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Auburn Elementary Band
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         Let's Go Band!        
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92105_30324_0.jpg     Why Music?  92105_30324_0.jpg  
by Daniel Mooney

Music Is A Science
It is exact, specific, and it demands exact acoustics.
A conductor's full score is a chart, a graph which indicates frequencies, intensities, volume changes, melody, and harmony all at once and with the most exact control of time.

Music Is Mathematical
It is rhythmically based on the subdivisions of time into fractions which must be done instantaneously, not worked out on paper.

Music Is A Foreign Language
Most of the terms are in Italian, German or French and the notation is certainly not English-but 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, often even the country and/or racial feeling.

Music Is Physical Education
It requires fantastic coordination of fingers, hands, arms, lip, cheek and facial muscles in addition to extraordinary control of the diaphragm, back, stomach and the chest muscles, which respond instantly to the sound the ear hears and the mind interprets.

Music Is Art
Music develops insight and demands research. It is all the above things, but most of all it is ART.
It allows a human being to take the above techniques and use them to create emotion.
That is one thing science cannot duplicate:
humanism, feeling, emotion-call it what you will.

Why Is Music Taught?
So you will be human
So you will recognize beauty
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, compassion, gentleness,
In short, more life....

92105_30324_0.jpg  Overview of the Elementary Band Program

        In the Auburn Elementary School, children are given the opportunity to begin instrumental music instruction in the fourth grade.   The recruitment process starts at the beginning of fourth grade where all students are given a presentation in which the instruments are demonstrated, and the program is discussed.  From hearing and seeing the instruments, the children start to get an idea of which instrument appeals most to them.  
        Following this general recruitment presentation personal interviews are held with interested students.  A number of factors are considered in deciding to pair a certain child with an instrument.  The factors include the child's interest, physical characteristics, proficiency, and balanced instrumentation.  
        Contact with the parents is then made, and upon parent approval, the child can then go forward in the program.  Parents will then receive more specific information as to what equipment and materials the child will need for their lessons.
        Weekly lessons are held within the context of the school day.  The schedule for lessons is on a rotating basis, so that the child will not routinely miss the same class.  The lesson schedule is posted in each building.
        Two concerts are held each year; one in December, and another in the Spring.  Specific dates can be found in the school calendar, or by clicking on the link to the district calendar.  In addition, reminder notices will go out to the parents prior to the concerts.
The Ten Rules of Concert Etiquette
(For Students)

l.    Refrain from talking
        The first and greatest rule. It also includes whispering during the music.

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 ‚Äď it‚Äôs 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.

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.

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.

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.

7.   Do not applaud between movements
       You may think the music is over, but it is not. You don‚Äôt want to be the only one clapping.

8.   Do not embarrass your teacher nor your school
       Remember that you are representing your school, and you want to be on your best behavior.
        There are many eyes looking at you.

9.   Do not read nor play with a toy in your pocket
       To listen means just that. Use the time to turn on a ‚Äúvideo screen‚ÄĚ 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 ‚Äď millions of people all over the world enjoy classical music, and if you give
          yourself a chance, you might, too!

Concert Etiquette
(for parents)

   1.  Refrain from Talking
          This is the first and greatest rule.This rule includes whispering to or disciplining your other children.

  2.  Refrain from unwrapping noisy candy wrappers during the performance
         If the composer wanted to include crinkle paper noises to the music, he/she would have written it into
         the parts.

  3.  Turn off pagers, cell phones, and watch alarms
         While many phones and pagers now have very symphonic-like rings, they don't always fit into the musical
          score, nor do they provide pleasant sounds for your neighbors.

  4.  Do not wave to your child during the concert
         After all, they do know who you are already and they know you are there; you most likely brought them to
          the concert.

  5.  Do not take flash photography
         You don't want your child to walk off the edge of the stage from flash blindness, do you?

  6.  Please do not walk down the center aisle with your video camera
          Video cameras work ust as well from the back of the auditorium (besides; the light is usually not good enough for   
            video taping anyway.)
   7.  Do not leave as soon as your child's portion of the concert is over
         All of the students deserve a full audience for their performances. Remember, the next time your child's song could              be last!

  8.  Applaud at appropriate times
         Some music has several sections.  Remember, it's not over until all of the sections have been performed.

  9.  Do not leave the auditorium during the music
         Wait for a break in the concert to visit the restroom, unless you are carrying a screaming child, in which case you  
          should leave quietly and quickly, PLEASE!

 10.  Go to the concert expecting the best
          You just might be surprised how good your student sounds when the other students join in!
92105_24542_0.png       Practice Requirements  92105_24616_1.png

        Fourth and fifth grade band students should practice their instrument daily.  At least twenty minutes each day should be spent practicing the assigned lesson for that week.  After that, the student may wish to experiment with improvisation, or look at other lessons in the book.  The twenty minutes does not have to be consecutive.  It can be broken up into other segments (for example: 10 minutes before dinner, and 10 minutes after dinner).  This might make it easier to focus.  It will also help the band student to deal with early endurance difficulties.

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Students will be evaluated in January and June using the following:     

Student has shown success in the following areas:

                        Assignments are well prepared.
                        Demonstrates knowledge of proper care and maintenance of instrument.
                        Student practice time is satisfactory.
                        Playing posture is developing well.
                        Demonstrates an understanding of embouchure (mouth) shaping and control.
                        Shows an understanding of breath support and control.
                        Consistently shows proper hand shaping and positioning.
                        Student tone production shows continual improvement.
                        Music reading skills are satisfactory and developing well.
                        Attitude in class is cooperative and attentive.
                        Behavior in class enhances learning environment.
                (Unmarked areas above do not necessarily indicate a weakness.)

Student is encouraged to address the following areas:
                        Is often late or fails to attend lessons.
                        Student should return a signed practice sheet each week.
                        Needs to remember instrument and lesson materials every week.
                        Continues to show lack of care in using or maintaining instrument, even after instruction or correction.
                         20 minutes daily practice is recommended.
                        Student is encouraged to improve body posture while playing.
                        Needs to develop more control of mouth shaping (embouchure).
                         Needs to improve or develop better control of breath support.
                        Placement or shaping of hands continues to need improvement.
                        Student should tap foot while playing.
                        Recognition or understanding of musical symbols needs to improve.
                        Student needs to use tongue to start notes.
                        Student is disruptive in class.
                Student needs to breathe through mouth and not nose.

The following developmental elements are evaluated on an incremental scale,
1=the greatest need for improvement; 3=outstanding development.

        Hand Technique
        Musical Symbols/Note Reading
        Practice Habits
        Counting/Rhythmic Accuracy       
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