• Letter to Band, Orchestra, and Jazz Band members
• Goals of the Instrumental Music Department
• Grading Policy
• Instrumental Music Calendar
• Absence Policy
• Reassessment Policy
• Performance Grading Criteria
• Dress Code for Performances
• Pep Band Information
• Concert Band Course Syllabus
• Symphonic Band Course Syllabus
• Symphonic Orchestra Course Syllabus
• Jazz Ensemble Course Syllabus
• Rehearsal Climate
• The Band Room
• School-Owned Instruments
• Performance Levels
• Private Lessons
• Care of Woodwind Instruments
• Care of Brass Instruments
• Care of String Instruments
• Care of Percussion Instruments
• Rubric for Performance Assessment
• Consent Form
• Instrumental Music Lab Fee Letter and Form

 

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 August / September

 

Dear B-CC Band, Orchestra, and Jazz Band members:

 

It is with great pleasure that I welcome you to a new and exciting school year at B-CC.  This instrumental music handbook will provide you with the policies and procedures of how I will run things.  Much of this information will be "old hat" for most of you.  I will carefully go through the information in this handbook with you.  I also ask that you take it home and share it with your parents. Also, the very last page is a consent form stating that you have read and understood everything contained in the handbook.  Please bring this form back signed by both you and your parents.  In addition, I want you to keep this handbook in your folder of music at all times for reference.

I have included a calendar of our performances as to the best of my knowledge up to this point.  There may be additions and/or deletions as the school year progresses.  I will inform you as they happen with enough advance warning.  Please mark these dates on your home or family calendar so you will not forget them.  If you are employed or are planning to work during the school year, make sure that your supervisor is aware of your performance obligations.  It has been my experience that employers who hire students are very cooperative when it comes to school-related obligations.  Most managers will alter work schedules if the student gives him/her enough advance notice!

If an individual member is not at a performance, it has a negative effect on the entire ensemble.  Each one of you has chosen to be a part of the ensemble, and with that choice comes the responsibility of respect and consideration to yourself, your director and your fellow band members.

I am very EXCITED!! to be here and be a part of this highly regarded high school.  I hope and wish all of you a successful, exciting, productive, and, of course, FUN !!! year. 

 

Sincerely,

Marshall White

Marshall White

Music Director

 

 

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GOALS OF THE INSTRUMENTAL

MUSIC DEPARTMENT

 

1. To provide a safe environment in which students can learn about music through performance.

 

2. To help develop creativity, self discipline, character and control.

 

3. To help students relate music to the world around them.

 

4. To help students develop the desire to search for knowledge and to appreciate music after their formal education has been completed.

 

5. To give fundamental understandings and develop advanced skills to those desirous of pursuing a musical career.

 

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ABSENCE POLICY

For All Required Concerts/Performances/Rehearsals

 

There are very few absences, which are considered valid reasons for missing any required performances.  Your grade will be lowered one letter grade for not participating in a mandatory event without an excused absence.  If the absence IS excused, then the student will be required to make-up the activity, just as a student who misses a test would need to come and make-up the test.  Since it is not possible to recreate the performance, the make-up activity will be for the student to record one of the following options onto a CD:

Once the performance selection has been chosen and approved, it is the student's responsibility to record the selection either at school or at home onto a CD. Once the recording is complete, along with handing in the CD, the student must also complete a Rubric for Performance Assessment sheet. This sheet requires the student to assess their own performance based on a standard set of requirements. The teacher will then moderate the student's marks. The student's make-up grade of the performance will be derived from this Rubric for Performance Assessment sheet and assigned to the performance that was missed due to an excused absence.

 

Excused absences may include a student illness, death in the immediate family, or other emergencies that will be discussed on an individual basis. Montgomery County attendance policy states that an excuse note must be turned in no later than three days after the absence.  For night school and athletic event conflicts, the music director must be consulted prior to the concert. In most cases, the performance program can be rearranged or make-up classes can be worked out to satisfy all parties.

Performances that occur outside of the regular school day are an extension of all performing ensembles. These performances are co-curricular activities, not extra-curricular. This means that performaces are part of the student's grade for the class.

All make-up assignments for a missed performance must be completed and handed in by the last day of the quarter. No make-ups will be accepted once the quarter has ended.

 

Unexcused absences may include, but not limited to, babysitting, lack of transportation, sports practices, and work related employment.

 

If you have questions concerning the validity of any situation, please consult the music director as soon as possible.

 

 

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PEP BAND INFORMATION

 

Pep Band will involve all students in the Symphonic Band and Concert Band.  Everyone is required to attend all performances.  The Pep Band performs at all Varsity home football games.  A schedule of these games is found in the Instrumental Music calendar.  Students need to arrive at least 45 minutes before the game in order to get organized and ready to play the National Anthem.  All students are required to stay for the entire game.

Students who are on the Varsity football squad, Varsity cheerleaders, or pom poms are excused from playing in the Pep Band.  Others who have religious obligations will also be excused with a note from their parents.

The Pep Band performance is no different than the winter or spring concert.  Failure to attend will result in the lowering of the grade.  Excused absences will be considered on an individual basis.  In the case of an excused absence, a written assignment will be assigned to make up the missed performance.  The written assignment will be graded and applied to the performance grade.  Make-up work will not be permitted for an unexcused absence.  Please refer to the page on excused absences for a clear understanding of the absence policy.  Of course, in the case of emergencies, these will be dealt with on an individual basis, provided there is a written note from a parent/guardian.

We really want to support the team, entertain the crowd, and create as much excitement as possible.  We will play some popular music that I hope will be lots of fun.

 

 

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Bethesda-Chevy Chase High School

Music Department

Concert Band

Course Syllabus

 

Instructor:  Mr. White

 

Text:  Method book, individual music handouts

Grade Level:  9-11                                

Course Credit: 1/2 credit per semester

Community Service: Up to 4 hours may be received per Fall/Winter/Spring Concerts

Prerequisite: Beginning Band or middle school orchestra

 

Course Outline:

This course is designed to provide students with the opportunity to develop and refine technical skills, which will enable them to perform music at the Grade 2 - 4 level of difficulty.  Students continue to experience specially arranged repertoire from all historical periods, study the characteristics of each period, and learn the correct styles of performance.  A variety of traditional instrumental musical forms and the social, historical, and intellectual elements that influenced the creation of the works being studied are examined.  Basic skills of major and minor scales, expanding range, and the study and performance of triads are included.  Written projects in the areas of music history, performance critiques, and musical composition, etc., may be used to reinforce other areas of the curriculum.  Skills in the criticism of musical performance continue to be developed.  Additional experiences include, but not limited to pep band, pit orchestra, and solo and chamber music performances.  This course may be repeated for credit.  The concert band represents the school in public performances.

 

Course Outcomes:

The student will be able to:

1. Follow classroom rehearsal procedures

2. Meet individual responsibilities for care and preventive maintenance of a musical instrument

3. Follow concert performance procedures

4. Meet performance obligations as indicated on the school's comprehensive instrumental calendar

5. Care for a concert uniform where applicable

6. Demonstrate basic competencies of instrumental performance in the areas of tone production, intonation, articulation/bowing, range, and memorized scales (refer to specific performance criteria outlined in the handbook

7. Perform music from the different historical periods employing the correct style and performance practices of the period

8. Identify the technical elements and make the necessary required stylistic adjustments when switching from one type of music ensemble to another, e.g. string orchestra to quartet, band to orchestra, band to jazz ensemble, etc.

9. Identify types of expanded musical forms to include music for instruments with voices, explain the structure, and perform representative works from instrumental repertoire, e.g. opera, oratorio, musical theatre

10. Demonstrate skills in harmonic analysis aurally and visually

11. Identify types of large musical forms, explain their structure, and perform representative works in the instrumental repertoire, e.g. sonata, suite, symphony, concerto, etc.

12. Interpret and apply more advanced musical terms and symbols in Grade 3 – 4 music

13. Identify and illustrate the use of some basic music compositional devices, e.g. augmentation, diminution, inversion, retrograde, fragmentation

14. Construct and demonstrate major scales and arpeggios

15. Identify aurally and visually major and some minor triads, arpeggios, and diatonic intervals within an octave

16. Apply aesthetic evaluative criteria to live and recorded instrumental performances

 

Grading policy, calendar of events, procedures, etc. are provided on separate pages in the Instrumental Music Handbook.

 

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Bethesda-Chevy Chase High School

Music Department

Symphonic Orchestra

Course Syllabus

 

Instructor:  Mr. White

 

Text:  Method book, individual music handouts

Grade Level:  9-12

Course Credit:  1/2 credit per semester

Community Service: Up to 4 hours may be received per Fall/Winter/Spinrg Concerts

Prerequisite:  middle school orchestra

Course Outline:

Students who enroll in Orchestra should have sufficient background and motivation to participate in advanced in-depth instrumental music activities.  The course is designed to provide students with the opportunity to develop and refine technical skills which will enable them to perform music at the Grade 3-6 level of difficulty.  Some musical arrangements from a variety of historical eras will be studied, but the emphasis will be on the study of literature composed originally for the orchestra. Analysis of the repertoire will provide students with an understanding of contemporary musical forms, music for mixed media, chance music, and the various approaches to modem harmony.  The culture backgrounds, personal history, and social and intellectual influences on the work of all composers will be researched and discussed.  Some harmonic dictation, transposition, and experiences at musical composition and/or arranging may be included.  Individual responsibilities at meeting performance obligations and leadership roles will be defined.  Additional experiences include, but not limited to, are pit orchestra and chamber and solo performances.  This course may be repeated for credit. The Orchestra represents the school in public performances.

Course Outcomes:

The student will be able to:

1. follow classroom rehearsal procedures

2. meet individual responsibilities for care and preventive maintenance of a musical instrument

3. follow concert performance procedures

4. meet performance obligations as indicated on the school's comprehensive instrumental calendar

5. care for a concert uniform where applicable

6. demonstrate basic competencies of instrumental performance in the areas of tone production, intonation, articulation/bowing, range, and memorized scales (refer to specific performance criteria outlined in the handbook)

7. identify and perform instrumental works from the Renaissance to the 21st century, including works with an ethnic or cultural orientation other than Western European, employing the correct style and performance practices of the period

8. investigate and summarize the social, historical, and intellectual influences on a variety of Renaissance to 21st century composers and their works

9. identify special 20th century compositional techniques and perform works which are aleatoric and/or utilize some mixed media

10. demonstrate basic skills in harmony, structure, form and musical composition as they may relate to a particular piece of music

11. identify types of expanded musical forms to include music for instruments with voices, explain the structure, and perform representative works from instrumental repertoire, e.g., opera, oratorio, musical theatre

12. identify types of large musical forms, explain their structure, and perform representative works in the instrumental répertoire, e.g., sonata, suite, symphony, concerto, etc.

13. identify and illustrate the use of some basic musical terms and symbols in Grade 3-6 music

14. construct and demonstrate major and minor scales and arpeggios

15. identify aurally and visually major and minor triads, arpeggios, and diatonic intervals within an octave

16. apply aesthetic evaluate criteria to live musical performances and professional recordings

17. demonstrate mature musical judgement in selecting music for performance and leisure activities

 

Grading policy, calendar of events, procedures, etc. are provided on separate pages in the Instrumental Music Handbook.

 

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Bethesda-Chevy Chase High School

Music Department

Jazz Ensemble

Course Syllabus

 

Instructor:  Mr. White

 

Text:  Method book, individual music handouts

Grade Level:  10-12 (in special cases, 9th gr.)

Course Credit:  1/2 credit per semester

Community Service: Up to 4 hours may be received per Fall/Winter/Spring Concerts

Prerequisite:  Concert or Symphonic Band and/or Orchestra; by AUDITION ONLY

 

Course Outline:

 

This course provides students with opportunities to develop a high level of skill in the performance of popular music, including such styles as jazz, blues, jazz-rock, soul, Latin, and others.  Students will extend their technical range and will develop specialized skills of jazz phrasing, interpretation, and improvisation necessary to perform the literature for this ensemble.  In addition to frequent public performances, students will continue in-depth study of jazz harmony and theory, along with the study of the social, historical, and intellectual influences on jazz as it developed into a contemporary American art form.  Membership in the Jazz Ensemble class is determined by audition and may be limited by instrumental needs.  Members of the Jazz Ensemble will generally be some of the most proficient performers in their school and should demonstrate a willingness to also participate in other instrumental ensembles within the school.  This course may be repeated for credit.  The Jazz Ensemble represents the school in public performances.

 

Course Outcomes:

 

The student will be able to:

1. follow classroom rehearsal procedures

2. meet individual responsibilities for care and preventive maintenance of a musical instrument

3. follow concert performance procedures

4. meet performance obligations as indicated on the school's comprehensive instrumental calendar

5. care for a concert uniform where applicable

6. demonstrate basic competencies of instrumental performance in the areas of tone production, intonation, articulation/bowing, range, and memorized scales (refer to specific performance criteria outlined in the handbook)

7. identify and summarize the social, intellectual, historical, and cultural elements that influenced the development and changes in jazz from the Big Band Era to the present

8. categorize a wide variety of jazz and popular musical styles and associate the contributions of significant composers and performers to the evolution of these styles

9. recognize and apply special music symbols and select vocabulary unique to the jazz idiom

10. interpret jazz notation and symbols in the correct idiomatic style

11. perform and discuss the elements of jazz style that are implied, but not notated, in the music

12. create improvised solos utilizing special scales, chordal analysis, and appropriate jazz inflections

13. identify aurally and classify recorded musical excerpts by jazz styles and periods

14. apply aesthetic evaluative criteria to live and recorded instrumental performances

 

Grading policy, calendar of events, procedures, etc. are provided on separate pages in the Instrumental Music Handbook.