Montgomery High School

Concert Orchestra

2012-2013

Handbook

Mr. Kahalehoe

609-466-7602 ext. 6124

Only when the form grows clear to you, will the spirit become so too.
-- Robert Schumann, Advice to Young Musicians (1848)

Music is the one incorporeal entrance into the higher world of knowledge which comprehends mankind but which mankind cannot comprehend.
-- Ludwig van Beethoven

I worked hard. Anyone who works as hard as I did can achieve the same results

-- Johannes Sebastian Bach

Competitions are for horses, not artists.

--Bela Bartok

Art is the most beautiful deception of all. And although people try to incorporate the everyday events of life in it, we must hope that it will remain a deception lest it become a utilitarian thing, sad as a factory.

--Calude Debussy


Required Items for Class

·  YOUR EARS TURNED ON EVERY DAY!! LISTEN!!!!!!!!!!

·  PENCIL!!!! EVERY DAY, ON YOUR STAND, WITHOUT EXCEPTION

·  Chromatic Tuner – every student needs a chromatic tuner to complete some of the practice assignments given and tune every single day before rehearsal. If you don’t already have a tuner, the least expensive, yet quality tuner is the Korg CA-30. They can be ordered through the school.

·  Instrument, etc. - you will need your instrument every day. Violinists and violists should use their better instruments in class, or at least their good bows. Cellists can use a school owned instrument, but should make every effort to use their best bow. Every student also needs their own rosin (except bassists) as well as replacement strings. Cellists and bassists should have a rock stop/chair strap for concerts, and every violinist/violist should have a quality shoulder rest (Kun, etc.).

·  Folders/music – folders will be given out by stand and stored in the folder storage rack. Every student will be given their own practice copies. Folders should not leave the room.

It goes without saying that you need to have the proper attitude and a love for music! These are the most important things we can bring with us each day.

In the next few pages, a bunch of rules, procedures, grading policies, and other guidelines will be reviewed. What is written on these pages are not rules to be enforced for the sake of enforcing rules, but rather, are a natural outcome of an environment that nurtures respect for each other, self-discipline, self-esteem, and the creation of the fantastic art form we call music!


Class Policies

·  Attendance will be taken each day three minutes after the bell rings. If you are not in your seat ready to play at this time, you will be marked tardy to class unless you have a pass.

·  Once you have your instrument out, please warm up PROPERLY. We will discuss proper warm up techniques in class.

·  The music you’ll need for rehearsal and the day’s plans will be on the board or tv screens. The conductor should not have to speak a word about what we are playing. We should just be able to begin at the right place. Please have your needed materials.

·  You must use your tuner EVERY rehearsal at the beginning of class. Make sure you get to class quickly so you have time to take care of this.

·  Have your tuner, music for the day, and pencil on your stand ready to go

·  Be respectful of each other (this covers pretty much everything else)

·  Be respectful to the music!!!!

·  Music stands are meant for holding music… not text books, game systems, magazines, homework, etc…. you get the idea!

·  All music should be appreciated whether you “like it” or not. Try to find the creative outlet the composer is going for

·  Always try to answer the following: “What affective response is the music creating in you and what elements of the musical composition do you believe are creating that response.”

Concert Attire

·  Men – White button down dress shirt, solid black slacks, solid black tie, black socks, solid black shoes. No black sneakers are acceptable. YES… BLACK TIE!

·  Women – Solid white blouse/top and solid black slacks or appropriate length skirt (at least knee length). Formal shoes.

Facility Use

Storage Racks

You will be issued a spot on a storage rack to store your instrument. Please make sure that this is the only spot where your instrument is stored. Also, please keep your music in your folder slot!

Band Room Usage

We have a beautiful, state of the art rehearsal hall, providing you with a comfortable place to have class. To keep it this way, there will be absolutely no food, drinks (except water), or gum allowed in the band room. At the end of each rehearsal, everything must be put away in its appropriate place. Additionally, students may not leave items in the band room that are not related to band rehearsals (books, lunches, gym clothes, etc.).

A few band room policies that must be adhered to:

·  All chairs and music stands will be placed EXACTLY back in their spots at the end of each rehearsal. Music stands should be pushed all the way down.

·  During rehearsal, all instrument cases and book bags must be kept either under your chair or in your cage.

·  Anything that is left out (clothing, text books, etc.) will be collected and either thrown away or delivered to the office’s lost and found.

Practice Rooms

The practice rooms are for student individual and sectional practice. Students may not use these rooms without express permission of either Mr. Kahalehoe or Mr. Warshafsky. Students may reserve time to use these rooms during their lunch but MAY NOT EAT IN THE ROOMS! You are HIGHLY encouraged to use these rooms during the day. That’s what they are there for. PLEASE PRACTICE!!!

Music Library, Instrument Repair Room, and Storage Room

Students are not to be in any of these areas without permission of either Mr. Kahalehoe or Mr. Warshafsky.

School Instrument Usage

The school instruments are either new or relatively new and unblemished. For those students using them, it is a privilege extended to you and will last as long as proper respect is given to these instruments. Any student who misuses a school instrument will loose that privilege. Any student who damages a school instrument will be responsible for the cost of repair to that instrument. Parents of students who use a school instrument will need to sign a form that acknowledges financial responsibility for any damage that may occur.

Orchestra Auditions/Membership

Orchestra Placement, 2013-2014

Auditions for the 2013-2014 chamber orchestra will take place after the winter break. Your audition materials will be made available in the first month of school.

Placement for the 2013-2014 school year will be based upon the following:

·  60% - playing assessments during the first half of the year

·  40% - seating audition that will take place after the winter break


Artistry!

Think about the ways in which you experience and perceive music (feel free to add to this list)

·  Aurally – how we use our hearing to make creative interpretations and decisions

·  Kinesthetically – your body will often have kinesthetic/muscle motion reactions to what you are hearing. Does the music make you move in any fashion at all?

·  Emotionally – how does the music make you feel and how would you describe those feelings? Is it possible to explain to someone exactly how that music makes you feel in a fashion that they can sympathize with you and fully understand?

·  Others?

Can you think about what specifically in the music causes you to react, interpret, create, and emote in these fashions? Is it the orchestration, harmony, rhythm, melody, articulation, dynamic… the list goes on? Is it all of these put together? Is it a sudden change from minor to major?

What is so unique about music that it transcends the language and culture barrier?

Ask yourself at all times what type of musician you are:

1)  good student – the good student is prepared for class, has a positive attitude and takes the responsibility to ensure their preparation on correct notes and rhythms

2)  competent performer – you are a good students, but in addition to correct notes and rhythms, you are concerning yourself with all the proper articulations, dynamics, breathing points, phrasing, note endings, etc. In other words, you pay attention to the details of your part

3)  musician – you not only become a competent performer on your individual part, but you also concern yourself with everyone else’s part as well. You listen to what other sections are playing and understand how those parts fit in with yours

4)  artist – you engage in active listening and thought. Active listening and thought is when you, the musician, not only understand how your part works with everyone else’s, but analyze all the parts and how they work together to help you make interpretive and creative decisions. You listen to the ensemble as a whole, analyze what you are hearing, and react by playing in an artistic fashion that you believe is appropriate based upon the music you are listening to.

In orchestra, we will often explore the background of the music we are playing to help us come to educated decisions on interpretation.

Interpretation

What does it mean to interpret music?

What knowledge about the music are you using to make interpretive decisions?

Once these decisions are made, what aspects of your playing can you change to make the music sound the way you want it to?

1.  tempo – although the tempo is generally marked on a piece, we have the freedom to change that tempo, within limits, depending upon how we feel about the music. Changing the tempo even a little can completely change the character a piece takes on.

2.  note beginnings – a more common way to think about this is articulation. The decisions we make about how we begin a note can drastically change the style of a piece

3.  note endings – another way to think about this is with regards to the space between notes and how the end of one note leads to the beginning of a next. For example, do they connect? Is there space between the notes? If so, how much? Do the notes end abruptly or resonate?

4.  volume – how loud or soft we play, and how we fluctuate volume is better known as dynamics. Dynamics don’t just tell us how loud to start or end a note, but also how to fluctuate or not fluctuate the volume during the body of a note, even if that note does not last long. Volume choices happen at every second of every piece. Volume choices effect balance within the ensemble and blend within your section

5.  tone quality – advanced musicians will make choices regarding the type of tone they play with in relation to the music they are performing.


Grades

A lot of people look at grades as a weight hanging over them and allow them to place a great deal of pressure on them. They see grades as an end rather than a means. Allow me to explain:

End – When grades are seen as the goal, a lower grade than expected results in feelings of failure. When grades are seen as that which determines future opportunities, lack of achievement is seen as a loss of opportunity. Because of this, viewing grades in this manner leads to negative feelings of pressure, frustration, and anxiety even when high grades are achieved

Means – When grades are seen as a means to achieving the goal of maximum learning, a lower grade than expected leads to opportunities for learning. Viewing grades as an indicator of your learning helps you in guiding you to the highest levels of learning. Getting a lower grade does NOT mean failure. It simply is a resource for you to see where you can still learn more. As long as you continue your learning with assessments as a guide, you will always feel successful. Viewing grades as an opportunity for future learning to feelings of opportunity, future success, and increased self-worth as you learn even more.

Because grades should be seen as a doorway to future learning, the following policies are in effect:

1.  playing assessments – if you receive a grade you are not pleased with, you may retake the playing assessment once. Of course, we have to be realistic regarding time constraints. You must talk to Mr. Warshafsky or Mr. Kahalehoe to let them know you want to retake the assessment within 2 days of receiving your initial grade. Our goal is for everyone to be able to perform at the highest levels. If everyone gets an A, that means our band will sound even better!!

2.  self-assessments – In order for assessments to help guide your learning effectively, you should receive them frequently. Unfortunately, Mr. Kahalehoe and Mr. Warshafsky have limited time to conduct these assessments. Because of this, we will ask you to regularly assess yourselves using a rubric you’ll be given. These are explained more below


Music Assessments

Your grades in band will be based upon the following assessments/criteria:

Repertoire Individual Playing Assessments (IPA) – 15%

At least one time per marking period, you will be assessed on the band music that we are currently working on.

Benchmark Assessments – 10%

Each marking period, you will receive a short piece of music that is different from your band music. These pieces will focus on certain pedagogical skills we are looking for you to improve upon. You’ll be asked to play them for us towards the end of the marking period. These assessments will count for 10% of your grade.