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2018 SUMMER CAMP GUIDE
BAND COACH
NAME:
IN THIS BOOK
Mission, Vision, Values & Our HERstory.......................................................................................3
Rock Camp Teaching Philosophy..................................................................................................4
Establishing a Safe Environment................................................................................................4-5
Principles, Practices, Interactions Between Interns & Volunteers
Understanding Youth & Young Adults........................................................................................6-7
Developmental Phases, Keeping Relationships Healthy and Respectful
Internet/Electronic Privacy Policy..................................................................................................7
Cultivating a Productive Environment......................................................................................8-11
Strategies to Foster Cooperation & Collaboration, Participation Challenges,
Conflict Resolution Strategies, Bullying, Disclosures or Observations of Abuse/Neglect,
Mental Health Resources
Rock Camp Roles..........................................................................................................................11
Volunteer Rules & Guidelines.................................................................................................12-13
Volunteer Interactions, Visitor & Friend Policy, Emergency & Medical Resources,
Press Policy, Food & Breaks
What to Expect On Day One...................................................................................................14-15
Talking with Youth, Wrangling, Band Formation
Gear, Equipment & Maintenance Needs......................................................................................15
Band Coaching 101.................................................................................................................16-17
Role of the Band Coach, Band Practice Basics
Preparing to Coach...................................................................................................................17-31
Daily Targets, Questions to help with Prep/Reflection, Mindfulness & Setting Band Norms,
Other Warm-Up Ideas
Tips & Ideas...............................................................................................................................32-33
First Band Meeting, More ROCK, True Beginners, Lyric Writing
FAQ’s..........................................................................................................................................34-36
Guided Imagery Exercises.......................................................................................................37-41
RCRC Camp Song Lyrics (+Video Link).......................................................................................42
Pedal Power (Effects Resource Page)..........................................................................................43
Practice Pages & Notes...........................................................................................................44-47
General Schedule & Information.............................................................................................48-50
The content in this book is the property of Rain Cty Rock Camp for Girls, Copyright 2018.
OUR MISSION
Rain City Rock Camp empowers girls, women, and gender non-conforming individuals to engage their
creative potential through music, champion equity, and thrive in a community of allies and activists.
OUR VISION
We envision an equitable world that celebrates creativity, embraces authenticity, and values all voices.
OUR VALUES
We value…
SELF-EMPOWERMENT and development of the strengths in each of us
MUSIC as a medium for personal growth and social change
LEADERSHIP OPPORTUNITIES for girls, women, and gender non-conforming individuals
SUPPORTIVE & INCLUSIVE COMMUNITY in our work and partnerships
DIVERSITY because together we are better
PROGRESSIVE APPROACHES to fighting sexism and societal inequities
AUTHENTICITY & RESPECT in all spaces
OUR HERSTORY
In 2000, Rock ‘n’ Roll Camp for Girls was founded in Portland and has since become an overwhelming
success, serving 300+ girls a year. As a result, similar programs have emerged across the country and
overseas as part of the Girls Rock Camp Alliance (GRCA), a program of the Rock ‘n’ Roll Camp for Girls,
created to provide accreditation, resources and networking opportunities for it’s members. In 2009, Rain City
Rock Camp for Girls was be added to this growing coalition of like-minded organizations that embody the core
values of the GRCA.
In its tenth year, Rain City Rock Camp for Girls is run by Natalie Walker, full-time Executive Director; Sue
Spang, full-time Program Director; Michelle O’Connor, Director of Community Engagement; Jordani Sarreal,
Admininstrative Coordinator; and a dedicated volunteer force. RCRC runs two week-long Summer Camp
programs, which is the flagship program. In 2016, we expanded our programming with South Sound Rocks!,
a program operating in Kent, plus we have a one week-long summer program for musically experienced teens
called Advanced Music Program (AMP), which is hosted at MoPOP. RCRC has provided school programming
at various schools including Scriber Lake High School and Totem Middle School, and Amplified Teen Voices
(ATV), RCRC’s youth outreach committee, has completed its second year of amazing work.
In addition to these youth programs, RCRC also runs adult programs during the year: typically two sessions of
Ladies Rock Camp, one session of “Rock-Away” camp, and weekend RockShops throughout the year.
Rain City Rock Camp for Girls makes a long-term commitment to each camper’s involvement with music,
nurturing and supporting their individual development both at camp and outside camp, hopefully over the
course of many years.
Anyone who has experienced oppression due to their gender can come to our camps or serve in a leadership
role at camp. Leadership roles are defined as any of the following: Camp Counselor, Band Coach, Instrument
Instructor, Workshop Instructor, Intern, or Lead Team member. Because of the fluidity of gender and our
desire to be sensitive to everyone who is a part of RCRC, we are striving to use the word “campers” when
referring to participants rather than any terms that are gender-specific. Language helps shape our world; it is
important to us that what we say reflects the reality of our camper and volunteer population.
Summer Camp Band Coach Guide 3
ROCK CAMP TEACHING PHILOSOPHY
Our goals as instructors, camp counselors, band coaches, mentors and allies are:
• To encourage collaboration, empowerment, self-expression, and mutual respect

• To encourage self-discovery through hands-on experience and risk-taking
• To favor action over words
• To share the idea that there is no “correct” way of playing music
• To strike a balance between technique and experimentation
• To embrace team-teaching and support each other as volunteers
• To create a world where girls and gender non-conforming individuals feel encouraged , supported,
and valued more for what they do than how they look
• To help every camper find their own voice, identify their own needs, and express them
• To help campers develop a sense of confidence that they carry to other aspects of their lives
ESTABLISHING A SAFE ENVIRONMENT

*Adapted with permission from Willie Mae Rock Camp for Girls (NY) & Rock n’ Roll Camp for Girls (PDX)
Campers are at the heart of everything we do. Their well-being is our number one priority. Artistic risks
are fabulous. Many of our campers are taking huge risks just by coming to Summer Camp and playing an
instrument! Those are rewarding risks that they have chosen to assume and we can encourage taking those
artistic risks. However we must never put campers at risk for something that is beyond their scope emotionally,
physically, or legally.
PRINCIPLES
Number one fact: You are an adult. The campers are kids. It doesn’t matter if you’re 40 and the Camper is
10 or if you’re 19 and the camper is 17. At camp, you are the adult, and, the camper is a kid under our care.
Remember this at all times.
Boundaries are physical, relating to touch and personal space, as well as emotional, knowing how to have
rewarding interactions and relationships with campers that respect the personal space and safety of both the
camper and staff member.
We are responsible as a group for setting and maintaining appropriate boundaries. You are responsible as an
individual for setting and maintaining appropriate boundaries.
Our boundaries are only as strong as the weakest individual’s. In order to keep Rock Camp a safer and
comfortable space for all staff and campers, every volunteer must be conscientious. One person’s error in
judgment can have serious consequences for all.
Boundaries go beyond the walls of Rock Camp. As a volunteer, you are a representative of Rain City Rock
Camp for Girls. This is a source of great pride for our volunteers and for the camp—our volunteers are
amazing, and all deserve to be proud of their individual contributions to the organization. It also brings with it
some responsibilities. Think about all the ways campers interact with you outside of camp site: we come into
contact with campers at shows, on social networks, on the street, via e-mail…and sometimes we discover
them in places we don’t expect to, like at shows and house parties. In these contexts and spaces where we
interact with campers, think about what the most responsible behavior, language and presentation is.
4 Rain City Rock Camp • Summer 2018

Caregivers care. The people who love the camper most – their parents, other family members, caregivers --
are leaving that kid in your care —it’s a great act of trust and must be taken very seriously. Keep them in mind
and consider: Why did the parents send this child to camp ? What are their expectations of what their child will
learn? What are their expectations for their child’s personal experience here?
PRACTICES
Setting Appropriate Physical Boundaries
Keep physical interactions appropriate at all times. Some campers are “touchy feely.” Younger campers may
want to crawl in your lap or hang on you like a little monkey; older campers might hug you or sling their arms
around you. You don’t need to prohibit this type of camper-initiated behavior, but keep this kind of physical
contact brief and neutral. No full-body contact. High fives, shaking hands, and “sideways hugs” are more ap-
propriate ways to interact with a camper.
Setting Appropriate Emotional Boundaries

TMI: Keeping the Personal Private. Some kids will be naturally curious about your personal life, especially
teenagers. They may ask you about your own personal life and romantic attachments, past and present; they
may ask you about your fellow staff members’ personal lives; and they may gossip with each other about it.
You may be developing a bond with a camper, and when they’re sharing so much of their own lives and feel-
ings with you, it may be tempting to reciprocate by opening up to them as well. But be careful. They may not
be able to handle your details as well as you can handle theirs.
Things to Respond to with Extreme Care

In the event that a camper asks you directly about your own private life, under no circumstances should
volunteers discuss or share their personal behaviors surrounding use of drugs or sexual experiences.. A
simple, “Well, that’s really personal, so I’d rather not talk about my own experiences,” will do. Keep in mind
that many of them may be finding themselves in a safer, more accepting space for the first time, and may
therefore ask you more personal questions.
Things You Should Never Discuss with a Camper

• Your sexual history.
• Your use of substances.
• Other volunteers’ personal lives and histories.
Illegal Substances
Under no circumstances should you ever share (or purchase) cigarettes, alcohol, drugs, medications, or any
other controlled substance with (or for) a camper.
INTERACTIONS BETWEEN VOLUNTEERS & INTERNS

Volunteers are role models and leaders for interns, who fill an apprentice role and may look particularly closely
to volunteers for guidance and skill modeling. It is important for Volunteers to treat them with the respect you
would show a colleague and the care you would show a camper. In turn, interns must behave maturely and
professionally at all times.
Because interns are minors, volunteers should adhere to the code of conduct that they apply to campers when
interacting with them. This is an issue of legality as well as preserving the interns’ comfort level and personal
space and safety.
Finally, let the interns know how much you respect and appreciate them! They are truly awesome and do a lot
of the hard grunt work that keeps Rain City Rock Camp running. They represent the future of Rock Camp!

UNDERSTANDING YOUTH & YOUNG ADULTS
As a volunteer, you must provide each camper with a welcoming sense of stability and caring. Adapt your
interactions so they complement the developmental age of your campers. Younger campers often need a
volunteer’s help; older campers need a volunteer’s guidance. All campers need a volunteer who is present
with them both at designated times and informally. Here’s an overview of where different age groups generally
stand developmentally.
DEVELOPMENTAL PHASES
Ages 8 through 10
• Are learning the skills of leaving home and parents.
• Have a short attention span.
• Want to share and desire acceptance from own age group.
• Enjoy close friendships with playmates and express selves freely in art and play.
• Enjoy competition related to their standing in the group.
• Like group games and activities but want everyone to obey stated rules and regulations. Identify
strongly with their gender and age group.
• Need rest periods.
• Respond affectionately to staff members who look after their needs.
• Consider what the staff member is able to “do” as very important. Enjoy staff members who have a
sense of humor and play with them.
Ages 10 through 12
• Want to be together in peer groups, like their bands.
• Have longer attention spans and patience to work for short-term goals.
• Form cliques and friendships within own age groups.
• Define status through excellence in skills and knowledge of grown-up things.
• Are concerned with physical size and appearance — watch what you say.
• Youth at upper age level may be newly aware of romantic attractions.
• Respond to volunteers who effectively channel their tremendous energy.
• Tend to idolize volunteers who measure up to their expectations — be careful here.
Ages 12 through 15
• Tend to view their world fairly idealistically; are uncomfortable with “gray” situations.
• Peer group rather than adult opinion is their source of wisdom.
• Want subtle reassurance of adult supervision.
• Value conformity; find it difficult to stand as an individual.
• Hormone adjustments trigger intense feelings and emotions.
• Influenced by popular adults and teen idols (the hero worship and crush stage).
• Long interest span and increased capacity for self-discipline.
• Often prefer competition outside the group rather than with friends in own group
• Idealistic about the world at large.
• Are seriously concerned with personal appearance, frequently self-conscious.
• Romantic relationships emerge as awareness of sexuality develops.
• Need volunteers who genuinely listen to them.

Ages 15 through 18
• Risk-taking emerges as a developmental task; kids at this age need to take risks but also have to
learn how to assess their readiness for the risk.
• Desire for independence and freedom.
• Prestige and belonging to the power group is valued (the cool clique).
• Ability to concentrate and specialize in selected skills and interests.
• Are learning the distinction between idealism and reality.
• The skills of altruism begin to emerge as they give self to others.
• Capable of developing romantic attachments with depth of feeling.
• Respond to volunteers who recognize their emerging adult perspectives but who tolerate occasional
lapses to adolescent antics.
.
KEEPING RELATIONSHIPS HEALTHY AND RESPECTFUL
Volunteers often become the object of special attention and adoration by campers. This should be channeled
in a healthy way. A certain amount of hero worship is a normal part of growth and development. While
volunteers may have little control over the development of hero worship or the way kids approach them, they
do have control over their response to it. Don’t play favorites. The camper should not be shown any special
attention, no matter how much you like them. Conversely, while it is not humanly possible to like everyone,
keep personal preferences to yourself and stay outwardly objective and impartial. Never, ever talk badly about
a camper or volunteer to another camper.
INTERNET/ELECTRONIC PRIVACY POLICY

FACEBOOK, TUMBLER, INSTAGRAM, TWITTER & OTHER SOCIAL
MEDIA
Social networking sites can be a powerful and empowering tool; they can also reveal personal information or
have a negative influence if not considered carefully.
If a volunteer chooses to identify themselves as affiliated with Rain City Rock Camp for Girls on the internet
via Facebook, blogs, or other social networking sites, readers of those websites may view the volunteer as a
representative or spokesperson of the camp. In light of this possibility, we ask that volunteers think carefully
about the content of their profile or blog. Volunteers must present themselves appropriately on their profile
pages, if they wish to keep their pages public (available for anyone to see). Explicit content or content that
references substance use/abuse is not acceptable for campers to see. This applies not only to your profile, but
to the nature of the comments that you publish from other friends, the bulletins you post, the surveys you fill
out, etc.
Only campers should initiate friend requests. We strongly suggest that volunteers do not accept friend
requests from campers. Volunteers should not request to be friends with campers. If you choose to accept a
friend request from a camper, please be sure that your profile activity could be characterized as consistently
appropriate for the eyes of a 13-year-old (minimum age for most sites) AND commit to keeping it that way in
the future (or ”un-friend” any campers before you make any changes that would affect the appropriateness of
content).
Volunteers may share photos from the RCRC website and Facebook page, but they may not post their own
pictures of campers on a website (including social networking sites) unless the photos do not show the
campers’ faces.

CULTIVATING A PRODUCTIVE ENVIRONMENT
STRATEGIES TO FOSTER COOPERATION & COLLABORATION
• Encourage the group’s effort as well as individuals; identify cooperative behaviors.
• Direct and advise without dominating or influencing too strongly.
• Facilitate so everyone’s voice is heard and listened to.
• Listen before acting — unless safety is a concern!
• Catch campers doing it right and comment about it.
• Set fair limits and stick to them!
• Most importantly, plan fun things for your group to do! Develop in-jokes you can share, come up with
activities you can do, make a group cheer!
PARTICIPATION CHALLENGES
A camper’s reluctance to take part or continue in an activity may be a clue that something is wrong. Some
things that could be causing disengagement are:
• Sickness.
• Boredom.
• Lack of confidence.
• Fear of failure
• Dislike of another participant in the activity, or of the adult in charge.
• Minor physical impairment.
• Upbringing or cultural/religious beliefs.
CONFLICT RESOLUTION STRATEGIES

In training, we reviewed the Reframing Conflict strategy for providing a framework for approaching
disagreements between campers or volunteers. The process revolves around creating opportunities for
learning from conflict, and is promotes a youth-centered approach to give campers a voice.
Six Steps for Responding to Conflict (adapted from the Youth Program Quality Reframing Conflict guide)
1. Approach Calmly.
Don’t make things worse by adding your worry to the conflict. Model calm behavior -- that’s what
you want the youth to do. Keep an open mind and approach conflicts matter-of-factly, instead of
emotionally. Ideally, you model the acceptance of conflict as a healthy and normal part of social
interaction. If more than one youth is involved, you may need to negotiate time between them.
2. Acknowledge Feelings.
It is difficult for young people to think about solutions when they are filled with strong emotions; help
them express those emotions until they are brought back into balance. Time and space can hep a
camper get into the correct state of mind for problem solving. Try to be non-judgemental and don’t
make comparisons. Avoid statements like “Don’t feel that way” and “That’s no big deal.”

3. Gather Information.
Give the youth an opportunity to tell you what happened. Don’t make assumptions until you’ve heard
from all parties involved.
4. Restate the Problem.

It’s critical for campers to hear how you heard what they said. It gives them a chance to correct, clarify,
and hone in on specifics. It also demonstrates that you’re listening to them.
5. Ask for Solutionws/Choose One Together

Everyone needs a chance to offer a solution and if campers can’t agree, the process creates a natural
window for adult intervention. Ideally, everyone gets a little of what they want, but if not, it will be clear
that effort was made to try. For campers who can’tt come up with their own suggestions, offer options.
6. Be Prepared to Give Follow-up Support

The problem-solving approach is a learning process, and follow-up support should occur here as with
any learning situation. Check in with them later to see how the plan went, or make plans for the future.
BULLYING
Bullying of any kind will not be tolerated. If you suspect bullying is happening tell a staff member immediately.
If it does not stop after a warning is given the camper will be expelled from camp for breaching the code of
conduct.
What’s the difference between “normal” peer conflict & bullying? The following information is from the book
Bully-Proofing Your School, published by Sopris West.
NORMAL PEER CONFLICT BULLYING

The people involved change; different kids get One person consistently gets the brunt of bullying
angry with different kids. There is no consistency. behaviors. There arerepetitive bullying behaviors
targeted on a specific person.
Happens in front of others, including staff (adults), Happens when those with perceived power are not
as well as at times when staff are not around. around; bullies are adept at saving their targeted
behaviors for just the right moment.
The power between the two people in the conflict There is a perceived imbalance of power; bullies
is about the same; one kid yells right back at the pick on those who don’t give it back to them and/or
other one. are ineffective in their response.
There is a difference in levels of effect. The victim
Both parties are emotionally affected in generally
expresses extraordinary distress while the bully
the same way; they’re mad at each other.
seems devoid of effect.
What Can You Do?

Realize that you probably will not see severe bullying behaviors—the bullies generally save that until you’re
gone. Hang out with the kids. Listen keenly to what kids are saying. Watch for who is picking on who—is
the same kid picking on the same kid? It takes a group: the bully, their sidekick(s), the victim, and a group of
“observers,” other kids who see what’s going on but, because of their code of silence, will probably not tell an
adult. The single most effective deterrent to bullying is adult authority. Children (even big ones) cannot handle
true bullying situations. They need adult intervention. That means that adults must get better at recognizing
bullying situations. It does no good to assume that “they can work it out.”
Recognize that girls bully as much as boys. Girl bullies tend to use social alienation and verbal aggression
more than boy bullies, who tend to prefer physical aggression and intimidation. Notice the words “tend to.”
DISCLOSURES OR OBSERVATIONS OF ABUSE/NEGLECT
On occasion a camper may reveal something about their home life that is a cause for concern. If this happens,
please remember that all information is to be kept confidential. This type of information is to be discussed only
with appropriate senior camp staff, i.e., Dani, Sue, Natalie, Michelle, or Jordani.
Child abuse and neglect are unlawful acts. Washington laws require staff to report incidents of suspected
abuse or neglect to the Department of Social and Health Services, Child Protective Services (CPS) or to the
local law enforcement agencies. RCRC staff who become aware of a suspected case of child abuse involving
any child participating in RCRC activities or events, are guided by RCRC staff policies, procedures and
Washington State Law.
As a volunteer you must report any suspected incident of child neglect or abuse to one of the senior camp
staff (Dani, Sue, Natalie, Michelle, or Jordani), who will assist you in getting in touch with the Department of
Social and Health Services (DSHS). Members of the Mental Health Crew are also available to support you in
making a report or in having the camper repeat herself to them and then making the report themselves. Any
person making a good faith report concerning suspected child abuse or neglect is provided civil and criminal
immunity by Washington State statute RCW 26.44.060. DSHS may require further information from you
directly. However, reports to DSHS may be made anonymously. For volunteers’ responsibilities in this regard,
see below.
Abuse and neglect include but are not limited to the following:
• Emotional mistreatment of campers or other children participating in RCRC activities or events,

including verbal abuse or verbal attacks.
• Physical neglect of campers or other children participating in RCRC activities or events, including
failure to provide adequate safety measures, care or appropriate supervision of activities.
• Any form of sexual abuse of a child, including sexual touching, inappropriate bodily contact,
exhibitionism, voyeurism, or any involvement of campers or other children participating in RCRC
activities or events, with pornographic materials.
• Physical abuse of campers or other children participating in RCRC activities or events, including all
types of corporal (physical) punishment, e.g. spanking, slapping or shaking.
Although RCRC may terminate a volunteer at any time for any reason, abuse and neglect is unlawful and will
not be tolerated. As a result, RCRC reserves the right to:
• Suspend from her/his volunteer position any volunteer during investigation of allegations of abuse
or neglect. This includes instances where the volunteer was aware of potential abuse or neglect by
another and did not report it to staff, CPS or local law enforcement officials.
• Refuse membership endorsement or re-appointment to any volunteer accused of, arrested for, or
convicted of child abuse or child neglect, or is a registered sex offender.
• Dismiss or exclude from affiliation with RCRC any volunteer who has been accused of, arrested for, or
convicted of child abuse or neglect or is a registered sex offender
MENTAL HEALTH RESOURCES

The Mental Health Crew (MHC) are mental health professionals or folks with appropriate experience who are
at camp to serve as support and resources for both campers and volunteers. MHC members are not at camp
to provide therapy or ongoing support, but they are available for use at any time during camp. MHC members
will be present at all workshops that contain potentially triggering material, and they will be happy to provide
check-ins or debriefings to those who request them.

In addition, MHC members may be called upon to help resolve conflict within bands. We suggest that Camp
Counselors and Band Coaches do their best to resolve any issues before calling in the MHC.
ROCK CAMP ROLES

Camp Counselors serve as mentors for assigned groups of campers, which involves checking in with them
every morning, making sure the campers are where they need to be at all times, and offering advice and help
throughout the day. Since the most important parts of the job are ensuring the campers’ safety and giving
them support and encouragement, non-musicians are welcome in this job. Counselors are responsible for
“Check In” and “Check Out” with campers each day.
Band Coaches are mentors who have experience writing, practicing, & performing original songs with their
band(s). In most cases, each band will have a Band Coach and a Camp Counselor who work together to help
campers prepare for the Showcase. More on how to Band Coach is available in this handbook under Band
Coaching 101.
Instrument Instructors are mentors responsible for teaching their assigned instrument to their students who
will vary in age and ability. The main goal of instruction is to meet each camper at their skill level and help
them prepare for the Showcase.
The Roadie (Co-)Manager(s) is responsible for directing and managing the Intern/Roadie team throughout
the camp week. They are also the Stage Manager at the Showcase Run through and at the Showcase itself,
manage the intern crew, making sure that gear is in the right place at the right time.
Interns typically have two years of previous camper experience, and Interns are approximately 15-17 years
old at time of camp. Interns are the main camp and Showcase roadie crew. They must be able to lift heavy
equipment (or make arrangements for exceptions prior to the start of camp), to follow the directions of their
Roadie Co-Managers, and be willing to learn how to set up each practice space and move equipment safely
and efficiently.
There is a primary, full-time Front Desk Lead, however, and that person serves as the supervisor for all other
Support Crew volunteers, including Runners and other Support Crew members. The Front Desk helps with
first day registration, checking campers in and out, monitoring visitors, handling phone calls, giving directions,
answering questions, and selling Showcase tickets and merch. Other duties may be assigned as needed. All
of the resources needed for these tasks will be provided at the Front Desk post or upon request. At no time
should the front desk be left unattended.
Food Crew provides morning & afternoon snacks to campers as well as lunch to volunteers and interns.
There is a Food Crew Lead who has worked with staff to determine each day’s menus, and this volunteer will
direct the Food Crew members in their tasks. Food Crew also performs set up before and clean up after meal
times.
Support Crew can be called upon to help with daily morning set up, camper check in/out, serving lunch to
volunteers, merch sales, volunteer break room maintenance, moving gear, picking up donations, camper
lunch supervision/presence, general clean up including sweeping, taking out trash, bathroom clean-up, and
other tasks that help everyone have a great day at Summer Camp. This position is created based on the
theory “many hands make light work.”
Workshop Leaders have expertise/highly relevant experience in the area in which they are presenting as well
as how gender and other systemic factors intersect with their topic.

VOLUNTEER RULES & GUIDELINES
• Campers should have adult supervision at all times (within reason, given the campers’ ages).
• If you find yourself alone in a room with a camper, ask another volunteer to join you, make sure that
the door to the room is open, or move yourselves out into the hallway.
• Respect physical boundaries. Any volunteer accused of child abuse or molestation will be immediately
suspended until the case is resolved.
• Follow the electronic privacy policy
• Show up on time & ready for every shift. Call the Front Desk at 206.437.2635 if you are sick or have
an emergency. Your presence is vital & expected.
• Never administer medication to a camper. If a camper asks for any medication (including aspirin or
cold medicine) or help with their own medication, ask for help at the Front Desk.
• Please respect everyone’s differences in race, ethnicity, physical ability, size, class, gender expression
and sexuality. Show respect to campers and fellow volunteers. Embrace inclusiveness. Be sensitive
to differences in backgrounds, family, culture, values, and learning styles. Be mindful of your tone,
comments, and gestures.
• Respect all instruments, equipment and property.
• No smoking at camp. If you need to smoke, please do it during one of your breaks and away from the
campus.
• No alcohol/drug possession or consumption at camp, including during the Showcase. Avoid promoting
substances to campers. This includes personal conversations with other adults when campers are
within earshot.
• Please turn off all cell phones. If you need to make a call or text, please do it in the volunteer
sanctuary and not in front of campers.
• Familiarize yourself with the camper rules and help campers understand and adhere to them.
• Strive to be supportive of each other’s volunteer efforts.
• Be a good ambassador. Represent the good name and spirit of Rain City Rock Camp for Girls in all
forums – including at camp, at the Showcase, and online.
• Speak up when something seems out of line. If someone appears to be departing from the letter or
spirit of these rules and other camp guidelines, say something and, if appropriate, bring it up with staff.
• Remember your role and why you’re here: to provide guidance and fun for the campers!
VOLUNTEER INTERACTIONS
You are the number one model for behavior for the kids. How you interact with each other will affect how they
interact with you and each other. Keep the campers in mind in all your interactions.
• Help each other out, and recognize when someone needs a hand.
• Step up and make your voice heard, but don’t dominate—make sure everyone has a chance to lead.
• Go beyond first impressions and step outside your “friend circle” and comfort zone.
APPROPRIATE PHYSICAL CONTACT FOR VOLUNTEERS
• Always respect people’s personal space. Some people are naturally physically expressive, while some
are averse to all touch, and many fall somewhere in between; be sensitive to body language.
• Physical contact between volunteers should be G-rated at all times.

APPROPRIATE LANGUAGE AMONG VOLUNTEERS
• Ethnic, sexual, or religious slurs are not cool. Watch out for common offensive slang phrases that have
tongue-in-cheek popularity in some circles, like “don’t be retarded,” “Why are you being so lame?” and
“that is so gay.” Be thoughtful and polite.
• Always address each other with respect, particularly in front of campers
• Keep in mind that not everyone is comfortable with raunchiness or cursing.
VISITOR & FRIEND POLICY

Visitors are allowed but must be approved by staff, and each visitor request will be evaluated on a case by
case basis. Everyone who is authorized has a lanyard.
EMERGENCY & MEDICAL RESOURCES

If you feel threatened or there is an emergency, call 9-1-1 immediately. Each camper and volunteer has
signed a Medical Care Permission form that permits the Camp to make a decision to call an ambulance if it
is deemed necessary. In the case of an unauthorized visitor who is making you nervous, call or send for a
Summer Camp Staff member, or call the police. If the visitor is violent, call 9-1-1 and ask them to leave, then
call or send for a staff member. Have someone keep campers away from the crisis. A staff person will take
over as soon as possible.
STANDARD FIRST AID/CPR
The Front Desk has a list of all volunteers who are First Aid and/or CPR certified. Also, if you are certified
please notify the Volunteer Coordinator.
PRESS POLICY
All Press has been pre-approved prior to Camp and should be listed on the “Visitor Check-in” form. If they are
not on the list, they will need to speak to Michelle before being allowed on campus. All visitors and pre-ap-
proved Press should be given the appropriate lanyard that must be worn while on campus. Any Camper with
a star on their lanyard may not be interviewed or photographed for outside press.
MEDIA RELEASE
It is very helpful, but not required, for you to sign the Permissions for Rain City Rock Camp for Girls and for
Press Outlets form. This allows Rain City Rock Camp for Girls to use photographs, recordings, and other im-
ages with your likeness on our website, in the press, and for other purposes that help promote and support
our organization. Please review the form carefully to determine whether you would like to sign it.
FOOD & BREAKS
RCRC provides lunch for all volunteers working each day. We will do our best to accommodate most dietary
restrictions, but if you are in doubt, please bring your own lunch. Please make sure you are well fed and hy-
drated all week, and take breaks after instruction, at lunch, and other times your campers are occupied. Volun-
teers can use the volunteer sanctuary to relax, check email, take a nap, or just step away from camp activity.
Camp is also only a block from Greenlake, so feel free to take a walk or hang out in the park.

WHAT TO EXPECT ON DAY ONE
The first thing campers do after registering at the Front Desk and filling out a few forms is play Human Bingo.
This game requires interaction between campers, and you can facilitate that by trying to pair up less outgoing
campers with those who are more willing to talk.
TALKING WITH YOUTH

1. Try to come a little before the assembly and head to the Rock Room to socialize with the campers.
Some kids arrive as early as 8:30 and might like someone to talk to while others are arriving. If
the thought of this frightens you, be aware some of them are just as uncomfortable in a “first day
of school”-type way as you are. Talk to kids the same way as you would an adult. Here are some
questions to strike up a calm, friendly, and excited conversation with campers who are alone, in friend
couples, or in groups:
• How are you this morning?
• What instrument are you learning?
• What made you want to play the __________?
• Where are you from?
• How old are you?
• How many times have you read Harry Potter?
2. Keep it simple, and don’t force an interaction.
3. Let kids express themselves. Try not to tell them how they must be feeling.
4. Leave time for what may be construed as their awkward pauses. Thinking may be in progress.
5. Use the same tone and language as you would with a peer. Don’t be condescending.
6. Respect their physical boundaries.
7. High fives, shaking hands, and the infamous sideways hug are great.
8. Make eye contact. Get down to their height to have serious meaningful conversations.
9. Be helpful by asking questions. (Do you need anything? How are you feeling? Anything cool in your
swag bag or Tour Guide?)
10. Crack jokes. Learn a couple good ones.
11. Listen to what campers have to say. If a camper has a problem, take it seriously
12. Remember camper names/pronouns and use them often!
WRANGLING
We have over 85 campers at camp each session. Here are some tips for organizing and moving around the
building.
Tell your campers what’s going on––if you’re moving to a new room for practice, or going somewhere for a
workshop, or getting ready to watch a performance, let them know! This will help campers transition to the
new activity with you.
Need to get a large group of campers to listen? One of our most beloved methods: the hand clap. Clap your
hands once and say “If you can hear me now, clap once!” A smattering of campers will catch on and clap.
Then, you can continue: “If you can hear me now, clap twice!” You can keep on in this pattern until all the
campers are clapping and listening—ta da!
In group discussions, have a “talking marker” (or something similar). If a camper is holding the talking marker,
they have the floor and should not be interrupted. Your job as the adult is to make sure that each camper has
equal time holding the talking marker.

BAND FORMATION
Band Formation happens just before and during lunch. First, the campers participate in a facilitated mingle in
which they interview each other for potential bandmates. After they have noted their preferred band members
on a piece of paper, camp staff take the papers and form the bands during lunch. After lunch, as bands are
announced, the campers go through a volunteer victory tunnel. All available volunteers create a two-sided
high five line and cheer for the bands while they get announced!
GEAR, EQUIPMENT & MAINTENANCE NEEDS

The equipment here at Rain City Rock Camp for Girls has been donated by generous donors, is on loan,
or has been purchased by the Camp. We are a non-profit and have limited funds to repair and maintain the
equipment we have so we ask you to help us keep it in good working condition. There are some simple rules
that will help you to do this and they are as follows
• Handle all guitars & basses with care & carry only by the neck. Make sure they are always secure on a
guitar stand when not in use. Do not lean or lay them down.
• Unplug all cords from amps and instruments after using them.
• Know the difference between an instrument cable and a speaker cable. Speaker cables carry an
electrical current and should never be used to plug an instrument into an amp. Writing on the cable
usually can identify these, but if you are not sure, ask the Roadie Co-Managers and they can assist
you.
• Respect the PAs and amps. Make sure after instrument instruction and band practice that all amps
and PAs are off.
• Remove the kick pedal before moving the kick drum of a drum set through a door.
• Report all broken and damaged equipment to the Roadie Co-Managers ASAP.
Help! The instrument or amp isn’t working!

• Is it plugged in?
• Is the amp plugged into the wall or power strip? Is the guitar/bass/keyboard/ plugged into the amp?
• Are you sure you are plugged into Input? Is the power strip plugged in?
• Is it turned on?
• Is the amp turned on? Is the standby switch on? Is the power strip turned on?
• Is the volume turned up?
• Is the volume up on the guitar/bass/keyboard?
• Is the volume up on the amp? Is the cord working?
• Try a different cord, preferably one you already know works.
Help! The Effects Pedal Won’t Work!

• Does it have batteries?
• Are the batteries dead?
• Does it need to be plugged into the wall or power strip?

BAND COACHING 101: WHAT IS A BAND COACH?
A Band Coach for Rain City Rock Camp is a mentor with experience writing, arranging, practicing, and
performing live music; who will guide a camper band through the entire process of creating an original song
to perform at the final showcase.
ROLE OF THE BAND COACH

The number one, most important role of the Band Coach is to be a positive, empowering mentor to the
campers. Your primary goal should be to help create a safe, encouraging environment that enables each
camper in your band to experience the RCRC mission—to build self-esteem through creative expression.
This can mean something different for each camper, but it often takes shape from something they didn’t think
they could do when they arrived at camp that they nail by the end of the week. In the end, it doesn’t matter
how the song sounds, we’ve succeeded if each camper feels great about what the band created together.
Your job is to work with what you have at the time, not focus on building new skills within band practice.
Take note of when the campers are blocked, and step in as needed. If struggle lasts more than a few minutes,
it might be time to offer guidance. It is ok to offer multiple suggestions and let the campers choose their
favorite!
BAND PRACTICE BASICS

Your job is to work with your band during band practice to support their effort as they navigate the basic steps
of building and performing an original song in front of a live audience.
• Lay down a set of ground rules or “norms” for how the campers will collaborate and communicate
with each other. Establishing these up front and posting them on the wall can help you discuss
challenges that may arise later in the week.
• Get the band making noise as quickly as possible. It is common for the group (or a few individuals) to
want to talk through everything in advance—like band names, lyrics, costumes, even chord structures—
before starting to play their instruments. Talking is easy, taking risks with an instrument is much harder, so
exploring ideas through the music is important to get going quickly.
• Foster a democratic environment where each camper feels they are contributing to the song. This
plays out in different ways, depending on the group dynamic. It can be as simple as asking the opinion of
someone who has been quiet in the corner or checking in with each member (within the group or one-on-
one) to see how they feel about their part and if they want to work on anything specific. Always give the
opportunity to come back to an idea or discussion for the campers that need time to process their ideas.
• Keep an eye on the general goals for each day. Each band will arrive at their song from different angles
and time frames (some have lyrics the first day, some won’t pull it all together until Thursday afternoon),
so do not fret about staying “on schedule,” but the daily goals can be a helpful guide.
• Be flexible and keep it simple! Remember, it ALWAYS comes together in the end. If something isn’t
working for your campers, try a new approach or pull in another band coach, instrument instructor, or
intern to help change things up. It’s ok to have a song without a bridge, lyrics with only a few words, etc.
• Partner with co-coaches/instrument instructors to work on individual needs and document decisions.

• DO NOT impose your ideas for the song. Being out of tune, out of sync, and/or unconventional is
ok. Stepping in to offer suggestions can be helpful (and sometimes necessary), but wait to see if the
campers can work things out on their own and only contribute when asked or if a camper/band is clearly
struggling.
• Encourage campers to work through the process and use tools from their workshops. Your
band will see you as an authority and will ask you how things sound. Of course, you can give positive
feedback, but it is not about them pleasing you and your rock sensibility, it’s about pleasing themselves.
There is no wrong in rock n’ roll!
PREPARING TO COACH
RCRC is always striving to provide relevant, engaging and high quality instruction and mentoring for our
youth. We are constantly working to find even more ways to invite youth voice into the learning and creative
processes. We are also trying to offer more opportunities for our campers to build their leadership skills.
While there is a magical quality about what happens at Rock Camp, we know that doing the hard work of
deconstructing systems that uphold inequity, and intentional inclusion and valuing of our campers’ strengths
and ideas is what unleashes the magical power within the music.
For the past year, we have been participating in a Professional Learning Community (PLC) cohort of
girl-serving organizations including FIERCE partners like: Reel Grrrls, Powerful Voices, Young Women
Empowered (Y-WE), Girls on the Run, Native Girls Code, and others; supported by the Women’s Funding
Alliance. Part of this organizational development includes the Youth Quality Program Initiative (YPQI)
assessments and trainings.
Using our grassroots ROCK philosophy and wisdom gained from the collective experiences and knowledge
of the Girls Rock Camp Alliance (GRCA), we have designed a tool that we ask you to use in daily
preparation for your role as a Band Coach.
The following pages are an outline of the daily goals in band practice. For each day, the tool is integrated
in to preparation for each day; observations of behaviors/group dynamics/youth responses; and finally,
reflections to assist in prepping for the next day!
MONDAY TARGETS
• Establish “band norms” as a foundation for communication, collaboration and behavior throughout the
week..
• Share the learnings from instrument instruction.
• Experiment combining what campers have learned by jamming.
• Explore common musical preferences/artists and decide on a genre or style as a starting point
(it’s ok if the song doesn’t end up sounding like they originally intended).
• Start experimenting with chord progressions or notes for either the verse or chorus, or both.
• Begin thinking about possible topics for lyrics. Choose something the singer can play around with as
the other instruments work on ideas (can be a nursery rhyme, gibberish, alphabet, etc.). Stress that this
doesn’t have to be the final song topic!
• Begin discussion of band name, but do not let this dominate the first day.

MONDAY PREP
What is my tone setter (ice breaker, jump starter, etc)?
This is an activity that will make the space more comfortable to collaborate in, as well as let everyone get to
know each other better. Ideally this activity will relate to your goals for the day!
What is the opportunity for youth leadership?

Not every youth has to lead every day, but our goal by the end of the week is that each youth will have at
least one supported leadership experience during the course of camp!
What is the opportunity for youth choice/voice?

Youth should actually come up with the options, as well as the final decision (Hint: Developing Band Norms)

SETTING THE TONE
What is mindfulness?
Mindfulness is a practice that helps us to de-clutter our
busy headspace and be more focused, clear and pres-
ent for the activities that follow. It guides us in listening
to ourselves (our thoughts, ideas and feelings), so we
can express our best selves to the group!
OUR BAND NORMS

NEXT STEPS
(TO A GREAT FIRST BAND PRACTICE)
After camper introductions and norms are out of the way, there are endless ways for a band to start to bond and
begin the process of creating a new song. One way to get things rolling is with a warm up exercise.
Warm ups can help get everyone playing without the pressure of inventing something new, just yet. The first
warm up is an excellent opportunity to get a read on skill level, willingness to try new things, insecurities, etc.
Some ideas are...
1. Start by asking the guitarist what chords they know. The guitar can be the most challenging instrument for a
beginner, so building from what chords the guitarist knows can be a helpful guide. As a band, choose one of
the chords as the note for the first warm up.
2. Ask the bassist to share any patterns or notes they know. If they claim they don’t know any, have them play
the open strings (4 notes right there). Then, identify which bass note they will play with the guitar chord for
the warm up.
3. Ask the vocalist to identify something silly to sing.
4. Ask the drummer to share something they learned that first day. Then, have the drummer play a steady
rhythm and layer in the other instruments until everyone is playing together.
This helps get the band making decisions together and listening to each other without the pressure of coming
up with a part, etc. And, it gets everyone involved right out of the gate.
You can build from this by adding chord changes, or asking someone else to start instead of drums, or having
everyone switch instruments for one round.
Campers with different levels

of experience and musical
knowledge can find common
ground by exploring ideas
together and enabling each
other to play within their
comfort zones.
ADDITIONAL WARM-UP IDEAS ON THE FOLLOWING PAGES (p21-22) -->

BAND WARM-UP #1
USE THE QUARTER NOTES TO SET YOUR BEAT!

Count together as a band. Like a pyramid, build from the bottom. Have your drummer start with
a basic 4-BEAT rock pattern.
1 2 3 4
LISTEN TO THE BEAT!

Next, have your bassist start playing the
Low-E, in time, and then the guitarist.
Finally, have your singer choose a syllable
or word that fits in 4 counts. E
B
G
G
D D
A A
F F# G G# A F F# G G# A
E E
1 2 3 4 5 1 2 3 4 5
ONCE EVERYONE IS PLAYING TOGETHER:
The bass and guitar players can play each note 4 or 8 times, moving from the open string (E),
fret by fret up to the 5th fret note (A) and back down to the open E. The vocalist can start by
matching notes with their voice using a syllable like “DA” or “YA” or sing words to the beat.
VARIATIONS YOU CAN TRY:

1. Bass and guitar can move up to the A string, with the vocalist matching or complimenting.
2. Guitar can strum a chord they have learned and bass can play the Root (or Root and 5th),
in a 4-beat pattern. Strumming can be done every 1 (quarter notes), 2 (half notes) or 4
(whole notes) beats.
3. Singers can try improvising over the instruments.

BAND WARM-UP #2
START BY SETTING YOUR QUARTER NOTE BEAT!
Once you have your main counts, try the eighth note pattern. Your drummer can pick a pattern
that uses quarter notes, eighth notes or both! HINT: Try to stay steady (in other words,
don’t speed up)!
1 & 2 & 3 & 4 &
LET’S TRY SOME TAB!

The bass and guitar can use the same TAB chart if there are no high notes, like in this exercise.
Just use the lowest 4 strings on the guitar. There is also a small box that has the chord that the
guitar player can strum while the bass player plays the tab! You might want to use a pick....
E A B A
G
D
A 00 00 00 00 22 22 22 22 00 00 00 00
E 00 00 00 00
PICK A TOPIC (AS A BAND!):
Listen to your band playing together and then choose a topic to “riff” (improvise) on. Vocalists can
use the topic to try out sentences that fit into the beat. Each person should REALLY listen to one
another and try to match the style that your bandmates are playing with (ex. hard, soft, punchy,
smooth, loud, quiet).
ANOTHER OPTION. . .
Here is another rhythm and progression your band can try:
1 2 & 3 4 &
G C D C
G
D 0 00 0 00
A 3 33 3 33 3 33 3 33
E 3 33 3 33

MONDAY OBSERVATIONS
How much time is spent rocking vs. talking?
How much is each youth participating (or not)?

Is there noticeable domination or disengagement? OR is there cooperation and equitable communitcation?
What kind of statements are youth using to evaluate their own or bandmates playing?
MONDAY REFLECTION
What were the accomplishments?
What were the challenges/struggles?
What is an example of campers implementing practice to make progress?
TUESDAY TARGETS
• Strive to have the basic progression for a verse and chorus identified.
• Circle back to the Songwriting (and Shape Your Sound if they have had it). Have them share what they
learned and what they might want to try to incorporate in their song.
• Dedicate some time to working on lyrics.
• Explore melody ideas as a group, if helpful.
• Try to have a band name determined today.

TUESDAY PREP
What is my tone setter? Is this able to be facilitated by youth?

TUESDAY OBSERVATIONS
What kind of value/evaluative statements are used?

By youth or adults...
TUESDAY REFLECTION
WEDNESDAY TARGETS
• Determine the overall structure of the song.
• Try to have an initial draft of the lyrics. (Make sure the lead singer is singing something, even if repeating
incomplete lyrics, nursery rhymes, poems, or gibberish. Remember too, that “using their voice” might mean
using sounds and expressions rather than lyrics.)
• Also, begin to solidify the form of the song - how many verses, repetitions of the chorus/hook, instrumental
breaks, or if there will be a bridge or other transition section.
• Experiment with effects, arranging (staggered entrances, etc), tempo and dynamics.

WEDNESDAY PREP

WEDNESDAY OBSERVATIONS
What kind of statements can be coached towards non-evaluative language?
WEDNESDAY REFLECTION
THURSDAY TARGETS
• Finalize the structure (all parts identified) and the lyrics. Lyrics are due at the end of the day!
• Try to decide if there will be any effects pedals involved.
• Consider performance antics (in terms of what persona they want to project, how to cover/recover from
mistakes, any rock n’ roll “moves” they want to try).

THURSDAY PREP
What is the opportunity for youth leadership in preparing for the Showcase runthru?

THURSDAY OBSERVATIONS
How are youth leading the communication and feedback cycles?
THURSDAY REFLECTION
FRIDAY TARGETS
• All bands do a showcase run through in the morning instead of instrument instruction.
• Talk about the how the run through went and what they want to work on to make them feel comfortable and
ready for the final performance on Saturday. Try to demystify the showcase!
• Run through the song as many times as is helpful to iron out the wrinkles and gain confidence.
• Consider “visiting” another band to see their song and invite others to come by to see your band (instrument
instructors, other bands, roadies, interns, other volunteers).

FRIDAY PREP
What is the opportunity for youth leadership in doing final Showcase preparation?

FRIDAY REFLECTION
How has the proportion of rocking vs. talking changed in the course of the week?
How have you (the coach) contributed to (more) equitable contributions amongst the campers?
How have the youth contributed to (more) equitable contributions amongst the amongst themselves?
How did using non-evaluative languge affect (or not) the creative process?
.
How do the youth talk about their accomplishments?
What challenges/struggles remain unresolved?
Are there any moments or interactions that stand out to you?

REMEMBER...
• You may dislike your band’s song and that’s OK if they LOVE IT.
• You have other volunteers around to support you (band coaches, instructors, counselors, interns...).
• Camp miracles happen every day!
TIPS & IDEAS

The following tips and ideas are intended as suggestions, based on the experiences of veteran coaches.
There is no one way to coach nor a required order of events. This a reference for when you want to explore
ideas that have worked in the past or for if something you try isn’t working. We always welcome new ideas.
FIRST BAND MEETING

• Set up ground rules/norms as a band for how you agree to treat each other, handle challenging
situations (like disagreements about parts), how to offer creative ideas and suggestions to each
other, and how they will show each other respect. If possible, document them on a sheet of paper to
have up on the wall each practice.
• Consider discussing each member’s role in the band and ask how the lead singer feels about
backing vocals up front.
• Discuss what genres of music and artists they like. See if you can find some kind of consensus
on a style they would like to try to play (remember, no covers). This is a great “get to know each
other” exercise as well, to find some kind of common ground.
• It can be helpful to ask who wants to be involved in the lyric-writing process and who has
experience writing lyrics in the past.
GET TO IT - MORE ROCK, LESS TALK!

• Have each instrument play something they’ve learned in their first class. See if there is any
common ground. Typically, the guitar class teaches Am, Em, and D the first day (although it can
vary) and bassists will have four notes available just from the open strings and typically review the
full scale. (You can refer to the instrument curriculums online, once posted, for more detail).
• You can start with a beat. This can help you identify the drummer’s proficiency and help the
campers find the “1.” If beginners, have everyone clap the rhythm to establish the beat.
Ask if the guitarist or bassist want to take a stab at adding to the sound (can be a single chord,
single note, complete melody line, etc.). If neither want to jump in, ask them to play an E in
rhythm with the drum beat. It is usually easiest to have the guitarist play first, then layer in the
bass once the notes are establitheyd.
Encourage the singer to sing any phrase/poem or count out the rhythm into the microphone.
• Explore/try a few different ideas (chord patterns) as suggested by the campers. If they find
something they like the sound of, write it on the white paper/white board and then try something
else. Then try to put pieces toget to identify a potential verse/chorus.
• Some bands like to start with the hook. Try a melodic chorus, phrase/word shouted out, and/or
an instrumental melody.

TRUE BEGINNERS
• It is ok if one or all of the instruments play a single note, as long as they are playing something.
Support confidence in what they CAN DO so they don’t dwell on what they can’t.
• Find a note the strings can play together (even if a single note instead of a chord), consider having
them try to hit that note on the “1” with 4-beat pattern from the drummer. Try finding another note,
then working on changing back and forth between the two. While they do this, the singer can try
improvising or continue to count things out. More playing will build confidence!
LYRIC WRITING
There will be a songwriting session on the first day, but some bands may end up with their first band
practice before this session, so there are several ways you can help get things started.
• Engage the campers in a discussion on how they want to tackle the lyrics. For example, if
they want to try a few different exercises to get the ideas flowing or if anyone has something they
want to throw to the wolves. Although we encourage that the entire band take part in the writing
process, some campers may be more interested than others in taking the lead to draft ideas. It
can be helpful to establish how much involvement each camper wants to have in this process.
Ultimately, the vocalist has to sing them, so they should feel comfortable with the lyrics and will
often be the key contributor.
• Brainstorm topics or themes. Encourage spontaneous phrases and write them down. See if you
can piece anything together. This can also help guide them to their final theme.
• Have each camper take a few minutes on their own to jot down a few lines or ideas based on
a general theme or story line, then come back together and review.
• Have one camper write a line on the top of a piece of paper, then pass it to the next camper
to add a line, without pressure or judgment. See where it takes you. This can be a way to identify a
story line or theme to the song, even if you don’t keep any of the lyrics.
GOOD THINGS TO KNOW

• If your practice space doesn’t have a big white sheet/post-it, you can find one at the front desk.
• Each camper has instrument resources in their Tourguide - encourage them to refer to chord charts
or other helpful information pertinent to their instrument and take notes on their individual parts.
• You are welcome to use a phone or recording device to capture parts as they are created (so you
don’t forget day to day).
• Also, use the phone or camera to take photos of white board notes that could get erased.
• If the campers are getting tired or sore playing, the band can still run thru/practice by singing/
humming and ‘air band-ing’ their music!

FAQ’s
What if we have instruments or equipment not working or other gear needs?
Find a roadie. They can help sleuth out a solution or track down an item. Also see the page 15.
What if one of the campers comes into practice with a completed song on the first day?
• Try to discourage one band member teaching a completed song to the rest (remember, no covers).
The goal is to create something new as a group that they all “own.”
• It is acceptable, however, to use lyrics brought in by an individual, providing the rest of the band agrees
to them and builds the rest of the song as a collaboration.
How do I help the band stay in rhythm/stay together?

• Start with the drum part and have the other members count out (or clap) the rhythm. Then, one by one,
layer in each instrument and ask them to try to “feel” the rhythm (tap feet, sway, bob head...).
• Sometimes they will get confused about how many times their individual “pattern” plays through for a
given part. A “part” for a guitarist might be 1 time through the chord changes, where the bass player
may go 4 times through her pattern. Play a single verse and ask each camper to count how many
times they play their part within that sequence. Repeat for chorus, etc.
• Ask the vocalist to clap or count the rhythm into the microphone to help them find the “1”.
What if some members are getting drowned out or ignored by others?

• Have a band meeting to go around and ask how each member feels about their part and if they can
hear themselves.
• Ask each member to play their part for the rest of the group. Campers may concentrate so much on
their own part they don’t listen to each other. Awareness is helpful.
What are the campers learning during instrument instruction and what do I work with?
• Instrument Instruction at Summer Camp is designed to get the campers up on their feet and creating
original music as quickly as possible. They will all be introduced to the basic notes, chords, beats, and
vocal stylings the first day, but due to such a wide range of experience, it is impossible to know what
each camper will take away.
• The best approach is to ask the campers what they’ve learned and to demonstrate. They may have
learned a new chord, but not be able to play it yet. Ask questions about what they feel comfortable with
and what they want to explore for their song. Feel free to show them new chords, notes, ways to play
things if they express interest and aptitude!
• The campers are not held accountable for learning a specific curriculum, but are introduced to ideas,
method, and technique that can help them build a song. Instructors offer basics for beginners and layer
in advanced elements during each lesson for those that have more background or learn more quickly.
• Remind the campers that they can refer to their Tourguides, as they will contain charts and notes they
may take during class. You may need to help a camper remember how to read a note or chord chart,
so if you do not feel comfortable with this, feel free to check in with an instructor or the lead band coach
for a quick review.
• The instrument curriculum is available for instructors and coaches on the ‘How to Be a Rock Camp
Volunteer’ page of the RCRC website.

What do I do if a band member isn’t trying or refuses to play their part?
• Ask if anyone would like a moment of one-on-one time to work out a part away from the larger
group. Staff or another volunteer can continue to run through parts with the rest of the group, so you
can pull individuals outside for a quick discussion or to work on a specific issue.
• Check in with their instrument/vocal instructor to see how they are progressing during class. This
can help you determine if it is a shyness issue or something bigger. The instructor may be able to
swing by your next practice to try to help their figure out a part/melody.
How can I keep the drummer engaged when the guitarists need to work on a part?
• Can practice their part on the carpet or a practice pad (if available).
• Can work on ideas for lyrics.
What if my vocalist won’t sing into the mic or is too quiet?

• Have the vocalist sing off the mic until they feel comfortable (but they should be trying by day 2).
• Have vocalist envision hitting the wall with their voice. Start with the title of the song, first line, the
chorus, or something short that they can belt out. It can even be a single, unrelated word.
• Have each camper take turns saying something into the mic, so they can hear how everyone sounds
when amplified.
• Offer having a backing vocalist or someone singing dual vocals in a few parts (as long as the
vocalist is still the lead singer and is truly happy with the idea).
• Leave the room and have the campers work on the song a few minutes on their own.
• Check in with the vocal coach and let them know the issue. The instructor can help sleuth out a
solution.
• It can also be really difficult (and intimidating) to find a new melody, especially if the band has trouble
playing the correct notes and/or the timing is slow or off. Consider heading outside with just the
vocalist and an acoustic guitar or recording the basic melody to play around with ideas. If you are not
comfortable with this, see if the vocal instructor or another band coach is available to help.
When do I step in to fix or change a part the band has written?

This can be a tough call, since every camper will take guidance differently. You don’t want any of the
campers to feel they are doing something wrong. Good rule of thumb is to wait until asked. If it looks
like a camper is upset about how they are playing, take a moment to ask what is frustrating them. If you
are able to offer a tip to make the part/issue easier for them, then do this gently and ask permission. For
example...
• You may be able to change a hand position to make it easier to play a chord or change notes.
• Offer a suggestion to simplify a drum part for the moment to help hit the “1”.
• Offer a vocal tip to drop a consonant or suggest they try a synonym to the problem word or phrase to
make it easier to sing.
• Suggest they discuss the part with their instrument/vocal instructor to find a solution.

How do I get the band to focus?
• Ask another volunteer (band coach, instrument instructor, intern) to come by practice to listen to
where they are at with their song. It is amazing what a new audience will do for motivation.
• Take a break to walk outside for a minute of fresh air can help with the reset button. If the lyrics/
melody are done, you can find a corner or spot on the steps and have them all clap the rhythm and
sing the song together. Or, the younger campers can jump or dance the beat. Try to keep the break
productive, but a quick release of energy and change of environment can do wonders.
• Hold discussions about band name, logo, and costumes as an incentive to focus!
• Switch instruments for a few minutes.
• Have a “60 second wild jam” where everyone plays anything they want as loud as they want for
exactly 1 minute.
• Swap coaches for part of a session.
• Use the guided meditation exercises on the following pages or one of the fun activities in the
Tourguide.
What if an individual needs one-on-one time to go over a part or issue?

• Breakout sessions for each instrument can be very helpful to the campers, and give them a moment
away from the constant chaos. Utilize your counselor, intern, or lead band coach to keep the rest
engaged.
• If you are not comfortable with a particular instrument, ask the instrument/vocal instructor, lead
band coach, or another band coach or intern with relevant experience to join your practice for a few
minutes.
• Talk to the camper’s instrument/vocal instructor to let them know what they wants to work on.
They may also be able to address it during the next lesson.
IMPORTANT REMINDERS
• Do not worry about what the campers are learning, meet them where they are now, in this moment.
• Asking what the campers learned each day can help you understand their experience level and
comfort both expressing their ideas and eagerness to learn.
• Campers are not expected to learn a specific curriculum. Instrument instruction is intended to help
get each camper on their feet and creating something new with their band as quickly as possible,
while providing new ideas, skills, and technique as needed. In essence, to demystify playing the
instrument AND at the same time show them how to make magic on the instrument!

GUIDED IMAGERY
We are offering this at Rock Camp to help calm minds and induce relaxation during a week filled with
brain-taxing activity. The hope is that using Guided Imagery will make band practices and showcases
smoother and more fun for the campers as well as introducing them to another form of self-care.
INSTRUCTIONS FOR COUNSELORS & COACHES

The Band Coach or Counselor can read one or both scripts each day during band practice. Take as
much time as you need – although this takes up part of band practice you will most likely be rewarded
with more concentrated effort and faster decision making after everyone has had a chance to let their
brains rest. If you are not reading that day, you may want to participate in the listening as well.
The key for reading the scripts is to be relaxed yourself so take a moment to calm your body,
thoughts, and breathing before you begin. There is a suggested amount of time for each script – you
can use this to see if you’re reading too quickly or too slowly. Take a glance at a clock and time your-
self. You should be about 1⁄2 way through the script at the 4-minute mark, for example. But again, use
your own judgement on the timing as the most important thing is that you feel relatively relaxed as
well. If you have any questions, seek out Sally TerBeck.
INSTRUCTIONS FOR CAMPERS

Any iteration of this that works for you: “We’re doing something called Guided Imagery before/during,
etc band practice. Guided Imagery is the practice of using your senses to create a positive response
in your body and mind. It has been proven to help with health and creativity. It will take about 10 min-
utes. We will read to you and you get to relax and rest your brain. Remember to sit or lay down com-
fortably and please keep your hands and feet to yourselves. You can close your eyes or keep them
open, it’s up to you.”
SCRIPTS ON THE FOLLOWING PAGES -->

FOR MONDAY, TUESDAY & (POSSIBLY) WEDNESDAY
General wellness and relaxation via Favorite Place Imagery *Favorite Place Imagery Script by
Belleruth Naparstek (approximately 8 minutes)
Note: Some people spend a lot of time picking a favorite place, which can disrupt the intent for relaxa-
tion. Encourage the campers to pick a spot before they begin and remind them that it doesn’t have to
be perfect.
GUIDED IMAGERY SCRIPT
To begin with, see if you can position yourself as comfortably as you can, shifting your weight so that
you’re allowing your body to be fully supported by your chair or couch or whatever is supporting you.
Try to arrange it so that your head, neck, and spine `are straight.
And taking a deep, full, cleansing breath . . . inhaling as fully as you can . . .and breathing all the way
out ...
And again . . . breathing in . . . and this time, seeing if you can send the warm energy of the breath to
any part of your body that’s tense or sore or tight and breathing out . . .
So you can feel your breath going to all the tight, tense places, loosening and warming and softening
them . . . and then gathering up all the tension and breathing it out . . . so that more and more, you
can feel safe and comfortable, relaxed and easy, watching the cleansing action of the breath ... with
friendly but detached awareness . . .
And any unwelcome thoughts that come to mind, those too can be sent out with the
breath ... released with the exhale . . . so that for just a moment, the mind is empty . . . for just a split
second, it is free and clear space, and you are blessed with stillness . . .
And any emotions that are rocking around in there . . . those, too, can be noted, and acknowledged,
and sent out with the breath . . . like a lake with no ripples . . .
And now, imagining a place where you feel safe and peaceful and easy . . . a place from your past . . .
or somewhere you’ve always wanted to go . . . it doesn’t matter . . . just so it’s a place that feels good
and safe and peaceful to you . . .
And allowing the place to become real to you . . . looking around you . . .taking the place in with your
eyes . . . enjoying the colors . . . the scenery . . .looking over to your right . . . and over to your left . . .
And listening to the sounds of the place . . . whatever they might be . . . wind or water . . . birds or
crickets or multiple layers of sounds . . . just so your ears can become familiar with all of the beautiful
music that your special, safe place offers up to you . . .

And feeling whatever you’re sitting against or lying upon . . . or perhaps feeling the texture of the
ground beneath your feet . . . whether it’s sand or pine needles or grass . . . or you might be in a cozy
armchair . . . or sitting on a nice, warm rock in the sun . . .
And feeling the air on your skin . . . crisp and dry . . . or balmy and wet . . .perhaps you are inside,
feeling the warmth of a cozy fire on your face and hands . . . or maybe you are outdoors, and there’s
just the subtlest caress of a fragrant, gentle breeze . . . so just enjoying the feel of the place on your
skin. ..And smelling its rich fragrance . . . whether it’s the soft, full scent of flowers . .. or sharp, salt
sea air . . . sweet meadow grass . . . or maybe the pungent smell of moss in the forest . . .
So just taking it all in, all the richness of it . . . with all of your senses . . .becoming more and more
attuned to your safe and beautiful special place . . .just feeling thankful and happy to be there . . .And
letting your body soak in the vibrance of the place . . . letting its richness penetrate all the way in . .
.So just letting the beauty of the place nourish you . . . taking it with every full, deep breath . . . all the
way down into your belly . . . all the way down to the tips of your toes . ..
feeling the penetrating warmth and power of the place . . .soaking into your skin . . . down through
muscle and bone . . . all the way to each and every cell . . . reaching down to the peaceful stillness at
your very center . . .
(longer pause)
And so . . . knowing that you can call forth this place . . . whenever you wish . .. once again, feeling
yourself sitting in your chair or lying down . . . just breathing in and out, very rhythmically and easily . .
. and very gently and with soft eyes, letting yourself come back into the room whenever you are ready
. .. knowing in a deep place that you are better for this . . .
And so you are . . .
SEE NEXT PAGES FOR (POSSIBLY) WEDNESDAY, THURSDAY & FRIDAY

FOR (POSSIBLY) WEDNESDAY, THURSDAY & FRIDAY
Help with performance anxiety via Peak Performance Imagery *Peak Performance Imagery
Script by Belleruth Naparstek (approximately 8 minutes)
GUIDED IMAGERY SCRIPT
To begin with, see if you can position yourself as comfortably as you can, shifting your
weight so that you’re allowing your body to be fully supported. Try to arrange it so that your
head, neck, and spine are straight . . .
And taking a deep, cleansing breath . . . inhaling as fully as you comfortably can . . . (pause)
and exhaling fully . . . (pause)
And again . . . breathing deep into the belly if you can . . . (pause) . . . and breathing out, as
completely as possible . . . (pause) . . .
And once more . . . breathing in and sending the warm energy of the breath to any part of
your body that’s tense or sore or tight . . . and releasing the tension with the exhale . . . so
you can feel your breath going to all the tight, tense places, loosening and softening them .
. . and the gathering up all the tension and breathing it out . . . so that more and more, you
can feel safe and comfortable, relaxed and easy, watching the cleansing action of the breath
. . .with friendly but detached awareness . . .
And any unwelcome thoughts that come to mind, those, too, can be sent out with the breath
. . . released with the exhale . . . so that for just a moment, the mind is empty . . . for just a
split second, it is free and clear space, and you are blessed with stillness . . .
And any emotions that are rocking around in there . . . those, too, are noted, and acknowl-
edged, and sent out with the breath . . . so that your emotional self can be still and quiet, like
a glassy lake . . .And now, imagining yourself doing something . . . whatever activity you’ve
chosen to work with for now . . . (pause) . . .
And seeing yourself engaged in that activity . . . in all your surroundings . . .noting where
you are . . . looking around you . . . taking in the sights . . . the sounds . . . the smells . . .
there may even be tastes . . . so just letting yourself become aware of your environment
with all of your senses . . . even the feel of your clothes on your body . . . and the air on your
skin . . .
And noticing the way your body feels to you . . . in whatever way it’s positioned . . . (pause) .
. . ..............................or moving . . . with friendly but detached awareness . . .

And now, if you would, see if you can imagine what it feels like to be absorbed in this
activity . . . fully and completely . . . so focused and involved in it that you’ve lost all sense of
yourself . . . moving beyond a sense of time and place. . . just doing what you do . . . freely
and easily . . . flowing in perfect sync with yourself . . . the dancer becoming the dance . . . the
singer becoming the song . . . (pause) . . .
So just enjoying the perfect harmony of mind and body merging into the doing and being . . .
feeling the grace of being so crisply focused . . . and yet so steady
Enjoying the elegant intelligence o the body . . . knowing what to do without being told . . . .
effortless . . . graceful and easy . . . merging in perfect pitch with its music . . . suspended in
time and space . . . like a beautiful bird, aloft on the back of the wind . . .
Holding this moment . . . breathing it in . . . touched by the joy of being alive . .. and filled with
gratitude for just being . . .
And so whenever you are ready . . . taking another deep, full breath . . . .(pause) . . . and ex-
haling fully . . . (pause) . . . knowing you can come back to this place, and the richness of this
experience, whenever you wish . . .
And so . . . breathing rhythmically and easily . . . whenever you are ready . . .allowing yourself
to come back into the room whenever you are ready . . .knowing in a deep place that you are
better for this . . .
And so you are . . .

RCRC CAMP SONG
Put your earplugs in
Crank it up!
Got a song to sing
Got a lot to bring
I hear the sound
I find my voice
Jump around
Make some noise!
We’re not with the band

WE ARE THE BAND!
We’re here to rock
And we won’t stop!
We won’t stop!
We are a band of bands

Sewn together hand-in-hand
Strumming from the heart
Drumming beats SO HARD!
Rain City, pour your sound on me...
This is the sound of a new generation

This is the sound of a revolution!
REVOLUTION!
WE ROCK!!!
WE ROCK!!!
WE ROCK!!!
Seattle
https://raincityrockcamp.org/video/rcrc-camp-song

PEDAL POWER!
Effects pedals are electronic devices that can alter the
natural sound of the guitar. Pedals or “stompboxes” have a
switch that can be stepped on to turn the effect on or off.
TYPES OF PEDALS:
PITCH-SHIFT PEDALS
TIME-BASED PEDALS Harmonizer, Octave,
Delay, Echo, Looping, Vibrato, Whammy
Reverb
DRIVE/GAIN PEDALS MODULATION PEDALS

Distortion, Fuzz, Over- Chorus, Flanger,
drive, Boosters Phaser, Tremolo
THE SHORT & DIRTY ON PEDALS:

Different styles of music have “flavors” or “colors” of sound that listeners associate with bands or
songs in those genres. Those unique sounds have been developed by players experimenting with
the instruments, amps and playing techniques. Some of these characteristics have been captured
electronically in pedals.
There are many kinds of pedals that are packaged in different shaped metal or plastic cases, called
housing. Some have a very specific function and one, two or three knobs that control the volume,
speed (rate) or depth (intensity) of change. Others have several knobs and some pedals even have
a combination of tricks, like tremelo AND reverb, or octave generators AND fuzz. Pedals can be
connected in a “chain” by short instrument cables so you can layer effects that way, also.
OTHER USEFUL PEDALS:

EXPRESSION PEDALS
Rocking back and forth
TUNING PEDALS on these pedals
An accurate way to changes the EQ
tune up, especially and gives the
when there is a lot sound a dynamic
of noise around you. quality.
EQ (Equalization) PEDALS
Used to adjust the highs or lows
in an instrument’s sound, just
like EQ on a stereo or TV.

PRACTICE PAGE
BASS NECK CHART
G
D
A
E
CHORD
1 2 3CHARTS
4 5 6 FOR
7 8 YOU
9
G
D
A
E
1 2 3 4 5 6 7 8 9
G
D
A
PRACTICE PAGE
WORDS:
E
1 2 3 4 5 6 7 8 9
G PRACTICE PAGE
D
A
E
1 2 3 4 5 6 7 8 9

WORDS:
NOTES

PRACTICE PAGE
BASS NECK CHART
G
D
A
E
CHORD
1 2 3CHARTS
4 5 6 FOR
7 8 YOU
9
G
D
A
E
1 2 3 4 5 6 7 8 9
G
D
A
PRACTICE PAGE
WORDS:
E
1 2 3 4 5 6 7 8 9
G PRACTICE PAGE
D
A
E
1 2 3 4 5 6 7 8 9

WORDS:
NOTES

Daily Schedule
MAKE NEW FRIENDS
MONDAY WACKY
8:30 CAMPER ARRIVAL
TRY SOMETHING NEW
WEDNESDAY
TUESDAY
9:00 MORNING ASSEMBLY
TO 8:30 CAMPER ARRIVAL
ROCK ROOM
9:30
TO ROCK ROOM
8:30 CAMPER ARRIVAL
9:30
INSTRUMENT
INSTRUCTION 9:00 MORNING ASSEMBLY
9:30 CASSETTES/MP3S TO INSTRUMENT
ROCK ROOM
TO 9:30 INSTRUCTION
9:30 CASSETTES/MP3S
10:30 WORKSHOP:
ARE YOU READY TO ROCK? INSTRUMENT TO
10:45
WORKSHOP: WORKSHOP:
8-TRACKS/VINYLS INSTRUCTION PRACTICE OF MEDIA
SELF-LOVE
9:30 CASSETTES/MP3S VINYLS
INSTRUMENT 8-TRACKS
TO
INSTRUCTION 10:45
WORKSHOP: WORKSHOP: INSTRUMENT
PRACTICE MAKES
10:45 8-TRACKS/VINYLS PROGRESS
SOUNDCRAFTING
INSTRUCTION
TO 8-TRACKS VINYLS 11:00 8-TRACKS/VINYLS
11:45 WORKSHOP: TO
INSTRUMENT 12:15 WORKSHOP:
ARE YOU READY TO ROCK? WORKSHOP:
CASSETTES/MP3S INSTRUCTION PRACTICE OF
MEDIA
11:00 8-TRACKS/VINYLS
SELF-LOVE
CASSETTES
MP3S
TO
12:15 WORKSHOP: WORKSHOP: LUNCH
12:00 BAND FORMATION PRACTICE MAKES 12:30
SOUNDCRAFTING ROCK ROOM
TO PROGRESS
CASSETTES
ROCK ROOM MP3S
12:45
LUNCH BAND PRACTICE
12:30 ROCK ROOM CASSETTES/MP3S
LUNCH 1:00
12:45 ROCK ROOM TO
BAND PRACTICE 2:30 WORKSHOP: WORKSHOP:
PRACTICE OF
CASSETTES/MP3S SELF-LOVE
MEDIA
1:00 8-TRACKS
BAND PRACTICE VINYLS
TO
1:15 CASSETTES/MP3S 2:30
WORKSHOP: WORKSHOP:
PRACTICE MAKES BAND PRACTICE
TO PROGRESS
SOUNDCRAFTING
2:45 WORKSHOP: 8-TRACKS 2:30 8-TRACKS/VINYLS

VINYLS
SONGWRITING TO
8-TRACKS/VINYLS 4:00 WORKSHOP: WORKSHOP:
BAND PRACTICE PRACTICE OF
MEDIA
2:30 8-TRACKS/VINYLS SELF-LOVE
CASSETTES MP3S
BAND PRACTICE TO
4:00 WORKSHOP: WORKSHOP: AFTERNOON
2:45 8-TRACKS/VINYLS PRACTICE MAKES 4:00
PROGRESS SOUNDCRAFTING ASSEMBLY
TO CASSETTES MP3S TO
& ROCK SHOW
4:15 WORKSHOP: 5:00
ROCK ROOM
SONGWRITING AFTERNOON
4:00 5:00
CASSETTES/MP3S ASSEMBLY CAMPER PICK-UP
TO
& ROCK SHOW
5:00
AFTERNOON ROCK ROOM
4:15 ASSEMBLY 5:00 CAMPER PICK-UP
TO & ROCK SHOW
5:00
ROCK ROOM
5:00 CAMPER PICK-UP
FRIENDS 4 EVER
FRIDAY
THANKFUL 8:30 CAMPER ARRIVAL
THURSDAY 9:00
TO
MORNING ASSEMBLY
ROCK ROOM
9:30
8:30 CAMPER ARRIVAL

WORKSHOP: WORKSHOP:
TO
ROCK ROOM 9:30 SHOWCASE BAND
9:30
TO RUNTHRU BUSINESS
10:45 8-TRACKS CASSETTES
INSTRUMENT INSTRUCTION
VINYLS MP3S
CASSETTES/MP3S
9:30
TO
10:45 WORKSHOP WORKSHOP WORKSHOP: WORKSHOP:
WORKSHOP: CHOICE: CHOICE:
BOUNDARIES BOUNDARIES BODY POWER
11:00 SHOWCASE BAND
VINYLS 8-TRACKS 8-TRACKS TO RUNTHRU BUSINESS
12:15 8-TRACKS
CASSETTES
INSTRUMENT INSTRUCTION MP3S VINYLS
TO LUNCH
12:15 12:30
WORKSHOP WORKSHOP ROCK ROOM
WORKSHOP: CHOICE: CHOICE:
BODY POWER BODY POWER BOUNDARIES
CASSETTES MP3S MP3S
WORKSHOP:
SCREEN-PRINTING
12:30 LUNCH 1:00 8-TRACKS/VINYLS
ROCK ROOM TO
2:30 BAND PRACTICE
BAND PRACTICE CASSETTES/MP3S
CASSETTES/MP3S
1:00
TO WORKSHOP:
WORKSHOP WORKSHOP
2:30 CHOICE: CHOICE: SCREEN-PRINTING
EXPRESS YOURSELF IDENTITY & ACTIVISM 2:30 CASSETTES/MP3S
8-TRACKS/VINYLS 8-TRACKS/VINYLS TO
4:00
BAND PRACTICE
BAND PRACTICE 8-TRACKS/VINYLS
TO AFTERNOON ASSEMBLY
4:00 WORKSHOP 4:00
WORKSHOP & ROCK SHOW
CHOICE: CHOICE: TO
EXPRESS YOURSELF IDENTITY & ACTIVISM 5:00 ROCK ROOM
CASSETTES/ MP3S CASSETTES/ MP3S
5:00 CAMPER PICK-UP
4:00 AFTERNOON ASSEMBLY
TO & ROCK SHOW
5:00 ROCK ROOM
SATURDAY
5:00
SHOWCASE
CAMPER PICK-UP
10:30AM SHOWCASE SET-UP @ CROCODILE
11:45AM COACH, COUNSELOR & VOLUNTEER ARRIVAL
12:00PM CAMPER BANDS ARRIVE
12:30PM SHOWCASE!
GENERAL SCHEDULE & INFORMATION
Session 1
Camp Dates: Monday, July 16-Friday, July 20, 2018. Times: 9am-5pm
Camp Venue: Greenlake Elementary School, 2400 N 65th St, Seattle, WA 98103
Showcase Date: Saturday, July 21, 2018, 12:30 pm
Saturday Showcase Venue: The Crocodile Cafe, Belltown
Session 2
Camp Dates: Monday, July 23-Friday, July 27, 2018. Times: 9am-5pm
Camp Venue: Greenlake Elementary School, 2400 N 65th St, Seattle, WA 98103
Showcase Date: Saturday, July 28, 2018, 12:30 pm
Saturday Showcase Venue: The Crocodile Cafe, Belltown
For a detailed schedule of classes & workshops as well as more general information, see the “How to be a
Rock Camp Volunteer” website. Please do not share this site with anyone outside camp, since it contains
confidential information.
http://raincityrockcamp.org/how-to-be-a-rock-camp-volunteer/
Password: 2018progress!
Phone numbers:
Camp Front Desk (Call or Text, please identify yourself): 206.437.2365
PARKING/ TRANSPORTATION
Carpooling, biking and public transportation is encouraged! There is street parking near the school.
WHAT TO BRING
Please label your belongings!
• A water bottle.
• If you need your caffeine, please bring a coffee mug or thermos to keep the environment
happy. Water, tea and coffee are provided throughout the week!☺
• Earplugs (we do get LOUD during band practice). We will have earplugs at camp, but if
you have special ones that you like to use, bring them with you!
• Layered clothing. You can quickly go from cool to hot once you start rockin’.
• Cash. There will be merch around. You may want a snack that isn’t provided, so you can take a
look around the area for options.
MERCHANDISE
There will lots of great RCRC merch available for purchase at camp. We have a fine selection of RCRC
t-shirts, hoodies, totebags, pins and stickers. We take cash, check, and credit cards!

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2018 SUMMER CAMP GUIDE

SELF-EMPOWERMENT and development of the strengths in each of us

MUSIC as a medium for personal growth and social change

LEADERSHIP OPPORTUNITIES for girls, women, and gender non-conforming individuals

SUPPORTIVE & INCLUSIVE COMMUNITY in our work and partnerships

DIVERSITY because together we are better

PROGRESSIVE APPROACHES to fighting sexism and societal inequities

AUTHENTICITY & RESPECT in all spaces

• To encourage collaboration, empowerment, self-expression, and mutual respect

ESTABLISHING A SAFE ENVIRONMENT

4 Rain City Rock Camp • Summer 2018

Setting Appropriate Emotional Boundaries

Things to Respond to with Extreme Care

Things You Should Never Discuss with a Camper

INTERACTIONS BETWEEN VOLUNTEERS & INTERNS

Summer Camp Band Coach Guide 5

6 Rain City Rock Camp • Summer 2018

INTERNET/ELECTRONIC PRIVACY POLICY

Summer Camp Band Coach Guide 7

CONFLICT RESOLUTION STRATEGIES

8 Rain City Rock Camp • Summer 2018

4. Restate the Problem.

5. Ask for Solutionws/Choose One Together

6. Be Prepared to Give Follow-up Support

NORMAL PEER CONFLICT BULLYING

What Can You Do?

• Emotional mistreatment of campers or other children participating in RCRC activities or events,

MENTAL HEALTH RESOURCES

10 Rain City Rock Camp • Summer 2018

ROCK CAMP ROLES

Summer Camp Band Coach Guide 11

APPROPRIATE PHYSICAL CONTACT FOR VOLUNTEERS

12 Rain City Rock Camp • Summer 2018

VISITOR & FRIEND POLICY

EMERGENCY & MEDICAL RESOURCES

STANDARD FIRST AID/CPR

FOOD & BREAKS

Summer Camp Band Coach Guide 13

TALKING WITH YOUTH

14 Rain City Rock Camp • Summer 2018

GEAR, EQUIPMENT & MAINTENANCE NEEDS

Help! The instrument or amp isn’t working!

Help! The Effects Pedal Won’t Work!

Summer Camp Band Coach Guide 15

ROLE OF THE BAND COACH

BAND PRACTICE BASICS

16 Rain City Rock Camp • Summer 2018

Summer Camp Band Coach Guide 17

What is the opportunity for youth leadership?

What is the opportunity for youth choice/voice?

18 Rain City Rock Camp • Summer 2018

OUR BAND NORMS

Summer Camp Band Coach Guide 19

Some ideas are...

3. Ask the vocalist to identify something silly to sing.

Campers with different levels

ADDITIONAL WARM-UP IDEAS ON THE FOLLOWING PAGES (p21-22) -->

20 Rain City Rock Camp • Summer 2018

USE THE QUARTER NOTES TO SET YOUR BEAT!

LISTEN TO THE BEAT!

VARIATIONS YOU CAN TRY:

Summer Camp Band Coach Guide 21

1 & 2 & 3 & 4 &