Band Handbook - Anderson School District One / viewPossible groups would be Woodwind Quintet, Brass Quintet, Saxophone Quartet, Horn Ensemble, Trombone Quartet, Low Brass Ensemble,

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Text of Band Handbook - Anderson School District One / viewPossible groups would be Woodwind Quintet, Brass...

Band Handbook

2012-2013 Band Handbook

Mrs. Leslie Phillips

Director of Bands

Mr. Nicholas Hawkins

Assistant Director

Dr. Chris Ferguson

Principal

Powdersville High School

145 Hood Road

Greenville, SC 29611

Email: PhillipsL2@anderson1.k12.sc.us

HawkinsN@anderson1.k12.sc.us

*Some of the material contained in The Handbook has been used and adapted from other handbooks and resources. Every effort has been made to give complete bibliographic information. Contributions have been made by the following: Bruce Dinkins, Bowie High School, Austin, Texas; Alfred Watkins, Lassiter High School, Marietta, Georgia; Gary Gribble, Pope High School, Marietta, Georgia; Miller Asbill, University of New Mexico, Albuquerque, New Mexico.

Band Students and Parents:

WELCOME to one of the most exciting experiences in which you can be a part THE BAND! Now, more than ever, we have information to justify why we do this demanding, yet rewarding activity. Experts have concluded that the study of music helps with spatial reasoning, test taking, and overall quality of life! Factor in social skills, emotional development, leadership training, group interaction, aesthetic perception, music making, and the discipline of being in a band program, and I dont know why anyone would not want to be involved in a band program like the one we will be building here at Powdersville High School! The ultimate goal is a lifelong understanding and appreciation for quality music and music making!

EVERYONE SHOULD READ THE INFORMATION IN THE HANDBOOK, even veterans. Some of the information has changed, so make sure youre informed. For new folks, this is the band bible that keeps us running smoothly and efficiently. Most questions can be answered by consulting THE HANDBOOK and policies will be adjusted from year to year as the need arises to clarify issues within the program. It is my hope that the information contained in this handbook will be both INFORMATION and INSPIRATION! The advocacy articles, What Is A Band Parent, and How Parents Can Help, are both designed to give guidance to parents; read them carefully and with insight! Students need to know that we think that what they do is important. You will quickly find that band is truly a FAMILY in and of itself.

This spring has been dedicated to ensuring the success of our students. In all areas of the program, we have planned for growth and indications are that things are only going to prosper. As of this writing, we are looking ahead to some wonderful opportunities for the coming year.

We will perform at home and away football games, competitions, parades, and other SCBCDA events throughout the school year!

Also for the coming year, we would like to welcome a whole new staff to the band family. I am new to the program and will be bringing along several new people to assist us this year! I have hired: Jayme Ramos (Color Guard Technician), Robert Dykens (Percussion Writer/Technician), JD Chevalier (Front Ensemble Arranger/Technician), Lauren Ogburn (Woodwind Instruction), Dustin Bays, (Brass, Marching Instruction), Shane Kelbley (music writer), JR Carlisle (consultant/drill writing), and Jen Barton (Visual Consultant). We will also have some help from interns from Anderson University. I am super excited to have assembled such a high caliber group to lead the MARCHING PATRIOT BAND! Some of these faces will be very familiar to you as we go through camp, and some are helping me behind the scenes.

I have made a commitment to develop our student leadership, as well as, our private lesson program. We have such tremendous potential in both areas. I recently had a band parent tell me that a former middle school band director made this statement: In this band program, you are doing your child a disservice by not providing private lessons they will either quit or be uninvolved. What a profound statement! We are fortunate to have fine symphony players in the area to teach our students and the other rewards are so great that you cant afford not to take advantage of this opportunity.

This handbook is designed to answer any questions you might have concerning the program. Please read all of the information and sign the perforated form in the back of the book. I am honored to be your band director and am looking forward to a great year!!

Leslie H Phillips

Director of Bands

To the Students and Parents of the 2011-12 Powdersville High School Band:

Aristotle noted that The whole is greater than the sum of its parts.Nowhere is this more evident than in high school marching band. When individuals come together with a singular purpose, and they bring the dedication and commitment necessary, the result is a visual spectacle of music and pageantry. Whereas there are many schools that have a tradition of excellence, it is up to the 2012-13 Powdersville High School Marching Patriots to ESTABLISH a tradition of excellence that will reach generations to come. I look forward to watching our band grow, improve, and become a unit that is greater than any of the individuals therein. Best of luck to you! Go PATRIOTS!

Sincerely,

Dr. Chris J. Ferguson

If Better Is Possible, Then Good Is Not Enough!

STUDENT HANDBOOK

(2012-2013)

A STATEMENT OF POLICY

In order to assist band members and parents in understanding areas of responsibility, a statement of band policy is herein set forth. Becoming familiar with this policy will enable each individual to make the most of this great opportunity to be a member of the Powdersville High School band program, becoming a better person and a better musician.

We firmly believe that the student should improve through regular practice. In the Powdersville High School band program we feel that when the student has lost the will to improve him / herself or make a better contribution to the band, he is wasting the time and efforts of his / her fellow members and the community by continuing in this program. The HAPPIEST student is the one who is improving through regular habits of practice and daily progress. He / she must not only know right from wrong, but must be able to stand for principles. He / she must develop a high sense of purpose toward which he / she is willing to work. RESPONSIBILITY is the focus behind any level of achievement within this program. We intend to conduct ourselves in a manner that will facilitate all students in learning and bettering themselves.

OBJECTIVES OF THE BAND PROGRAM

To teach music by its actual performance

To develop performance skills of the various wind and percussion instruments

To provide for the musical needs of the school and the community

To develop discrimination with the regards to the selection of music

To acquaint the students with Music Theory / History and how history and musical composition relate to students current life and musical experiences

To provide all students with the opportunity for worthy use of their time, a means for self expression, and a healthy social experience

To develop the ability to function as a responsible member of a group, enhance interaction, and develop Esprit de Corps

To foster leadership skills within each student

Did You Know

Students with band and orchestra experience attend college at a rate twice the national average.- Bands Across the USA.

College admissions officers continue to cite participation in music as an important factor in making admissions decisions. They claim that music participation demonstrates time management, creativity, expression, and open-mindedness.- Carl Hartman, Arts May Improve Students Grades, The Associated Press, October, 1999

American Attitudes Toward Music

Education

According to the NAMM/Gallup Survey reported in 2003:

54 percent of households surveyed have a member who plays a musical instrument

31 percent of those who played an instrument were between the ages 5 to 17, 27 percent were from 18- 34

51 percent of households owned a musical instrument

64 percent of instrument owners were college graduates

57 percent of instrument owners made more than $45,000 per year

40 percent of those playing, became interested through parental encouragement

28 percent became interested on their own

15 percent were inspired by a teacher

54 percent believe that children should be exposed to music before they are one year old

50 percent believe that music plays a significant role in preschool development

97 percent believe that playing a musical instrument provides a sense of accomplishment and is good

means of expression

95 percent said music was part of a well-rounded education

93 percent felt schools should offer musical instrument instruction as part of the regular curriculum

85 percent believe that participating in a school music program corresponds with better grades

79 percent felt that states should mandate music education so all students have the opportunity in school

88 percent said playing an instrument teaches children discipline

97 percent said playing an instrument helps a child appreciate arts and culture

71 percent believe that teenagers who play an instrument are less likely to have discipline problems

78 percent said learning a musical instrument helps you do better in other subjects

According to Joe Lamond, president and CEO, NAMM, This says a lot about the publics growing awareness of research linking music making with increased brain development in young children, s