Instrumental Handbook

Instrumental Handbook
Ian Nelson
Teaching Handbook
4/29/2014
By Ian Nelson
Grades 4-12
Table of Contents
Vision Statement. pg. 3
Mission Statement.. pg. 3
Goal Statement... pg. 3
Section 1: Curriculum
Grade 4... pg. 4
Grade 5... pg. 4
Grade 6... pg. 5
Grade 7... pg. 8
Grade 8... pg. 8
Grade 9... pg. 9
Grade 10..... ..pg. 11
Grade 11... pg. 11
Grade 12....... pg. 12
Section 2: Attendance and Expectations
Rehearsal.. pg. 14
Performances pg. 14
General Expectations.... pg. 15

Discipline.. pg. 15
Section 3: Grading
Grading Outline.... pg. 15
Practice Logs.... pg. 15
Homework.... pg. 16
Playing Exams... pg.16
Written Exams.. pg. 16
Performances..... pg.16
Section 4: Conclusion
Vision Statement:
We strive for an environment where music is a part of every students life and
demands the best out of every student.
Mission Statement:
The department of music will provide extensive opportunities for every student and
extend flexible environments for all levels of students in both performing and
classroom settings.
Goals Statement:
The goal of the music program is to give both an educational experience to the
students and provide life-long experiences for the students that give back to both
the school and the community.
Contact Information
Ian Nelson
Office.
Address..
Phone..
E-mail..
Section 1: Curriculum
Grade 4:
Materials:
1. All parts necessary for instrument (instrument body, mouthpiece, reeds, mallets, etc.).
2. Standard of Excellence Method Book 1 for individual instrument (flute, trumpet, alto
saxophone, etc.).
3. Basic cleaning/ care kit for instrument (option for addition to instrument package).
Goals for ALL STUDENTS:
-
Proper care and assembly of instrument; including names of pieces.

Note names for each note learned.
o Notes of the Concert Bb and F major scales (Bb, C, D, Eb, E, F, G, A).
Understanding of basic rhythmic theory ( time signatures [4/4, 2/4], note length
[whole, half, quarter, and eighth notes], and rhythmic counting).
Produce a consistent tone on instrument and be able to articulate rhythms outlines
above.
Understand proper technique for notes listed above.
Sing and hum all assignments from Standard of Excellence
Combine the above goals to perform in a solo performance and a combined group.
o Each student will perform an excerpt from the Standard of Excellence
method book.
o The entire group will combine to play two selections from The Standards of
Excellence during concert.
Grade 5:
Materials:
2. Standard of Excellence Method Book 1 for individual instrument (flute, trumpet, alto
saxophone, etc.).

-
Learn the note names and proper technique for note in the concert pitch scales Eb and
C (Eb, E, F, G, Ab, A, Bb, B, C, D).
Understand more complex rhythmic theory (time signatures [3/4])
Improve tone quality on instrument through exercises from Standard of Excellence
Method Book.
Sing and hum all exercises and excerpts from Standard of Excellence Book 1.
Combine goals listed above to perform in both solo and combined concerts.
o Students will perform short solo from Standard of Excellence Method Book
o Students will perform in a small ensemble (Duet, Trio, or Quartet) a piece
from Standard of Excellence Method Book
o Students will combine to perform 3 short pieces utilizing individualized parts.
Pieces will be selected and prepared by instructor.
Grade 6:
Materials:
2. Standard of Excellence Method Book 1 and Book 2 for individual instrument (flute,
trumpet, alto saxophone, etc.).
-
Expand understanding of rhythmic theory (dotted rhythms, more complex time

signatures [6/8, 9/8, 5/4], variable tempos within performance [tempo names and
definitions]).
Learn all note names and proper technique for the following concert pitch scales.
o G major (G, A, B, C, D, E, F#)
o D major (D, E, F#, G, A, B, C#)
o Ab major (Ab, Bb, C, Db, Eb, F, G)
Improve tone production and aural skills for intonation on instrument and vocally.
o Sing and hum all exercises from Standard of Excellence Book 1 and 2.
o Sing and hum melodies and parts from assigned music for combined groups.
Learn the expanded families of instruments from all families.
o Names and families of woodwinds (Flute, Clarinet, Oboe, Bassoon,
Saxophone)
o Names and families of Brass (Trumpet, Horn, Trombone, Euphonium, Tuba)
o Names and families of basic Percussion (Snare Drum, Bass Drum, Timpani,
Bells, Xylophone, Tambourine, Cow Bell, Cymbals
These will be assigned as part of the normal curriculum and examined

accordingly.
Goals for INDIVIDUAL INSTRUMENTS:

-
Flute, Clarinet, Oboe, Bassoon, Saxophone:

o Learn one piece from the assigned Baroque period solos to be prepared for
performance exam and solo concert.
Each exam and concert will happen towards the end of each academic
half year.
o OPTIONAL:
Switch to SECONDARY or NEW woodwind instrument:
Flute: Clarinet, Oboe, Bassoon, (Alto, Tenor, Baritone)
Saxophone.
Clarinet: Flute, Bass Clarinet, Oboe, Bassoon, (Alto, Tenor,
Baritone) Saxophone.
Oboe: Flute, Clarinet, Bassoon, (Alto, Tenor, Baritone)
Saxophone.
Bassoon: Flute, Clarinet, Bass Clarinet, Oboe, (Alto, Tenor,
Saxophone: Flute, Clarinet, Oboe, Bassoon, (Tenor or
All: Can switch to any of the mentioned Brass instruments
listed below.
If a student switches to a new instrument, private lessons are
STRONGLY INCOURAGED. The instrument will be provided by the
school while purchase or rental of the new instrument is STRONGLY
RECOMMENDED to help the student progress.
All Materials listed above in the Materials section will apply
to the new instrument upon switching.
Trumpet, Trombone:
o Learn one piece from the assigned Baroque or Classical excerpt solos to
be prepared for performance exam and solo concert.
half year.
o OPTIONAL:
Switch to NEW Brass instrument:
Trumpet: French Horn, Trombone, Euphonium, Tuba.
Trombone: Trumpet, French Horn, Euphonium, Tuba.
All: Can switch to any of the mentioned woodwinds mentioned
above.
Percussion:
o Memorize the first 12 Rudiments for sticking from the Percussion Soloist
packet, these will be prepared for the performance exam.
o Prepare one solo piece from the Solos for mallet percussion section of the
Percussion Soloist packet ,this is the same packet as for the solo concert and
performance exam.
half year.
o OPTIONAL:
Switch to NEW instrument:
May switch to any of the above mentioned Woodwind or Brass
instruments
*Due to the limited number of school instruments not all students may switch to new
instruments. This switch is also subject to approval from the teacher and requires an
additional performance exam to guarantee the success of the student upon switching
instruments.*
Grade 7:
Materials:
2. Standard of Excellence Method Book 1 and Book 2 for individual instrument (flute,
trumpet, alto saxophone, etc.).
4. Solo and Exercise (for Grade 7) packet; distributed on the first day of classes and also
available on the Music department website for download.
-
Learn and apply all previously taught rhythmic structures upon sight.
o Time signatures: 5/4, 4/4, 3/4, 2/4, 9/8, 6/8, 3/8.
o Rhythm: Perform rhythmic figures through clapping and performance
Whole, half, quarter, eighth notes (including dotted rhythms).
Syncopated patterns (i.e., Charleston)
o Perform all assigned rhythm exercise included in the student Solo and
Exercise packet.
Learn proper note name and technique for the following concert scales
o A major (A, B, C#, D, E, F#, G#)
o E major ( E, F#, G#, A, B, C#, D#)
o Natural Minor scales for E, A, D, G, C, and F concert.
Sing and hum the exercises and pieces from Solo and Exercise Packet.
Perform one solo from the Solo and Exercise packet for each performance exam,
once per academic half year, and perform on the solo concert night.
Expand music literacy to include all vocab included in the Solo and Exercise
packet.
Know all composers and pieces performed during the year. (This includes all pieces
in the Solo and Exercise Packet).
*Switching instruments is still an acceptable option for all students and is outlined in the Grade 6 section of the
handbook*
Grade 8:
Materials:
2. Standard of Excellence Method Book 1, Book 2, and Book 3 for individual
instrument (flute, trumpet, alto saxophone, etc.).
4. Solo and Exercise packet (for Grade 8); distributed on the first day of classes and also
- Perform and recognize the following time signatures:
o 5/4, 4/4, 3/4, 2/4, 12/8, 9/8, 6/8, 3/8, 4/2, 3/2, 2/2.
- Perform all major scales from memory, one octave.
o (C, F, Bb, Eb, Ab, G, D, A, E, B, F#, C#)
- Learn all terms, composers, and pieces that are given in the Solo and Exercise
Packet.
- Sing and hum all of the exercises from the Solo and Exercise Packet.
- Perform 3 pieces at a high level for each large group concert.
- Perform one piece during the solo and small ensemble concert.
Grade 9:
Materials:
1.
2.
3.
4.
All parts necessary for instrument (instrument body, mouthpiece, reeds, mallets, etc.).
Required instrument Method Book outlined below.
Basic cleaning/ care kit for instrument (option for addition to instrument package).
Solo and Exercise packet (for Grade 9); distributed on the first day of classes and also

-
Perform all major Scales from memory.

o (C, F, Bb, Eb, Ab, G, D, A, E, F#, C#)
Perform all natural minor scales from minor.
o (a, e, f#, c#, d, g, c, f, bb, eb, ab)
Perform and recognize the following rhythmic time signatures.
o (5/4, 4/4, 3/4, 2/4, 15/8, 12/8, 9/8, 6/8, 3/8, 4/2, 3/2, 2/2)
Learn all composers, pieces, and terms from Solo and Exercise Packet.
Sing and hum the exercises from Solo and Exercise Packet.
Perform 3 pieces at a high level for each large ensemble concert.
Perform either a solo or small ensemble piece for the solo and small ensemble
concert. (optional solos are provided in Solo and Exercise Packet).
Prepare all above subjects for performance and written exams. (There will be two
exams per academic semester).

-
Flute:
o Perform exercises from Rubank Advanced Methods for Flute.
.
Oboe:
o Perform exercises from Barrett Oboe Method book.
Clarinet:
o Perform exercises from Rubank Advanced Method book.
Bassoon:
o Perform exercises from Practical Methods for the Bassoon by Carl Fischer.
Saxophone:
o Perform exercises from Universal Methods book for Saxophone by Carl
Fischer.
Trumpet:
o Perform exercises from Arban Complete Conservatory Method for Trumpet
by Carl Fischer.
French Horn:
o Perform exercises from The Art of French Horn Playing by Alfred.
Trombone:
o 60 Selected Studies for Trombone by Carl Fischer.
Euphonium:
o Perform exercises from Arban Complete Conservatory Method for Trumpet
by Carl Fischer.
Tuba:
o 60 Selected Studies for BBb Tuba by C. Kopprasch.
Percussion:
o Perform exercises from Stone Stick Control for the Snare Drummer.
o Perform exercises from The Art of Percussion Playing.
o Perform exercises from Goldenburg Modern School for Xylophone, Marimba,
and Vibraphone.
*Exercises to be studied will be outlined during class and will be assigned
throughout the year and be included in performance exams.
10
Grade 10:
Materials:
1.
2.
3.
4.

-
Perform all major and natural minor scales from memory.

Learn both harmonic and melodic minor scales for the above concert pitch scales.
o (5/4, 4/4, 3/4, 2/4, 15/8, 12/8, 9/8, 6/8, 3/8, 4/2, 3/2, 2/2)

-
Individual instruments will follow the same guidelines for individual exercise
material listed in INDIVIDUAL INSTRUMENTS section of 9th grade.
The exercises will be outlined in the course syllabus and during class.
Exercises from these materials will be explained and assigned to performance exams.
Grade 11:
Materials:
1.
2.
3.
4.
11

-
Perform all major and natural, harmonic, and melodic minor scales from memory.
Learn both whole tone scales through two octaves starting on written C.
o (5/4, 4/4, 3/4, 2/4, 15/8, 12/8, 9/8, 6/8, 3/8, 4/2, 3/2, 2/2)

-
Grade 12:
Materials:
1.
2.
3.
4.

-
Perform all major, natural, harmonic, and melodic minor along with both whole tone
scales from memory.
Learn all three octatonic scales.
o (5/4, 4/4, 3/4, 2/4, 15/8, 12/8, 9/8, 6/8, 3/8, 4/2, 3/2, 2/2)
12

-
13
Section 2: Attendance and Expectations

Rehearsal
-
Attendance at rehearsals is required and absences will be noticed and recorded.

o If students will be absent from a rehearsal then please given at least 24 hour
notice in writing (E-mail is acceptable).
o After 3 missed rehearsals students will be asked to complete a short paper
that will include topics based on subject material in class and will not be
allowed to perform in the large ensemble concert.
Tardiness is not acceptable; class begins on time and due to the large amount of
material students are expected to complete any tardiness will be noted.
Each class period will be outlined on the white board located behind the conductors
podium.
o Students are expected to be seated with their instruments one minute after the
bell rings.
o Class begins with warm-ups and exercises located in the Solo and Exercises
Packet.
o After warm-ups and exercises class time will be spent going over weekly
terms, composers, and pieces.
o The remainder of class will be spent rehearsing music for concerts and other
performances.
Cell phones are NOT ALLOWED in class at any time. Any student caught using a
cell phone will be penalized according to the school policy.
Performances
-
Students are required to report to performances ready to begin at the report time.
o Concert call time is an hour before the concert.
o For parades call time will be varied and reported when known.
o Other performance opportunities will be outlined in class and in both the
Syllabus and on the music department website.
Attire for concerts will be concert black for all students.
o Men: black pants, shirt, socks, and dress shoes are required
o Women: Floor length dresses with a full top OR, a black top that extends
down to elbows along with black pants and dress footwear.
For parades and other marching band related performances the uniform will be
provided and cared for by the school.
14
o Students are required to purchase marching shoes and other materials outlined
in the Marching Band handbook.
General Expectations
-
Students are expected to act respectful and well manned whenever representing the
band or school at band related events. (This includes performances, rehearsals, and
any other outside of school band event).
Students are expected to practice material the same as homework in any other class.
Assignments are assigned to help develop musicianship and help band members grow
as both performers and scholars in music.
Discipline
-
If any of the above expectations are not met by the student then detention or removal
from performance opportunities will be administered.
If there are continuous absences from class and rehearsal then students will not be
allowed to perform in concerts.
Cell phones are NOT ALLOWED in class or at performances.
Section 3: Grading
Grading Outline:
Grading breakdown for each semester
Performance Exams = 25%
Written Exams = 25%
Performances = 25%
Practice Logs = 15%
Homework = 10%
Practice Logs:
Practice logs are assigned weekly and treated as a check in to make sure students know
what they are expected to practice. Each week the student will be assigned any combination of
exercises, scales, sections of music or even solo pieces to work on over the week. Practice Logs
15
are treated different from homework since there is no quantifiable way to grade practicing
completion of the log each week is the basis of grading for the logs.
Each week the students are expected to practice for 20-30 minutes each day, or about the
same amount of time it takes to do a normal homework assignment in any other academic class.
The logs will be designed to feature aspects of music that should be reinforced through practice
and discussed in class. At the end of the week the log should be filled out, including time of
practice, what was practiced, signatures from the student and a signature from the parent. During
weeks with extensive homework or other ensemble commitments the logs will be designed to
have less material to help compensate for the increase in playing during that week.
Homework:
Each week students will be assigned a short assignments that will handed in on
Wednesday classes. These assignments will include questions about music that is being
performed, composers, terms, history, even topics about instruments. The assignments are meant
to be a tool that builds a broader knowledge about music and the instruments that the students
paly.
Performance Exams:
Performance exams will be given at the end of each semester to give a sample of the
individual students playing ability. These exams are not geared to being the best player in the
class but showing the improvement of the individual over the semester. Rubrics will be given out
to students that define the areas they will be graded on. Throughout the course of their career as
musicians this rubric will expand and be used as a guide to gauge the students growth.
Each student will be asked to stay after school for one week in order to record their
performance exam on a recording device. The students will be given 8 minutes to go through the
materials assigned before the exam.
Written Exams:
Twice a semester students will be issued a written exam designed to encompass the
material that has been discussed in class and assigned as homework over the course of the
semester. Everything that is outlined in the syllabus will be placed in the exam along with
aspects of the performance assignments. The exams will be given during class time and will be
treated like any other exam from other classrooms.
Performances:
Performances act as another form of the performance exam. Due to the nature of music
performance is a huge part of how a musician is evaluated. Attendance at performances will
16
count the same as attendance at exams in school. Failure to attend a performance will average
into the overall grade. Any performance that the band is required to go to will become part of the
grading for this section and thus attendance at the events makes up the grading for this area.
Section 4: Conclusion
The music department thanks you for your willingness to join the band and wishes you
the best of luck in your growth as a musician. Being involved in band is a large commitment
however; it is something that has helped many students become better scholars and provide an
environment that promotes teamwork, leadership, cooperation, respect and responsibility. If there
are any questions about any subjects within this handbook please contact me using the
information posted in page 3 of the handbook.
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General Expectations.... pg. 15

Proper care and assembly of instrument; including names of pieces.

Goals for ALL STUDENTS:

Expand understanding of rhythmic theory (dotted rhythms, more complex time

o Names and families of Brass (Trumpet, Horn, Trombone, Euphonium, Tuba)

These will be assigned as part of the normal curriculum and examined

Goals for INDIVIDUAL INSTRUMENTS:

Flute, Clarinet, Oboe, Bassoon, Saxophone:

Goals for ALL STUDENTS:

Perform all major Scales from memory.

Goals for INDIVIDUAL INSTRUMENTS:

Goals for ALL STUDENTS:

Perform all major and natural minor scales from memory.

Goals for INDIVIDUAL INSTRUMENTS:

Goals for ALL STUDENTS:

Goals for INDIVIDUAL INSTRUMENTS:

Goals for ALL STUDENTS:

Goals for INDIVIDUAL INSTRUMENTS:

Section 2: Attendance and Expectations

Attendance at rehearsals is required and absences will be noticed and recorded.

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