectations of the musicians of the Bands, give helpful suggestions to the musicians and parents, and includes Supplementary Materials to aid in the development of the musicians of the Bands. Answers to most of your questions concerning the Band Program will be found here. Enjoy your time in the Bands at Richfield Elementary School.

Band Policy

Below is the band policy. Understanding this policy will enable each band member to achieve their fullest potential to become a better musician and a stronger member of the band.

Students can improve as musicians and learners through regular practice and study. Through this practice and study they will reach greater success and fulfillment in their endeavors. To help the band grow as a whole, students must find and maintain the desire to improve individually, as the strength of our program is defined by its members.

The foundational principles that define good character are honesty, integrity, respect and responsibility. As a band, we intend to emulate these principles.

Withdrawal from Band

BAND IS A YEARLONG COMMITMENT. WITHDRAWL FROM BAND WILL ONLY BE AT THE DISCRESION OF THE DISTRICT ADMINISTRATOR.

Every band member makes a contribution to the sound and success of the band. Leaving the band before the end of the school year places a great burden on the band. In order for a band member to withdraw from band, the band member and the Band Member’s parents/guardians need to first talk to the Band Director about problems in band. If these problems cannot be resolved, then the Band Member and Band Member’s Parents/Guardians need to talk to the District Administrator who will then decide if the Band Member may withdraw from band.

Objectives of the Band Program

Education ● To develop music appreciation and understanding through the study and performance of

appropriate and high quality musical literature. ● To develop performance skills of the various wind and percussion instruments. ● To acquaint students with Music Theory/History and how history and musical

composition relate to students’ current life and musical experiences. ● To foster leadership skills within each student.

Service ● To add color and atmosphere to selected events while promoting and enhancing the

dignity and reputation of Richfield Elementary School through various performances. ● To provide for the musical needs of the school district and community.

Recreation ● To provide all students with a productive use of their leisure time, a means for self

expression, and a healthy social experience. ● To develop the ability to function as a responsible member of a group, enhance

interaction, and develop a sense of community.

Responsibilities of Each Band Member at Richfield Elementary School

Come to rehearsal or lessons with a GOOD ATTITUDE Make a real effort to improve on a daily basis and establish a good practice routine. At the end of rehearsal or lesson, put all materials in their proper place. Assume responsibility for all of your actions - admit when you are wrong. Read and play music with insight – have high individual musical expectations.

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The Importance of Attitude

The greatest single factor that will determine the success of any individual or organization is attitude. The kind of person you are is determined by the independent choices that you make. It takes intense dedication and integrity to become a success in life and band is no different. Students must learn to discipline themselves to daily practice on fundamentals and it is the “right attitude” which will give the students the daily drive to achieve success. When this positive attitude is achieved by the individual, an artistic performance is inevitable in our group and it becomes the difference between being a part of a group which creates an awe inspiring aesthetic experiences and just a mediocre band.

Band Attendance Policy

The band schedule is a basic contract of membership. Very simply stated, students who are members of the band program must attend rehearsals, lessons and performances. Absence of one member adversely affects the performance experience of the other students. All members should clear their schedules to adequately prepare for performances. This will result in a more meaningful experience for everyone. Should conflicts arise with other school activities, these will be handled on an individual basis with the advisor of the activity and, if necessary, the district administrator.

Band Calendar

All Bands will perform at Two Concerts during the school year: Winter Concert and Spring Concert.

The Middle School Band will perform at Three Additional Concerts: The Spaghetti Dinner, a Performance at Plat and at the Graduation Ceremony. Fourth and Fifth Grade Band Members may be asked to join the Middle School Band for these performances at the Band Director’s discretion and invitation.

Dates of these concerts will be provided to students and parents/guardians at the beginning of the School Year.

Performances

One of the main functions of the band is to perform. Performances represent the culmination of months of preparation. All students are expected to follow the directions and handouts given in regard to rehearsals, sectionals, performances, etc. Performances are required activities and part of the students’ grade (see Grading Policy). Performances are the Super Bowl for a Band. A musician is an integral part of the band. For a musician to miss a performance is the same as the star quarterback for the Green Bay Packers failing to appear at a play-off game or a Super Bowl appearance.

Absences for Performances

Occasionally, extenuating circumstances happen and required performances are missed. If you believe you need to be absent from a required Band Performance, please submit the reason for the absence in writing to The Band Director as soon as possible. Emergency situations will be handled on an individual basis. Excused absences must be made up to receive the full amount of points.

An unexcused absence from a performance will result in a zero for the concert grade.

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Band Room Rules

1. Always respect yourself, others, the band room and all equipment. 2. No eating, drinking (water is allowed), or gum chewing in the band room. 3. Never play anyone else’s instrument or instruments not assigned to you. 4. Be in your assigned seats, with your instruments and folder, 3 minutes after the bell has

rung. Please go to the bathroom before you get to band class. 5. When you need to ask a question or to leave your seat for any reason, raise your hand.

Band Room Procedures

● Class begins 3 minutes after the bell rings or after scheduled start time ● Students come to class, get their instrument / music and immediately sit in their

assigned seat ● When the director or staff member steps on the podium or asks for your attention, stop

talking and give them your full attention. ● Nothing but your instrument (in the case), folder, notebook, and band accessories are

stored in your band cubbie. ● Music Folders should contain all music and handouts passed out and are to be stored in

your cubbie. ● There is no excess playing – we always warm-up and play as a group and play our

instruments appropriately (horsing around on instruments is not tolerated). ● We must all take care of personal business before or after rehearsal time – our time

together as a group is limited and precious. Time lost cannot be regained. ● When the director dismisses the class students must:

○ Straighten their seat and music stand ○ Return their instrument to its case (and close it) and then put it and their folder in

their assigned instrument cubbie. ● Support one another! Help maintain and build our pride and community in and out of

class.

Consequences

● If you CHOOSE to disrupt class (break the rules), the following will happen: ○ 1st warning – Name written on board or verbal warning. ○ 2nd warning – A check after your name. A detention notice is sent home to be

signed by the parent. ○ 3rd warning – After a second check the student is removed from the room.

Students may be removed from the room immediately due to the severity of the disruption.

● For every minute you CHOOSE to be late to class or rehearsal, you will stay after class, rehearsal or at lunch. Habitual tardiness will result in the above consequences.

Practice

Students of all levels of band are expected to practice approximately 30 minutes a day, 5 days of the week at home. Through practice, students will develop their musical skills, time management, and discipline. For band, the main form of homework is practice and is a requirement for the class. If students are not showing sufficient improvement in their performance, practice logs (which must be confirmed and signed by their parent/guardian) may be issued and counted toward their grade. A copy of the Practice Record can be found in the Supplementary Materials Section at the end of this document.

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Band Equipment

Every band member is individually responsible for the proper care and use of Richfield Elementary School property and equipment and is accountable for that which is issued to or being used by the musician. Band members may be held personally liable for any damage to, or loss of, RES property resulting from his/her carelessness behavior or negligence. No student shall play an instrument that does not belong to them. Only percussionists may use the percussion equipment. Students must provide their own accessories for their instrument, i.e., reeds, swabs, valve oil, mutes, etc. In cases of financial burden, please see the director to make necessary arrangements for equipment. Student owned instruments must be stored in the band room in the student’s assigned cubbie or locker (middle school only) while at school. No instrument should be stored in the hallway or regular classroom.

* Notes for personal instruments*

● Your name must be on the outside of the case - a luggage tag works well. ● Keep your instrument in its case and in your assigned cubbie. ● The following information should be on the inside of the case: student’s name, parent’s

name, complete address, phone number, and serial number. ● The serial number should be recorded at home. ● You may also want to insure your instrument. Check your homeowner’s policy- if it

doesn’t cover it, your insurance agent will probably insure it at a reasonable rate. This protects against loss and theft (not maintenance).

● Keep instruments away from water, unless cleaning brass instruments, and extreme heat or cold.

● Be sure to clean your instrument properly. Remember to properly maintain your instrument, including an annual summer check over by an instrument technician.

Concert Attire

Personal and group presentation is an extremely important component of our concerts. A well-dressed and well-groomed ensemble exudes class and discipline. All band members are expected to wear dress attire as described below for all formal performances and concerts. Please show good judgment concerning appropriate skirt length and cut of garment. No skin is to be exposed around the torso or abdomen at any time. All members are required to wear concert dress so as to showcase and highlight the musical accomplishments of the musicians rather than the individual performers. In cases of financial burden, please see the director to make necessary arrangements for concert attire.

Ladies: Black skirt or pants White blouse or Richfield Elementary Band Shirt (Concert will determine) Skirts knee length or below. T-Shirt length sleeves or longer Black socks or nylons Solid black dress shoes (dress shoes to be no higher than a medium heel and with a

closed toe)

Gentlemen: Black dress pants (no jeans) White dress shirt or Richfield Elementary Band Shirt (Concert will determine) Black socks Solid black dress shoes.

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Audience Concert Etiquette

As often as possible, band students shall observe other musicians in concert. As fellow musicians, we should emulate the highest standards of concert etiquette and serve as a model for all other audience members.

Come early to find your seat. If you arrive late, wait until the music has stopped to find a seat – one close to your entrance

Remain silent during the performance. Talking during a music performance is never appropriate.

Remain seated until the intermission or the end of the performance. If you must leave, please wait until an appropriate time in between selections or performing groups. Please also use this courtesy when returning to your seats.

Applaud if and when appropriate. Please hold applause until the very end of any multi-movement work. Try not to anticipate applause, as you may miss the final statement of a work. You can often tell by the position of the director’s hands when a piece is completed.

Whistling and yelling are not appropriate when applauding. Vigorous, lengthy, or standing applause signals to the performer particular pleasure with a performance.

Food and drink are never allowed in an auditorium or concert hall. Flash photography distracts the performers. Please refrain from using flash photography.

Band Website

Please get into the habit of checking the band website section of the Richfield Elementary website (www.richfield.k12.wi.us). Here the Band Handbook, Concert Schedule, Lesson Schedule, Bio of the Band Director, Contact Information, Practice Record Sheets, and the Supplementary Lesson Material will be posted. Other information will be posted as needed. Check this site regularly.

How Parents Can Help

Each parent is responsible for the attendance of his/her child at all band functions. It is the responsibility of each parent to encourage and see that their child practices his/her instrument consistently. The hands of the directors are tied without the help of parents. Finally, become involved. We need your help. The Richfield Association of Parents and Teachers (RAPT) is

responsible for a lot of the “behind the scenes” work that needs to be done in the school community. The more parents that volunteer their talents, the better off the entire music

program will become. Many hands make light and fun work

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Band Curriculum Overview Fourth and Fifth Grade Bands

Fourth Grade Band This ensemble focuses on the fundamentals of playing the chosen instrument. Students are taught the basic music fundamentals and concepts of musicianship. The year begins with weekly group lessons and then meets once a week as a full band later in the year. Students perform in concerts, assemblies, and other special events.

Fifth Grade Band This ensemble continues the development of fundamentals of playing. Students develop upon the fundamentals they were taught in Fourth Grade Band. Weekly group lessons continue along with weekly full band rehearsals. Students perform in concerts, assemblies, and other special events.

Grading Policy Fourth and Fifth Grade Bands

The Band Grade is determined by the following total points:

Band Participation:

Full Band Rehearsal: 15 points each meeting Group Lessons 15 points each meeting

Lack of Instrument and/or Materials for these will result in a 5 point deduction. One such occurrence will be forgiven

. Concerts 50 points each performance

Band Skills:

Practice: 10 points possible each week 0 – 49 Minutes each week 5.7 points 50 – 74 Minutes each week 6.7 points 75 – 99 Minutes each week 7.7 points 100 – 124 Minutes each week 8.7 points 125 – 150 Minutes each week 10 points 300 plus Minutes each week 11points (one extra credit points)

Practicing is so very important for these levels. These bands do not meet daily. There is ample evidence that daily practicing creates strong musicians. Sports’ teams practice daily. Athletes are building strength and agility while they practice. Some athletes are learning the fundamentals of the game, some are building upon those fundamentals, and all are developing a discipline and a mental acuteness towards that sport. Practicing music does the same thing. Not all musicians and instruments think or work the same way. Musicians have to develop their instrument’s individual physical and mental requirements. Daily practice is crucial in developing the necessary skills to create music on a particular instrument. No one is coming to a performance to see the back of the band director. The audience is coming to hear the musicians. Practice creates musicians. I ask each musician in the Fourth and Fifth Grade Band levels to practice 30 minutes a day, five days a week. This practice time is crucial in developing not only the fundamentals of the chosen instrument, but in strengthening other areas, such as reading ability, cognitive functions, and problem solving skills. Part of the band grade is then based on these minutes. The amount of time expected is based on state and national averages among school bands and well supported in the musical pedagogy. A few schools in the area require more time each day. Very few require less.

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Sample Daily Practice Routine: One Half Hour:

Lesson/Band Material and Music: 10 Minutes Music of Musician’s Choice: 10 Minutes Free Play (no Written Music) 5 Minutes Copying Music from Recordings and YouTube 5 Minutes

Written and Playing Tests: (as needed) 50 points (These tests will not exceed 50 points.)

Fourth Grade Band Required and Recommended Materials

ALL STUDENTS:

Pencil Essential Elements 2000 Book 1 by Tim Lautsenhauser Music Stand for home practice Metronome* Tuner*†

Woodwinds:

A minimum of 2 spare reeds (purchasing by the box is cheaper and preferred) Reed Case Cork Grease (Clarinet / Saxophone) Swab Cleaning Rod (Flute only)

Brass:

Valve Oil (Trumpet, Horn in F, Baritone Horn) Tuning Slide Grease Slide Cream and Water Spray Bottle (Trombones only)

Percussion: (school provides percussion instruments for lessons and rehearsals)

Stick Bag Practice pad (or snare drum)/practice bell set (White House of Music and other stores

rent out these kits) 1 pair of General Snare Sticks (Innovative Percussion Lalo Davila IPLD) 1 pair of Rubber or Plastic Bell/Xylophone Mallets (Innovative Percussion Hard Xylo/Bell

Mallets *F10)*

* Recommended. See the Band Director before purchasing. † Recommended for Woodwind and Brass Musicians Only. See the Band Director before purchasing. The school owns a number of instruments, but not enough for everyone. If you need a school instrument, please speak to the director. There is a contract for all school instruments which must be completed and returned to the Band Director prior to the issuing of the instrument to the musician. Arrangements have been made with area music stores for weekly visits. Parents/Guardians and students can contact those stores to arrange payments prior to delivery to Richfield Elementary School. Please contact the Band Director or the following stores about any arrangements that may have been arranged.

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Fifth Grade Band Required and Recommended Materials

ALL STUDENTS:

Pencil Essential Elements 2000 Book 2 by Tim Lautsenhauser Music Stand for home practice Metronome* Tuner*†

Woodwinds:


Brass:

Valve Oil (Trumpet, Horn in F, Baritone Horn) Tuning Slide Grease Slide Cream and Water Spray Bottle (Trombones only)


Stick Bag Practice pad (or snare drum)/practice bell set (White House of Music and other stores


Mallets *F10) 1 pair of Yarn Mallets (Innovative Percussion Medium Yarn Marimba Mallets F1.5)

* Recommended for all Musicians. † Recommended for Woodwind and Brass Musicians Only. See the Band Director before purchasing. The school owns a number of instruments, but not enough for everyone. If you need a school instrument, please speak to the director. There is a contract for all school instruments which must be completed and returned to the Band Director prior to the issuing of the instrument to the musician. Arrangements have been made with area music stores for weekly visits. Parents/Guardians and students can contact those stores to arrange payments prior to delivery to Richfield Elementary School. Please contact the Band Director or the following stores about any arrangements that may have been arranged.

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Band Curriculum Overview Middle School Band

Sixth through Eighth grade students comprise the membership of the Richfield Middle School Band. This ensemble advances the concepts of musicianship and skills developed in Fifth Grade Band. Weekly group lessons continue and the full band rehearses daily. Students perform in concerts, solo and ensemble events, assemblies, and other special events.

Grading Policy Middle School Band

Middle School Band: The Final Band grade is determined by the following percentages. Here is how the final grade will be determined: Rehearsals/Group Lessons: 20%

Lack of Instrument and/or Materials for these will result in a 5 point deduction from each rehearsal or lesson.

One such occurrence will be forgiven. Written Music Evaluations/Concert Reflections: 20% Playing/Written Tests: 20% Announcement Performances 05% Concerts: 35% Extra Credit Opportunities

● Attendance at approved outside band/orchestra concerts (including but not limited to other middle schools, high schools or professional organizations) accompanied by performance evaluation

● See Band Director for details Music is something that everyone can enjoy. Earning the grade is not the purpose of band. Making music is intellectually challenging, spiritually rewarding, and is truly a part of what it is to be human. Music expresses what we can’t say with words. In band we work hard, make new discoveries and strengthen ourselves as individuals and as a group. As long as students:

Come prepared to rehearsals and lessons Give their very best effort /attitude Do not miss performances...

GRADES SHOULD NOT BE SOMETHING ANYONE IS CONCERNED ABOUT!! IT IS ABOUT THE JOURNEY AND THE

PERSONAL GROWTH.

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Middle School Band Policies

This section outlines additions to the Band Policies that affect the Middle School Musicians only.

Band Assistant

Each year, the director selects a musician in the band to be the Band Assistant. All incoming sixth through eighth grade musicians are eligible. The Band Assistant Candidate exhibits leadership skills, is organized, and well respected among the musician’s peers and teachers. The choice of Band Assistant is solely that of the Band Director.

The Band Assistant will assist the Band Director in a number of areas that may include the selection of music for the concerts, assigning parts, assisting in the set up and tear down of the band at performances, the Band Open House for new students, organizing trips, and conducting of the bands. The Band Assistant will not assist in the grading of the musicians, discipline, or any of the other legal responsibilities of a licensed teaching professional.

Chair Placements

Chair placement testing may occur on occasion (generally twice a school year). Students will be asked to perform a selection from their folder. Points will be assessed for performance based on same elements for lessons (Tone, Fingering/Sticking, Rhythm, Technique, Effect). Students will then be assigned chair rankings based on their performance. Chair Placement Tests are dependant on there being sufficient members of the band and instrument section to warrant such testing.

Challenges

Students are able to challenge for a higher chair during the school year. They can only challenge the next person up (3rd chair challenges 2nd chair, etc.). The challenger can pick any piece of music that our full band is playing for the challenge and The Band Director will select the passage for the challenge. The challenger and challengee will speak with The Band Director about scheduling a time for a challenge. Students will have at least one week to practice for their challenge. Challenges are done blind (as to eliminate any potential bias). Once the challenge is complete, results will be given and there may another challenge as soon as possible (still with a one week practice time). There will be no challenges one calendar month before a concert.

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Middle School Band Required and Recommended Materials

ALL STUDENTS:

Pencil Notebook – Either Spiral or Composition Music Stand for home practice Metronome* Tuner*†

Woodwinds:


Brass:

Valve Oil (Trumpet, Horn in F, Baritone Horn) Tuning Slide Grease Slide Cream and Water Spray Bottle (Trombones only) Straight Mute


Stick Bag Drum Rudiment Dictionary with Compact Disc by Jay Wanamaker, Alfred Music

Publishing Co., Inc. Practice pad (or snare drum)/practice bell set (White House of Music and other stores


Mallets *F10)* 1 pair of Yarn Mallets (Innovative Percussion Medium Yarn Marimba Mallets F1.5)*

* Recommended for all Musicians. † Recommended for Woodwind and Brass Musicians Only. See the Band Director before purchasing. The school owns a number of instruments, but not enough for everyone. If you need a school instrument, please speak to the director. There is a contract for all school instruments which must be completed and returned to the Band Director prior to the issuing of the instrument to the musician. Arrangements have been made with area music stores for weekly visits. Parents/Guardians and students can contact those stores to arrange payments prior to delivery to Richfield Elementary School. Please contact the Band Director or the following stores about any arrangements that may have been arranged.

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Music Stores near Richfield Elementary School

White House of Music N112 W16290 Mequon Rd.

Germantown, WI 53022 (262) 255-2283

www.whitehouseofmusic.com

White House of Music 3218 W Washington St West Bend, WI 53095

(262) 255-2283 www.whitehouseofmusic.com

Music and Parts:

Students are responsible for any music distributed to them. Lost music must be replaced by the student. It is not acceptable to simply “borrow” or look on somebody else’s music. The standard cost is $1 for each original part (Copies $0.50). Although, depending on the publisher of the arrangement, individual parts may not be available. In this case, the musician would be responsible for replacement of the arrangement. Band arrangements can cost in excess of $75.00. Most cost around $100.00. When marking your music, please use pencil only. Music must be kept in folders and should be placed in your assigned cubbie when not in use. Not crammed inside of the instrument case. If folders/music are left out (not put away) the daily participation grade will be lowered. Extra parts and solo and ensemble music can be obtained by asking The Band Director. Failure to have music at a rehearsal or lessons will result in a lowering of daily participation grade.

Group Lessons:

As part of the band curriculum, group lessons are given on a weekly basis. These are required parts of the class and points are earned for lessons based upon being prepared with the proper materials and by practicing the assigned material. Students will not be penalized for missing lessons due to excused absences (sickness, vacation, teacher requires them to stay in class for test, etc.). Forgetfulness of lesson time or bringing of instrument to school is an unexcused absence and will result in the student losing those points for lessons. Those absences may be made up at the discretion of The Band Director and by scheduling a make up time with him.

Private Lessons:

Private Lessons are strongly encouraged. Individual instruction is the most effective and efficient way to quickly gain added proficiency on your instrument. Taking a weekly lesson with a teacher of your own instrument is THE most effective way to become a better, more knowledgeable player. Playing your instrument becomes even more fun as you become a better player.

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Supplementary Lesson Materials

The following materials presented here are to be practiced and, in some cases, memorized as part of the lesson grades. Due dates will be given at the first lesson concerning the individual material unless outlined here.

Middle School Band

Major Scales: (All Instruments – Percussionists use Mallet Instruments.)

The Fifteen Major Scales must be memorized. Required of all Middle School Band Members. Harmonic, Melodic and Natural Minor Scales: (All Instruments – Percussionists use

Mallet Instruments.) These Minor Scales are found everywhere in music. Musicians who have mastered the Major Scales are encouraged to learn and memorize these scales.

The “Star Spangled Banner”: (All Instruments – Percussionists use Mallet Instruments.)

Each Eighth Grade Musician is required to play this once at the Morning Announcements each quarter (Four times each school year). Each Seventh Grade Musician is required to play this once at the Morning Announcement each semester (Twice each school year). Each Sixth Grade Musician is required to play this once at the Morning Announcements each school year. Musicians may pick the most comfortable key and may use the music. Only solo performances will be counted for the grade. Duets and larger groupings may be used for extra credit. Performances of the “Star Spangled Banner” at other school and community events may receive extra credit points at the discretion of the Band Director. The Band Director must hear the musician’s individual performance before any public performance. Star Spangled Banner performances will be scheduled at the discretion of the Band Director.

PAS Rudiments: (Percussionists Only.)

Percussionists at all levels should practice and learn these fundamental percussion effects. Required Rudiments will be assigned depending on the level and experience of the musician.

Fifth Grade Band

Major Scales: (All Instruments – Percussionists use Mallet Instruments.)

Generally, the major scales up to five sharps and flats will be required of all Fifth Grade Band Members. This, however, will depend on the skill level of the individual musician and the demands of the instrument being played by the musician.

The “Star Spangled Banner”: (All Instruments – Percussionists use Mallet Instruments.)

Musicians of the Fifth Grade Band may perform the “Star Spangled Banner” at the Morning Announcements and at other school and community events for extra credit.

PAS Rudiments: (Percussionists Only.)

Percussionists at all levels should practice and learn these fundamental percussion effects. Required Rudiments will be assigned depending on the level and experience of the musician.

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MAJOR SCALES

In my humble opinion, unless a complete understanding of all the major scales and their respective key signatures is had, one can hope for nothing more than “kidding yourself” into thinking that one is doing something purposeful with one’s instrument.

ALL SONGS ARE BASED ON SCALES! When you play a song, for example, in the key of D Major, you are playing the same two sharps that you would be playing if you were to play the scale of D Major. Therefore, a mastery of that scale is an insurance policy of sorts that you will do better when playing a song in that key.

YOU MUST MEMORIZE EVERY MAJOR SCALE

In order to be the best musician possible, one needs to have at his or her fingertips the basic building blocks of western music: The Major Scales.

SCALES DEVELOP:

• A better knowledge, understanding, and recognition of key signatures.• The correct fingering or position of all the tones.• Range.• Intonation>• Proper usage of the diaphragm at different pitch levels.• Tone.• The proper positioning of the embouchure in all ranges.• A dependency upon the ear to certify the proper pitch.• A greater confidence in the instrument and ones own ability.• An ability to play difficult passages in various keys with greater accuracy.

It is important to know that the sharps and flats always appear on the staff in a certain order:

FLATS: Bb, Eb, Ab, Db, Gb, Cb, Fb, Boys Eat Apple Doughnuts Girls Can’t Find.

SHARPS: F#, C#, G#, D#, A#, E#, B#, Frank Can Gobble Doughnuts And Eat Bananas.

If you wish to know how many flats a “FLAT” scale has, simply recite the order of FLATS until you come to the name of that scale and add one more flat.

If you wish to know how many sharps a “SHARP” scale has, simply say the letter in the alphabet that comes before the name of that scale. Next recite the sharps in order until you come to that letter. Those are the sharps that scale has.

FOR EXAMPLE:

How many flats does the D FLAT MAJOR SCALE have? Five. Bb, Eb, Ab, Db, plus Gb.

How many sharps does the A MAJOR SCALE have? Three. The letter before A is G. The order of sharps up to G# is F#, C#, G#.

14

All the FLAT SCALES say FLAT except for the F MAJOR SCALE. In contrast, only two SHARP SCALES say SHARP. Those are F# MAJOR and C# MAJOR.

Notice that the number of SHARPS in a scale when added to the number of FLATS in a scale with the same letter name always add up to seven:

1. C (0b) + C#(7#) = 72. F (1b) + F#(6#) = 73. Bb(2b) + B (5#) = 74. Eb(3b) + E (4#) = 75. Ab(4b) + A (3#) = 76. Db(5b) + D (2#) = 77. Gb(6b) + G (1#) = 78. Cb(7b) + C (0#) = 7

INSTRUMENT TRANSPOSTIONS

Concert Key C and Bass

Clef Bb

Instruments Eb

Instruments F

Instruments G

Instruments Ab Ab Bb F Eb Db(C#)

A A B(Cb) F#(Gb) E D

Bb Bb C G F Eb

B B C#(Db) Ab F#(Gb) E

Cb Cb Db(C#) Ab Gb(F#) E

C C D A G F

C# C# Eb Bb Ab F#(Gb)

Db Db Eb Bb Ab Gb(F#)

D D E B(Cb) A G

Eb Eb F C Bb Ab

E E F#(Gb) C#(Db) B(Cb) A

F F G D C Bb

F# F# Ab Eb C#(Db) B(Cb)

Gb Gb Ab Eb Db Cb

G G A E D C

C and Bass Clef Instruments: Flute, Oboe,Baritone, Trombone, Tuba. Bb Instruments: Clarinet, Bass Clarinet, BBb ContraBass Clarinet, Tenor Sax, Soprano Sax, Bass Sax. Eb Instruments: Alto Sax, Alto Clarinet, EEb Contra Alto Clarinet, Baritone Sax, Sopranino Sax. F Instruments: Horn in F (French Horn), English Horn. G Instruments: Alto Flute.

15

& c b bbœ œ œ œ œ œ

œ œ œ œ œ œ œ œœ œ

œ œ œ œ œ œœ œ

& bbb bbbb bbbbb4

œ œ œ œ œ œœ œ œ œ œ œ œ œ

œ œœ œ œ œ œ œ

œ œ

& bbbbbb bbbbbbb#7



œ œ

&## ### ####

10



œ œ

&##### ###### #######

13



œ œ

Major Scales: Treble Clef

C Major Scale F Major Scale Bb Major Scale

Eb Major Scale Ab Major Scale Db Major Scale*

Gb Major Scale** Cb Major Scale*** G Major Scale

D Major Scale A Major Scale E Major Scale

B Major Scale*** F# Major Scale** C# Major Scale*

* Enharmonic. Db Major and C# Major** Enharmonic. Gb Major and F# Major*** Enharmonic. Cb Major and B Major

16

? c b bbœ œ œ œ œ œœ œ


œ œ

? bbb bbbb bbbbb4



œ œ

? bbbbbb bbbbbbb#

7



œ œ

? ## ### ####10




? ##### ###### #######13



œ œ

Major Scales: Bass Clef

C Major Scale F Major Scale Bb Major Scale

Eb Major Scale Ab Major Scale Db Major Scale*

Gb Major Scale** Cb Major Scale*** G Major Scale

D Major Scale A Major Scale E Major Scale

B Major Scale*** F# Major Scale** C# Major Scale*

* Enharmonic. Db Major and C# Major** Enharmonic. Gb Major and F# Major*** Enharmonic. Cb Major and B Major

17

& c b bbœ œ œ œ œ œ œ# œœ œ œ œ œ œ œ# œ œ œ œ œ œ œ œ# œ

& bbb bbbb bbbbbœ œ œ œ œ œ œn œ œ œ œ œ œ œ œn œœ œ œ œ œ œ œn œ

& bbbbbb bbbbbbb nnnnnnn#œ œ œ œ œ œ œn œ œ œ œ œ œ œ œn œœ œ œ œ œ œ œ# œ

& # # # # # # # # #œ œ œ œ œ œ œ# œ œ œ œ œ œ œ œ# œ

œ œ œ œ œ œ œ# œ

& # # # # # # # # # # # # # # # # # #œ œ œ œ œ œ œ‹ œœ œ œ œ œ œ œ‹ œ œ œ œ œ œ œ œ‹ œ

Harmonic Minor Scales: Treble Clef

A Harmonic Minor D Harmonic Minor G Harmonic Minor

C Harmonic Minor F Harmonic Minor Bb Harmonic Minor*

Eb Harmonic Minor** Ab Harmonic Minor*** E Harmonic Minor

B Harmonic Minor F# Harmonic Minor C# Harmonic Minor

G# Harmonic Minor*** D# Harmonic Minor** A# Harmonic Minor*

* Enharmonic. Bb Harmonic and A# Harmonic** Enharmonic. Eb Harmonic and D# Harmonic*** Enharmonic. Ab Harmonic and G# Harmonic

18

? c b bbœ œ œ œ œ œ œ# œ œ œ œ œ œ œ œ# œœ œ œ œ œ œ œ# œ

? bbb bbbb bbbbb4

œ œ œ œ œ œ œn œœ œ œ œ œ œ œn œ œ œ œ œ œ œ œn œ

? bbbbbb bbbbbbb #7

œ œ œ œ œ œ œn œ œ œ œ œ œ œ œn œœ œ œ œ œ œ œ# œ

? # # # # # # # # #10

œ œ œ œ œ œ œ# œœ œ œ œ œ œ œ# œ œ œ œ œ œ œ œ# œ

? # # # # # # # # # # # # # # # # # #13

œ œ œ œ œ œ œ‹ œ œ œ œ œ œ œ œ‹ œœ œ œ œ œ œ œ‹ œ

Harmonic Minor Scales: Bass Clef

A Harmonic Minor D Harmonic Minor G Harmonic Minor

C Harmonic Minor F Harmonic Minor Bb Harmonic Minor*

Eb Harmonic Minor** Ab Harmonic Minor*** E Harmonic Minor

B Harmonic Minor F# Harmonic Minor C# Harmonic Minor

G# Harmonic Minor*** D# Harmonic Minor** A# Harmonic Minor*

* Enharmonic. Bb Harmonic and A# Harmonic** Enharmonic. Eb Harmonic and D# Harmonic*** Enharmonic. Ab Harmonic and G# Harmonic

19

& c œ œ œ œ œ œ# œ# œ œ œn œn œ œ œ œ œ

& b œ œ œ œ œ œn œ# œ œ œn œb œ œ œ œ œ

& bb œ œ œ œ œ œn œ# œ œ œn œb œ œ œ œ œ

& bbb œ œ œ œ œ œn œn œ œ œb œb œ œ œ œ œ

& bbbb œ œ œ œ œ œn œn œ œ œb œb œ œ œ œ œ

& bbbbb œ œ œ œ œ œn œn œ œ œb œb œ œ œ œ œ

& bbbbbb œ œ œ œ œ œn œn œ œ œb œb œ œ œ œ œ

Melodic Minor Scales: Treble Clef

A Melodic Minor

D Melodic Minor

G Melodic Minor

C Melodic Minor

F Melodic Minor

Bb Melodic Minor

Eb Melodic Minor

20

& bbbbbbb œ œ œ œ œ œn œn œ œ œb œb œ œ œ œ œ

& # œ œ œ œ œ œ# œ# œ œ œn œn œ œ œ œ œ

& # # œ œ œ œ œ œ# œ# œ œ œn œn œ œ œ œ œ

& # # #œ œ œ œ œ œ# œ# œ œ œn œn œ œ œ œ œ

& # # # #œ œ œ œ œ œ# œ# œ œ œn œn œ œ œ œ œ

& # # # # # œ œ œ œ œ œ# œ‹ œ œ œ# œn œ œ œ œ œ

& # # # # # #œ œ œ œ œ œ# œ‹ œ œ œ# œn œ œ œ œ œ

& # # # # # # # œ œ œ œ œ œ‹ œ‹ œ œ œ# œ# œ œ œ œ œ

Ab Melodic Minor

E Melodic Minor

B Melodic Minor

F# Melodic Minor

C# Melodic Minor

G# Melodic Minor

D # Melodic Minor

A# Melodic Minor

21

? c œ œ œ œ œ œ# œ# œ œ œn œn œ œ œ œ œ

? b3 œ œ œ œ œ œn œ# œ œ œn œb œ œ œ œ œ

? bb5

œ œ œ œ œ œn œ# œ œ œn œb œ œ œ œ œ

? bbb7

œ œ œ œ œ œn œn œ œ œb œb œ œ œ œ œ

? bbbb9


? bbbbb11


? bbbbbb13


Melodic Minor Scales: Bass Clef

A Melodic Minor

D Melodic Minor

G Melodic Minor

C Melodic Minor

F Melodic Minor

Bb Melodic Minor

Eb Melodic Minor

22

? bbbbbbb15


? #17

œ œ œ œ œ œ# œ# œ œ œn œn œ œ œ œ œ

? # #19


? # # #21


? # # # #23


? # # # # #25

œ œ œ œ œ œ# œ‹ œ œ œ# œn œ œ œ œ œ

? # # # # # #27 œ œ œ œ œ œ# œ‹ œ œ œ# œn œ œ œ œ œ

? # # # # # # #29

œ œ œ œ œ œ‹ œ‹ œ œ œ# œ# œ œ œ œ œ

Ab Melodic Minor

E Melodic Minor

B Melodic Minor

F# Melodic Minor

C# Melodic Minor

G# Melodic Minor

D # Melodic Minor

A# Melodic Minor

23

& c b bbœ œ œ œ œ œ œ œœ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ

& bbb bbbb bbbbbœ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œœ œ œ œ œ œ œ œ

& bbbbbb bbbbbbb #œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œœ œ œ œ œ œ œ œ

& # # # # # # # # #œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ

œ œ œ œ œ œ œ œ

& # # # # # # # # # # # # # # # # # #œ œ œ œ œ œ œ œœ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ

Natural Minor Scales: Treble Clef

A Natural Minor D Natural Minor G Natural Minor

C Natural Minor F Natural Minor Bb Natural Minor*

Eb Natural Minor** Ab Natural Minor*** E Natural Minor

B Natural Minor F# Natural Minor C# Natural Minor

G# Natural Minor*** D# Natural Minor** A# Natural Minor*

* Enharmonic. Bb Natural and A# Natural** Enharmonic. Eb Natural and D# Natural*** Enharmonic. Ab Natural and G# Natural

24

? c b bbœ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œœ œ œ œ œ œ œ œ

? bbb bbbb bbbbb4

œ œ œ œ œ œ œ œœ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ

? bbbbbb bbbbbbb #7 œ œ œ œ œ œ œ œœ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ

? # # # # # # # # #10

œ œ œ œ œ œ œ œœ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ

? # # # # # # # # # # # # # # # # # #13

œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œœ œ œ œ œ œ œ œ

Natural Minor Scales: Bass Clef

A Natural Minor D Natural Minor G Natural Minor

C Natural Minor F Natural Minor Bb Natural Minor*

Eb Natural Minor** Ab Natural Minor*** E Natural Minor

B Natural Minor F# Natural Minor C# Natural Minor

G# Natural Minor*** D# Natural Minor** A# Natural Minor*

* Enharmonic. Bb Natural and A# Natural** Enharmonic. Eb Natural and D# Natural*** Enharmonic. Ab Natural and G# Natural

25

& bb 43.œ œ œ œ œ ˙ .œ œ œ œ œn ˙ œ œ

& bb5 .œ

Jœ œ ˙ œ œ œ œ œ œ œ .œ œ

& bb9

œ œ œ ˙ .œ œ œ œ œn ˙ œ œ

& bb13 .œ

Jœ œ ˙ œ œ œ œ œ œ œ

œ œ

& bb17 œ œ œ ˙ œ œ œ œ œ ˙ œ

& bb21 .œ

Jœ œ ˙ œ œ œ œ œn ˙ œ

& bb25 œ œ œ œ œ œ œ œ œ œ œ œ œ œU œ œ

rit.

& bb29 .œ J

œ œ œ ˙ œ œ

ƒ

.œJœ œ ˙

Œ

The Star Spangled BannerFrancis Scott KeyC Instruments

Flute, Oboe, Mallet Instruments

26

& 43 .œ œ œ œ œ ˙ .œ œ œ œ œ# ˙ œ œ

&5 .œ


&9

œ œ œ ˙ .œ œ œ œ œ# ˙ œ œ

&13 .œ

Jœ œ ˙ œ œ œ œ œ œ œœ œ

&17 œ œ œ ˙ œ œ œ œ œ ˙ œ

&21 .œ

Jœ œ ˙ œ œ œ œ œ# ˙ œ

&25

œ œ œ œ œ œ œ œ œ œ œ œ œ œU œ œrit.

&29

.œ Jœœ œ ˙ œ œ

ƒ

.œ Jœ œ ˙ Œ

The Star Spangled BannerFrancis Scott KeyBb Instruments

Clarinet, Bass Clarinet, Tenor Saxophone, Trumpet

27

&#43 .œ œ œ œ œ ˙ .œ œ œ œ œ# ˙ œ œ

&#5 .œ


&#9

œ œ œ ˙ .œ œ œ œ œ# ˙ œ œ

&#13 .œ


&#17 œ œ œ ˙ œ œ œ œ œ ˙ œ

&#21 .œ

Jœ œ ˙ œ œ œ œ œ# ˙ œ

&#25 œ œ œ œ œ œ œ œ œ œ œ œ œ œU œ œ

rit.

&#29 .œ Jœ

œ œ ˙ œ œ

ƒ

.œ Jœ œ ˙ Œ

The Star Spangled BannerFrancis Scott KeyEb Instruments

Alto Saxophone, Baritone Saxophone

28

& b 43 .œ œ œ œ œ ˙ .œ œ œ œ œn ˙ œ œ

& b5 .œ


& b9


& b13 .œ


& b17 œ œ œ ˙ œ œ œ œ œ ˙ œ

& b21 .œ


& b25 œ œ œ œ œ œ œ œ œ œ œ œ œ œU œ œ

rit.

& b29 .œ Jœ

œ œ ˙ œ œ

ƒ

.œ Jœ œ ˙ Œ

The Star Spangled BannerFrancis Scott KeyF Instruments

English Horn, Horn in F

29

? bb 43 .œ œ œ œ œ ˙ .œ œ œ œ œn ˙ œ œ

? bb5 .œ


? bb9


? bb13 .œ


? bb17 œ œ œ ˙ œ œ œ œ œ ˙ œ

? bb21 .œ


? bb25 œ œ œ œ œ œ œ œ œ œ œ œ œ œU œ œ

rit.

? bb29 .œ Jœ

œ œ ˙ œ œ

ƒ

.œ Jœ œ ˙ Œ

The Star Spangled BannerFrancis Scott KeyBass Clef Instruments

Bassoon, Baritone Horn, Trombone, Tuba

30

Richfield Elementary School Bands Parent/Guardian-Student Contract

The information laid out in detail on the preceding pages is important for the success of all students in our program. An outstanding band is always marked by a high level of discipline and enthusiasm. As a parent, you can help to create a positive musical experience for your child by encouraging them to fulfill their requirements as a member of the band program at Richfield Elementary School. You can also contribute to the richness of their experience by being involved in their music education. Specifically, you can:

1. Keep required and other dates from the Band Calendar on your family calendar. 2. Discuss your child’s musical experiences. Ask questions and encourage your child to

articulate their feelings and thoughts about them. 3. Attend their performances and support their efforts. 4. Take your child to other performances as often as you are able. Schools, community

groups, and downtown Milwaukee theaters and halls are a good place to look, and many performances are free.

5. Create an atmosphere in your home where music is valued. Together, we can help make this a wonderful year of music-making and growth. Please sign and return the “Parent-Student Contract” below by 19 September 2014. PARENT/GUARDIAN-STUDENT CONTRACT

As a parent/guardian, I (we) will encourage and support our child as a member of the Richfield Elementary Band Program. I have read the Band Handbook and agree to abide by the policies established therein. ____________________________________________________________________________ Parent or Guardian’s Name – Print ____________________________________________________________________________ Parent or Guardian’s Signature Date ____________________________________________________________________________ Parent or Guardian’s email As a student, I will do my best, with the help of my family, to live up to the expectations set forth by the ensemble director in this handbook. I will be a contributing member of my ensemble, and participate to the fullest of my ability. I have read the Band Handbook and agree to abide by the policies established therein. ____________________________________________________________________________ Band Member’s Name – Print ____________________________________________________________________________ Band Member’s Signature Date

(Parent/Guardian-Student Copy)

Richfield Elementary School Bands Parent/Guardian-Student Contract

The information laid out in detail on the preceding pages is important for the success of all students in our program. An outstanding band is always marked by a high level of discipline and enthusiasm. As a parent, you can help to create a positive musical experience for your child by encouraging them to fulfill their requirements as a member of the band program at Richfield Elementary School. You can also contribute to the richness of their experience by being involved in their music education. Specifically, you can:

1. Keep required and other dates from the Band Calendar on your family calendar. 2. Discuss your child’s musical experiences. Ask questions and encourage your child to

articulate their feelings and thoughts about them. 3. Attend their performances and support their efforts. 4. Take your child to other performances as often as you are able. Schools, community

groups, and downtown Milwaukee theaters and halls are a good place to look, and many performances are free.

5. Create an atmosphere in your home where music is valued. Together, we can help make this a wonderful year of music-making and growth. Please sign and return the “Parent-Student Contract” below by 19 September 2014. PARENT/GUARDIAN-STUDENT CONTRACT

As a parent/guardian, I (we) will encourage and support our child as a member of the Richfield Elementary Band Program. I have read the Band Handbook and agree to abide by the policies established therein. ____________________________________________________________________________ Parent or Guardian’s Name – Print ____________________________________________________________________________ Parent or Guardian’s Signature Date ____________________________________________________________________________ Parent or Guardian’s email As a student, I will do my best, with the help of my family, to live up to the expectations set forth by the ensemble director in this handbook. I will be a contributing member of my ensemble, and participate to the fullest of my ability. I have read the Band Handbook and agree to abide by the policies established therein. ____________________________________________________________________________ Band Member’s Name – Print ____________________________________________________________________________ Band Member’s Signature Date

(RES Band Copy)

THE PARENT/GUARDIAN PROFILE FORM

The key to a successful program is the support of staff, students, and especially, the parents. If you can be of assistance in any of the following areas, please volunteer your time and talents. There is nothing more rewarding than being an active member of a fine organization, and your involvement speaks volumes about how you value the choices your child makes.

Special Skills and Interests: Check one or more of the areas where you can assist.

� Audio/Visual � Carpentry � Computers � Crafts/Decorating � First Aid

� Fundraising/Development

� Graphics/Art � Legal Advisor � Notary Public

� Nurse � Sewing � Other (Please Use

Space to Describe

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Please list any musical instruments that you play: ____________________________________ ____________________________________________________________________________ ____________________________________________________________________________ (Mr.) ___________________________________ Job description ________________________ _______ Yes, I can be on hand (on occasion) to help out during school (Mrs.) __________________________________ Job description ________________________ _______ Yes, I can be on hand (on occasion) to help out after school

*Please turn in by 19 September 2014*

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