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NationalDefence

Défensenationale

A-CR-CCP-904/PG-001

Issued on Authority of the Chief of the Defence Staff

Canada

CANADIAN CADET ORGANIZATIONS

MILITARY BAND – BASIC MUSICIANQUALIFICATION STANDARD AND PLAN

(ENGLISH)

Cette publication est disponible en français sous le numéro A-CR-CCP-904/PG-002.

NationalDefence

Défensenationale

A-CR-CCP-904/PG-001

Issued on Authority of the Chief of the Defence Staff

OPI: D Cdts 3 – Senior Staff Officer Youth Programs Development 2008-07-04

Canada

CANADIAN CADET ORGANIZATIONS

MILITARY BAND – BASIC MUSICIANQUALIFICATION STANDARD AND PLAN

(ENGLISH)

Cette publication est disponible en français sous le numéro A-CR-CCP-904/PG-002.

A-CR-CCP-904/PG-001

LIST OF EFFECTIVE PAGES

Contact Officer: D Cdts 3-2-7 – Staff Officer Common Cadet Program Development© 2008 DND/MDN Canada

A

Insert latest changed pages and dispose of superseded pages in accordance with applicable orders.

NOTE The portion of the text affected by the latest change is indicated by a black vertical line

in the margin of the page. Changes to illustrations are indicated by miniature pointinghands or black vertical lines.

Dates of issue for original and changed pages are:

Original........................... 0 ....................... 2008-07-04 Ch................................... 3 ..........................................Ch................................... 1 .......................................... Ch................................... 4 ..........................................Ch................................... 2 .......................................... Ch................................... 5 ..........................................

Zero in Change No. column indicates an original page. Total number of pages in this publication is 145consisting of the following:

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FOREWORD AND PREFACE

1. Issuing Authority. This Qualification Standard and Plan (QSP) A-CR-CCP-904/PG-001 was developedunder the authority of the Director Cadets and Junior Canadian Rangers (D Cdts & JCR) in accordancewith CATO 11-03, Cadet Program Mandate, CATO 11-04, Cadet Program Outline, CATO 31-03, Sea CadetProgram Outline, CATO 40-01, Army Cadet Program Outline, and CATO 51-01, Air Cadet Program Outline,and issued on the authority of the Chief of Defence Staff.

2. Development. Development of this QSP was in accordance with the performance-oriented concept oftraining outlined in the Canadian Forces Individual Training and Education System A-P9-050 Series, Manual ofIndividual Training and Education, with modifications to meet the needs of the Canadian Cadet Organizations(CCO).

3. Purpose of the QSP. The QSP is to be used by Cadet Summer Training Centres to conduct the MilitaryBand – Basic Musician qualification course, as outlined in CATO 11-04, Cadet Program Outline, CATO 31-03,Sea Cadet Program Outline, CATO 40-01, Army Cadet Program Outline and CATO 51-01, Air Cadet ProgramOutline.

4. Suggested Changes. Suggested changes to this document shall be forwarded through the normalchain of command to National Defence Headquarters (NDHQ) Attention: Staff Officer Common Cadet ProgramDevelopment (D Cdts 3-2-7) or by e-mail to [email protected]. Suggested changes shall be in tabularformat with three columns to capture; the page number, the paragraph/sub-paragraph number and suggestedtext amendment.

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PAGE

CHAPTER 1 GENERAL 1-1

AIMS 1-1PROGRAM MISSION AND PARTICIPANT OUTCOMES 1-1OUTLINE OF TRAINING 1-1PROGRAM DESIGN 1-1COURSE COMPONENTS 1-2PERFORMANCE OBJECTIVES 1-2METHOD OF ACHIEVING OBJECTIVES 1-5ATTENDANCE PREREQUISITES 1-5USE OF THE QSP 1-5

CHAPTER 2 TRAINING MANAGEMENT DETAILS 2-1

RESPONSIBLE AGENCY AND TRAINING ESTABLISHMENTS 2-1TRAINING DETAILS 2-1TRAINING CAPACITY 2-3TRAINING STAFF REQUIREMENTS 2-3RESOURCE REQUIREMENTS 2-6TRAINING ADMINISTRATION 2-6QUALIFICATION 2-6RELATED DOCUMENTS 2-6REFERENCES 2-6Annex A – MILITARY BAND – BASIC MUSICIAN SUMMARY AND TIMEALLOCATION 2A-1Annex B – SAMPLE SCHEDULE 2B-1Annex C – RESOURCE REQUIREMENTS 2C-1Annex D – REFERENCES 2D-1

CHAPTER 3 CADET EVALUATION 3-1

PURPOSE 3-1LEARNER EVALUATION 3-1CADET EVALUATION DESIGN AND DEVELOPMENT 3-1CADET PROGRAM DEVELOPMENTAL PERIODS (DPs) 3-2MILITARY BAND – BASIC MUSICIAN CADET ASSESSMENT OF LEARNINGPLAN 3-2MILITARY BAND – BASIC MUSICIAN ASSESSMENT INSTRUCTIONS ANDASSESSMENT INSTRUMENTS 3-3ADDITIONAL ASSESSMENT OF LEARNING ACTIVITIES 3-3MILITARY BAND – BASIC MUSICIAN QUALIFICATION STANDARD 3-3RECOGNITION OF ENHANCED PROFICIENCY ACHIEVEMENT 3-3CADETS NOT MEETING THE MILITARY BAND – BASIC MUSICIANQUALIFICATION STANDARD 3-3RECORDING AND REPORTING CADET ACHIEVEMENT 3-4MILITARY BAND – BASIC MUSICIAN CERTIFICATE OF QUALIFICATION 3-4MONITORING CADET PROGRESS 3-4TRAINING COUNSELLING SESSION 3-4TRAINING REVIEW BOARD (TRB) 3-4Annex A – CHARACTERISTICS OF CP DPs 3A-1

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PAGEAnnex B – ASSESSMENT OF LEARNING PLAN – MILITARY BAND – BASICMUSICIAN 3B-1Appendix 1 – SBM21 PC – ASSESSMENT INSTRUCTIONS 3B1-1Appendix 2 – SBM22 PC – ASSESSMENT INSTRUCTIONS 3B2-1Annex C – MILITARY BAND – BASIC MUSICIAN QUALIFICATION RECORD 3C-1Annex D – CADET INTERVIEW GUIDELINES 3D-1Appendix 1 – CADET INTERVIEW FORM 3D1-1Annex E – TRAINING COUNSELING SESSION GUIDELINES 3E-1Appendix 1 – TRAINING COUNSELLING SESSION FORM 3E1-1Annex F – TRAINING REVIEW BOARD (TRB) GUIDELINES 3F-1Appendix 1 – TRAINING REVIEW BOARD FORM 3F1-1

CHAPTER 4 PERFORMANCE OBJECTIVES 4-1-1

SECTION 1 PERFORMANCE OBJECTIVES AND TRAINING PLAN 4-1-1

SECTION 2 PO S013 – MAINTAIN A PRIMARY INSTRUMENT 4-2-1EO S013.01 – ASSEMBLE, DISASSEMBLE AND STORE A PRIMARYINSTRUMENT 4-2-2EO S013.02B – MAINTAIN A PRIMARY BRASS INSTRUMENT 4-2-4EO S013.02W – MAINTAIN A PRIMARY WOODWIND INSTRUMENT 4-2-6EO S013.02P – MAINTAIN A PRIMARY PERCUSSION INSTRUMENT 4-2-8

SECTION 3 PO S015 – APPLY MUSIC THEORY 4-3-1EO S015.01 – IDENTIFY ELEMENTS OF PITCH 4-3-2EO S015.02 – RECOGNIZE RHYTHM 4-3-4EO S015.03 – DEFINE MUSIC SYMBOLS AND TERMS 4-3-6EO S015.04 – ANALYZE SHEET MUSIC 4-3-8

SECTION 4 PO S016 – DEMONSTRATE RHYTHM SKILLS 4-4-1EO S016.01 – DEMONSTRATE RHYTHM SKILLS 4-4-2

SECTION 5 PO S017 – PLAY A SCALE OR RUDIMENTS 4-5-1EO S017.01M – PLAY A SCALE 4-5-2EO S017.01G – PLAY A SCALE 4-5-4EO S017.01D – PLAY LEVEL BASIC RUDIMENTS 4-5-6

SECTION 6 PO S019 – PERFORM LEVEL BASIC MUSIC 4-6-1EO S019.01 – PERFORM LEVEL BASIC MUSIC 4-6-2

SECTION 7 PO SBM20 – PERFORM THE LEADERSHIP ROLE OF A BASIC MUSICIAN 4-7-1EO SBM20.01 – PERFORM THE ROLE OF A PEER SENIOR 4-7-3EO SBM20.02 – PRACTICE SELF-ASSESSMENT 4-7-6

SECTION 8 PO SBM21 – EXECUTE DRILL AS A MEMBER OF A BAND 4-8-1EO SBM21.01 – EXECUTE BAND DRILL AT THE HALT 4-8-3EO SBM21.02 – EXECUTE BAND DRILL ON THE MARCH 4-8-6EO SBM21.03 – EXECUTE COUNTERMARCHES 4-8-8

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PAGEEO SBM21.04 – EXECUTE BAND DRILL AS PART OF A CEREMONIALEVENT 4-8-10

SECTION 9 PO SBM22 – PERFORM ENSEMBLE MUSIC AS A MEMBER OF A BAND 4-9-1EO SBM22.01 – PARTICIPATE IN INDIVIDUAL PRACTICE 4-9-3EO SBM22.02 – PERFORM ENSEMBLE MUSIC AS A MEMBER OF A BAND 4-9-5EO SBM22.03 – ATTEND A MUSICAL PERFORMANCE 4-9-8EO SBM22.04 – PERFORM IN A CONCERT 4-9-10

Annex A – INSTRUCTIONAL METHODOLOGIES AND THEIR APPLICATIONS 4A-1

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CHAPTER 1GENERAL

AIMS

1. The aim of the Cadet Program (CP) is to develop in youth the attributes of good citizenship andleadership, promote physical fitness, and stimulate the interest of youth in the sea, land and air activities ofthe Canadian Forces (CF).

2. The aim of the training resulting from this QSP is to develop the music proficiency of cadets and preparethem to support their corps/squadron bands and related music activities.

PROGRAM MISSION AND PARTICIPANT OUTCOMES

3. The mission of the CP is to contribute to the development and preparation of youth for the transitionfrom adolescence to adulthood, enabling cadets to meet the challenges of modern society, through a dynamic,community-based program.

4. CP Participant Outcomes are the benefits for the cadet during and/or after their involvement with theprogram that relate to knowledge, skills, attitudes, values, behaviour, condition, or status. The five outcomesof the CP are:

a. emotional and physical well-being,

b. social competence,

c. cognitive competence,

d. proactive citizenship, and

e. understanding the CF.

5. The program mission and participant outcomes are explained in greater detail in CATO 11-03, CadetProgram Mandate.

OUTLINE OF TRAINING

6. The CSTC Program provides training that is integral to the CP and focuses on giving a set portion ofthe cadet population instruction and opportunities to develop advanced knowledge and skills in specializedactivities and to develop instructors/leaders for these activities for all components of the CP. Additionally, itprovides these cadets further opportunities to develop, practice, and employ the general knowledge and skillsobtained through the corps/squadron program.

7. Description of Need. Cadet corps/squadrons require training opportunities that reinforce andsupplement music training conducted during the corps/squadron program’s optional program and/or duringregionally directed activities. Based on the training resulting from this QSP, cadets will achieve the Military Band– Basic Musician qualification and will be able to: further develop music, drill and ceremonial and leadershipknowledge and skills learned during the corps/squadron program and/or regionally directed activities.

8. Each CSTC qualification requires completion of a series of Performance Objectives (POs) andassociated Enabling Objectives (EOs).

PROGRAM DESIGN

9. Training associated with the Military Band – Basic Musician qualification has been designed:

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a. assuming that the cadets attending are between 13 and 14 years of age;

b. assuming that the cadets have an interest in and aptitude for music training;

c. assuming that cadets have not yet attained the Military Band – Music Proficiency Level Basicqualification;

d. assuming that cadets have successfully completed Phase Two/Red Star/Proficiency Level Twoqualification;

e. using age appropriate learning strategies;

f. using a typical training day consisting of eight 40 minute periods conducted during the daytimewith the evening dedicated to extra-curricular activities and free time;

g. using a week that typically begins on Monday and ends the following Sunday consisting of amaximum of six training days and a minimum of one day dedicated to extra-curricular activitiesand free time;

h. including training which is experiential and skills-based, with a lesser focus on theoreticalknowledge; and

i. assuming that learning will take place through a combination of programmed periods of instructionand unstructured discussions, teachable moments, and mentoring opportunities.

COURSE COMPONENTS

10. Mandatory Training. Mandatory training consists of those activities outlined in this QSP that CSTCs arerequired to conduct. These activities are comprised of the following two sub-components:

a. Standard Components. Standard components are periods allocated to provide the basicadministrative structure required to conduct a CSTC qualification course. These components aredescribed in more detail in Chapter 2.

b. Specialty Training. Specialty training are those periods allocated in support of a specificqualification aim and described in the requisite POs.

11. Extra-Curricular Activities. Extra-curricular activities are active and passive opportunities offered tocadets daily from the end of formal training to lights-out and during “Sunday routine”. Ancillary in nature, extra-curricular activities add value to the CSTC experience by: enhancing what is learned during the day, offeringfun recreational opportunities that encourage socialization, and allowing cadets to pursue personal interests.Specific direction regarding extra-curricular activities can be found in CATO 11-04, Cadet Program Outline.

PERFORMANCE OBJECTIVES

12. The following identifies the PO numbering system used within this QSP:

a. All CSTC Prg PO numbers begin with the letter “S” to denote “Summer” and are usually followedby three digits, to include:

(1) the first digit which denotes the Military Band – Music Proficiency Level associated with thePO (ie, Music Proficiency Level Basic is represented by the digit 0, Music Proficiency LevelOne is represented by the digit 1, etc);

(2) the second and third digits which denotes the music topic area associated with the PO takendirectly from A-CR-CCP-910/PG-001, Military Band – Music Proficiency Levels QualificationStandard and include:

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(a) 00–12 – Allocated to topics within the corps/squadron program,

(b) 13 – Instrument Maintenance,

(c) 14 – Allocated to the Pipe Band – Music Proficiency Levels Qualification Standard,

(d) 15 – Music Theory,

(e) 16 – Rhythm and Aural Skills,

(f) 17 – Scales and Rudiments,

(g) 18 – Sight-reading, and

(h) 19 – Level Music;

(3) certain POs use letters at the end of the three digits to provide further differentiation, toinclude:

(a) W – Woodwind,

(b) B – Brass,

(c) P – Percussion,

(d) M – Melodic,

(e) G – Mallet Percussion, and

(f) D – Snare Drum; and

(4) additional Military Band – Basic Musician POs begin with SBM (“S” for “Summer” and“BM” for “Basic Musician”) and are proceeded by the following numbers which relate to thecorresponding topic area, to include:

(a) 20 – Leadership,

(b) 21 – Drill and Ceremonial, and

(c) 22 – Ensemble Music.

13. The following are the POs that form the content of the Military Band – Basic Musician qualification:

a. Instrument Maintenance. PO S013 – Maintain a Primary Instrument (Chapter 4, Section 2)

(1) The aim of PO S013 (Chapter 4, Section 2) is to provide cadets with knowledge and skillsof instrument maintenance associated with Military Band – Music Proficiency Level Basicqualification.

(2) This PO supports music training by providing the basic skill set to accept personalresponsibility and accountability for an assigned resource. Music training contributesdirectly to the achievement of the program aim of developing in youth the attributes of goodcitizenship and leadership and stimulating the interest of youth in the sea, land, and airactivities of the Canadian Forces and also contributes to the participant outcomes of socialcompetence, cognitive competence, and understanding the Canadian Forces.

b. Music Theory. PO S015 – Apply Music Theory (Chapter 4, Section 3)

(1) The aim of PO S015 (Chapter 4, Section 3) is to provide cadets with the basic knowledgeof music theory associated with Military Band – Music Proficiency Level Basic qualification.

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(2) This PO supports music training by providing the cadets the theoretical foundation tosupport practical music training. Music training contributes directly to the achievement ofthe program aim of developing in youth the attributes of good citizenship and leadershipand stimulating the interest of youth in the sea, land, and air activities of the CanadianForces and also contributes to the participant outcomes of cognitive competence andunderstanding the Canadian Forces.

c. Rhythm and Aural Skills. PO S016 – Demonstrate Rhythm Skills (Chapter 4, Section 4)

(1) The aim of PO S016 (Chapter 4, Section 4) is to provide cadets with the basic knowledgeand skills to demonstrate the rhythm skills associated with Military Band – Music ProficiencyLevel Basic qualification.

(2) This PO supports music training by providing the cadets the basic practical skills to supportadditional practical music training. Music training contributes directly to the achievement ofthe program aim of developing in youth the attributes of good citizenship and leadershipand stimulating the interest of youth in the sea, land, and air activities of the CanadianForces and also contributes to the participant outcomes of cognitive competence andunderstanding the Canadian Forces.

d. Scales and Rudiments. PO S017 – Play a Scale or Level Basic Rudiments (Chapter 4, Section 5)

(1) The aim of PO S017 (Chapter 4, Section 5) is to provide cadets with the basic knowledgeand skills to play the required scale or rudiments associated with Military Band – MusicProficiency Level Basic qualification.

(2) This PO supports music training by providing the cadets the basic practical skills to supportadditional practical music training. Music training contributes directly to the achievement ofthe program aim of developing in youth the attributes of good citizenship and leadershipand stimulating the interest of youth in the sea, land, and air activities of the CanadianForces and also contributes to the participant outcomes of cognitive competence andunderstanding the Canadian Forces.

e. Level Music. PO S019 – Perform Level Basic Music (Chapter 4, Section 6)

(1) The aim of PO S019 (Chapter 4, Section 6) is to provide cadets with the basic knowledgeand skills to play the required Level Basic music associated with Military Band – MusicProficiency Level Basic qualification.

(2) This PO supports music training by providing the basic practical skills to perform music.Music training contributes directly to the achievement of the program aim of developingin youth the attributes of good citizenship and leadership and stimulating the interest ofyouth in the sea, land, and air activities of the Canadian Forces and also contributes to theparticipant outcomes of social competence, cognitive competence, and understanding theCanadian Forces.

f. Leadership. PO SBM20 – Perform the Leadership Role of a Basic Musician (Chapter 4, Section 7)

(1) The aim of PO SBM20 (Chapter 4, Section 7) is to provide cadets with knowledge and skillsto practice peer leadership during naturally occurring leadership opportunities.

(2) This PO supports leadership training by providing the basic skill set to perform theleadership role of a basic musician. Leadership training contributes directly to theachievement of the program aim of developing in youth the attributes of good citizenship andleadership and the participant outcomes of social competence and cognitive competence.

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g. Drill and Ceremonial. PO SBM21 – Execute Drill as a Member of a Band (Chapter 4, Section 8)

(1) The aim of PO SBM21 (Chapter 4, Section 8) is to provide cadets with the knowledge andskills to execute drill as a member of a band.

(2) This PO supports drill and ceremonial training by introducing the basic skill set requiredto execute band drill. Drill and ceremonial training contributes directly to the program aimsof promoting physical fitness, and stimulating the interest of youth in the sea, land, andair activities of the Canadian Forces and also contributes to the participant outcomesof physical well-being, social competence, cognitive competence, and understanding theCanadian Forces.

h. Ensemble Music. PO SBM22 – Perform Ensemble Music as a Member of a Band (Chapter 4,Section 9)

(1) The aim of PO SBM22 (Chapter 4, Section 9) is to provide cadets with the basic knowledgeand skills to perform ensemble music as a member of a band.

(2) This PO supports music training by providing the basic practical skills to perform music.Music training contributes directly to the achievement of the program aim of developingin youth the attributes of good citizenship and leadership and stimulating the interest ofyouth in the sea, land, and air activities of the Canadian Forces and also contributes to theparticipant outcomes of social competence, cognitive competence, and understanding theCanadian Forces.

METHOD OF ACHIEVING OBJECTIVES

14. The majority of training that supports the Military Band – Basic Musician qualification is skills-related.Skills are acquired through practical periods of instruction and practice. In order to achieve the POs, a hands-on learning approach is essential. The following guidance may assist in the implementation of training:

a. Some theory is required for safety purposes and for introducing new material. However, mostmaterial can be taught using hands-on practical methods.

b. Ensure training is well organized and planned for in advance to allow instructors adequate timeto prepare for the delivery/conduct of training. This includes reviewing lesson specifications andinstructional guides and creating instructional materials as required.

c. Schedule training such that the material is presented in a manner to ensure a smooth flow fromone activity to the next.

d. Take adequate time for cadets to reflect upon and be debriefed on experiential training activities,to include discussing the ways that experience can benefit them in the future.

ATTENDANCE PREREQUISITES

15. To participate in the Military Band – Basic Musician qualification course, youths must be membersof a cadet corps/squadron, as specified in A-CR-CCP-950/PT-001, Queen’s Regulations and Orders for theCanadian Cadet Organization, Article 4.01, and be eligible to attend CSTC training as outlined in A-CR-CCP-950/PT-001, Article 5.03 and in accordance with CATO 31-03, Sea Cadet Program Outline, CATO 40-01, ArmyCadet Program Outline, and CATO 51-01, Air Cadet Program Outline.

USE OF THE QSP

16. This QSP shall be used as the primary authority governing the development, implementation, conduct,and evaluation of the training and standards for the Military Band – Basic Musician qualification. This QSP

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shall also be used by D Cdts & JCR as the primary reference for validation of Military Band – Basic Musicianqualification training.

17. Military Band – Basic Musician qualification training shall be conducted using this QSP as the trainingcontrol document in conjunction with the following publications:

a. A-CR-CCP-910/PG-001, Canadian Cadet Organizations, Military Band – Music ProficiencyLevels Qualification Standard,

b. A-CR-CCP-910/PX-001, Canadian Cadet Organizations, Military Band – Music ProficiencyLevels, Theory Assessments,

c. A-CR-CCP-910/PY-001, Canadian Cadet Organizations, Military Band – Music ProficiencyLevels, Theory Assessments–Answer Keys,

d. A-CR-CCP-166/PT-006, Scales and Arpeggios, and

e. A-CR-CCP-904/PF-001, Military Band – Basic Musician, Instructional Guides.

18. Any deviation from the requirements detailed in this publication due to training limitations must beapproved by D Cdts 3, Senior Staff Officer Youth Programs Development, NDHQ.

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CHAPTER 2TRAINING MANAGEMENTS DETAILS

RESPONSIBLE AGENCY AND TRAINING ESTABLISHMENTS

1. The Managing Authority for the Military Band – Basic Musician qualification is D Cdts & JCR. The conductof training is the responsibility of the Regional Cadet Support Units (RCSUs) through authorized CSTCs.

TRAINING DETAILS

2. In accordance with CATO 11-04, Cadet Program Outline, CATO 31-03, Sea Cadet Program Outline,CATO 40-01, Army Cadet Program Outline, and CATO 51-01, Air Cadet Program Outline, the Military Band –Basic Musician qualification course is conducted over a three-week period consisting of 17 training days.

3. Standard Components. Standard components are activities that form part of all CSTC courses. Theseactivities take place during the training day but are normally not directly related to POs or achieving thequalification. The standard component activities are:

a. In Routine. Four periods scheduled at the beginning of the course for administrative in routine.While most administrative matters may have been dealt with prior to the first training day, theseperiods have been allocated to allow for scheduling flexibility at the beginning of a course.

b. Briefings. Two periods allocated to a combination of introductory briefings, such as:

(1) CO briefing,

(2) department briefing,

(3) fire and safety briefing,

(4) MIR briefing,

(5) CHAP briefing, etc.

c. Divisional Officer (DO)/Platoon Commander (Pl Comd)/Flight Commander (Flt Comd)Periods. One period per week provided to the DO/Pl Comd/Flt Comd to do such things as team-building, debriefing, feedback sessions, reflecting or to address any issues related to quality of life.

d. Life Skills. One period per week for moral and/or spiritual instruction.

e. Recreational Sports/Swim. Four periods per week (not including the last week which has two).

f. CO’s Discretion. Four periods to be scheduled at the CO’s discretion. The intention of theseperiods is to provide the opportunity to have cadets participate in such things as:

(1) special ceremonies,

(2) additional CF familiarization activities, or

(3) local community events.

g. Spare Periods. Four periods to be used at the discretion of the Course Officer (Crse O) allowingflexibility to account for things such as weather or availability of facilities.

h. Weekly Parade. Two periods per week (not including the last week of a course) for a CSTC-level parade.

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i. Course Administration. Six periods for routine matters, such as:

(1) initial cadet interviews,

(2) cadet banking,

(3) supply,

(4) course critiques, and

(5) course reports/final cadet interviews.

j. Graduation Parade Practice. Two periods to be scheduled in the last week of a course forrehearsal of the graduation parade.

k. Graduation Parade. Two periods to carry out a graduation parade.

l. Out Routine. Four periods scheduled at the end of the course for administrative out routine. Whilemost administrative matters are usually dealt with after the last training day, these periods havebeen allocated to allow for scheduling flexibility at the end of a course.

4. Period Allocation. Periods are 40 minutes in duration. A detailed period allocation of specialty trainingis located in Annex A. Total period allocation by PO is as follows:

Standard Components No. of pdIn Routine 4Briefings 2DO/Pl Comd/Flt Comd Periods 3Life Skills 3Recreational Sports 10CO’s Discretion 6Spare Periods 6Weekly Parade 4Course Administration 6Graduation Parade Practice 2Graduation Parade 2Out Routine 4

Total 52

SPECIALTY TRAININGTopic PO Performance Objective No. of pd

Instrument Maintenance S013 Maintain a Primary Instrument 2Music Theory S015 Apply Music Theory 7Rhythm and Aural Skills S016 Demonstrate Rhythm Skills 1Scales and Rudiments S017 Play a Scale or Level Basic Rudiments 0.5Proficiency Level Music S019 Perform Level Basic Music 0.5Leadership SBM20 Perform the Leadership Role of a Basic Musician 2Drill and Ceremonial SBM21 Execute Drill as a Member of a Band 14Ensemble Music SBM22 Perform Ensemble Music as a Member of a Band 53CSTC Specific Activity N/A 4

Total 84

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5. Scheduling. When planning training, the lesson specifications found in Chapter 4 shall be consulted fordetailed information. While a sample schedule is located in Annex B, it does not account for the many variablesCSTCs face when developing course schedules. Some of the things the training staff should consider whendeveloping the course schedule include, but are not limited to:

a. the training environment required for each activity;

b. the availability of technical specialists to conduct the activity, if required;

c. the availability of shared facilities and the requirements of other courses that use those facilities;and

d. the availability of shared equipment and the requirements of other courses that use thatequipment.

TRAINING CAPACITY

6. Training capacity will be directed annually by NDHQ/D Cdts & JCR. The optimum division/platoon/flight(band) size is 28 cadets. The number of cadets per division/platoon/flight (band) should not exceed 35.

7. The following is a suggested instrumentation breakdown for a band consisting of 28 cadets that canbe used as a guide when course loading each Military Band – Basic Musician serial. Regions can adapt thisbreakdown to suit any specific regional purpose. Furthermore, regions may request to conduct tri-elementalMilitary Band – Basic Musician qualification course serials to enhance course loading:

a. flute x 4,

b. clarinet x 4,

c. saxophone x 4,

d. trumpet x 6,

e. trombone/euphonium x 4,

f. tuba x 1, and

g. percussion x 5.

8. Other instruments (eg, oboe, bassoon, horn) can be substituted within this suggested instrumentationbreakdown as required.

TRAINING STAFF REQUIREMENTS

9. The training staff is directly involved in the delivery of training and supervision of cadets during thedesignated training day. The training staff structure is primarily comprised of positions from both the standarddivisional/company/flight/squadron organizational system and instructional or training support cadre(s). Thefollowing reflects the minimum requirements for training staff but does not reflect the additional support andsupervisory staff (eg, administration, supply, logistics, barracks supervision, extra-curricular activities, etc.) atthe CSTC.

A-CR-CCP-904/PG-001

2-4

a. Course Officer (Crse O):

Rank MOSID Number Qualification

Minimum:

Captain QualificationorDP2 Junior Officer CIC Qualification.

Preferred:

Senior Instructor CourseorCIC Training Officer Course.

Preferred Music Qualification/Experience:

Lt(N)/Capt00232-0100232-0200232-03

1

Music education (eg, B Mus, DEC)orequivalent music experience, and Music instruction experience.

b. Divisional Officer (DO)/Platoon Commander (Pl Comd)/Flight Commander (Flt Comd):


Minimum:

Basic Officer QualificationorBasic Military Officer Qualification (CIC Common).

Preferred:

Military Occupation Course (Sea/Army/Air)orBasic Military Officer Qualification.


SLt/Lt, A/SLt/2Lt,

or NCdt/Ocdt

00232-0100232-0200232-03

1 perDivision/Platoon/

Flight(Band)

Music education (eg, B Mus)orequivalent music experience, and Music instruction experience.

A-CR-CCP-904/PG-001

2-5

c. Assistant Instructors/Staff Cadets:


Minimum:

Phase Four, Gold Star or Proficiency Level Four,and Music Proficiency Level Three.

Preferred:

PO1/WO/FSgt, orPO2/Sg

N/A

3-4 perDivision/Platoon/

Flight(Band) (1

Woodwind/1 Brass/1

PercussionInstructor) Military Band–Advanced Musician.

d. Staff cadet positions may be organized in different manners based on the requirements of theCSTC. The flexibility is intended to allow the CSTC to balance instruction and supervision ofcadets between the divisional/company/flight/squadron staff and instructional or training supportcadre(s) staff positions. If one or two staff cadet positions are designated as divisional/company/flight/squadron staff, the remaining staff resources should be used to offset instructional or trainingsupport cadre(s) requirements. A minimum of one staff cadet position per division/platoon/flightshall be designated as Divisional Petty Officer (DPO)/Platoon Warrant Officer (Pl WO)/FlightSergeant (FSgt).

10. Technical Specialists. Technical specialists possess specific specialty qualifications and typicallysupport a variety of courses conducted at the CSTC. The number of technical specialists required is influencedby policy documentation specific to the activity (eg, CATOs, Water Safety Orders, etc) and by local CSTCcircumstances, as is the structure for instructional or training support cadre(s). The technical specialists requiredin support of Military Band – Basic Musician are:

a. Fitness and Sports Instructor(s) as required in support of recreational sports,

b. Air Rifle Marksmanship Instructor(s) and Range Safety Officers (RSOs) as required in supportrecreational marksmanship and summer biathlon

c. Music Instructor(s) as required in support of PO S013 – Maintain a Primary Instrument (Chapter 4,Section 2), PO S015 – Apply Music Theory (Chapter 4, Section 3), PO S016 – DemonstrateRythm Skills (Chapter 4, Section 4), PO S017 – Play a Scale or Rudiments (Chapter 4, Section 5),PO S019 – Perform Level Basic Music (Chapter 4, Section 6), PO SBM22 – Perform EnsembleMusic as a Member of a Band (Chapter 4, Section 9), to include:


Minimum:

Basic Officer QualificationorBasic Military Officer Qualification (CIC Common).

Preferred:

SLt/Lt, A/SLt/2Lt,

or NCdt/Ocdt

00232-0100232-0200232-03

3 (1Woodwind/1 Brass/1

PercussionInstructor) Military Occupation Course (Sea/Army/Air)

orBasic Military Officer Qualification.

A-CR-CCP-904/PG-001

2-6



Music education (eg, B Mus)orequivalent music experience, and Music instruction experience.

Note: These music instructors can be used to support other music training (eg, MilitaryBand–Intermediate Musician, Military Band–Advanced Musician).

RESOURCE REQUIREMENTS

11. RCSU COs are responsible for ensuring that required equipment and supplies are available. A detailedlist of material, audiovisual equipment, and training/learning aids required to conduct the training is located inAnnex C.

TRAINING ADMINISTRATION

12. Cadet Evaluation. Details on cadet evaluation are found in Chapter 3.

13. Records and Reports. Training staff shall maintain records and reports as required in accordance withChapter 3. Upon completion of training, the Military Band – Basic Musician Qualification Record (Chapter 3,Annex C) shall be returned to the cadet corps/squadron to be recorded on the cadet’s DND 2399, CadetPersonnel Record. A copy shall also be forwarded to the RCMA.

QUALIFICATION

14. The Military Band – Basic Musician qualification and associated badge is awarded to cadets forparticipation in training activities in accordance with Chapter 3.

RELATED DOCUMENTS

15. This QSP is to be used in conjunction with:

a. Cadet Administrative and Training Orders (CATOs),

b. A-CR-CCP-910/PG-001,

c. A-CR-CCP-910/PX-001,

d. A-CR-CCP-910/PY-001,

e. A-CR-CCP-166/PT-006, and

f. A-CR-CCP-904/PF-001.

REFERENCES

16. A list of references used is located in Annex D.

A-CR-CCP-904/PG-001Chapter 2, Annex A

2A-1

MILITARY BAND – BASIC MUSICIAN SUMMARY AND TIME ALLOCATION

PO Performance Objective EO Enabling Objective No.of pd

S013.01 Assemble, Disassemble and Store aPrimary Instrument

1

S013.02W Maintain a Primary Woodwind InstrumentS013.02B Maintain a Primary Brass InstrumentS013.03P Maintain a Primary Percussion Instrument

1

S013 PC 0

S013 Maintain a PrimaryInstrument

PO S013 - Total 2S015.01 Identify Elements of Pitch 2S015.02 Recognize Rhythm 2S015.03 Define Music Symbols and Terms 1S015.04 Analyze Sheet Music 1S015 PC 1

S015 Apply Music Theory

PO S015 - Total 7S016.01 Demonstrate Rhythm Skills 1S016 PC 0

S016 Demonstrate Rhythm Skills

PO S016 - Total 1S017.01M Play a ScaleS017.01G Play a ScaleS017.01D Play Level Basic Rudiments(combined with S019.01 Perform Level Basic Music)

0.5

S017 PC 0

S017 Play a Scale or Rudiments

PO S017 - Total 0.5S019.01 Perform Level Basic Music(combined with S017.01 Play a Scale or Rudiment)

0.5

S019 PC 0

S019 Perform Level Basic Music

PO S019 - Total 0.5SBM20.01 Perform the Role of a Peer Senior 1SBM20.02 Practice Self-Assessment 1SBM20 PC 0

SBM20 Perform the Leadership Roleof a Basic Musician

PO SBM20 - Total 2SBM21.01 Execute Band Drill at the Halt 2SBM21.02 Execute Band Drill on the March 2SBM21.03 Execute Countermarches 2SBM21.04 Execute Band Drill as a Part of a

Ceremonial Event8

SBM21 PC 0

SBM21 Execute Drill as a Member ofa Band

PO SBM21 - Total 14SBM22.01 Participate in Individual Practice 19SBM22.02 Perform Ensemble Music as a Member of

a Band29

SBM22.03 Attend a Musical Performance 2

SBM22 Perform Ensemble Music asa Member of a Band

SBM22.04 Perform in a Concert 3


2A-2

PO Performance Objective EO Enabling Objective No.of pd

SBM22 PC 0PO SBM22 - Total 53

N/A CSTC Specific Activity 4 CSTC Specific Activity - Total 4 Specialty Training 84 Standard Components 52 Total 136

A-CR-CCP-904/PG-001Chapter 2, Annex B

2B-1

SAMPLE SCHEDULE


2B-2


2B-3



2B-4

A-CR-CCP-904/PG-001Chapter 2, Annex C

2C-1

RESOURCE REQUIREMENTS

Note: Resource allocation is based on a division/platoon/flight (band) of 28 cadets and 5 staff and, dependingon the item and duration of use, may be drawn on an as required basis, allowing the sharing ofresources within the CSTC.

Item Qty PO/EO

Concert Snare Drum 1 Concert Percussion

Concert Bass Drum 1 Concert Percussion

Crash Cymbols 1 Concert Percussion

Suspended Cymbol 1 Concert Percussion

Shaker 1 Concert Percussion

Claves 1 Concert Percussion

Woodblock 1 Concert Percussion

Tambourine 1 Concert Percussion

Flute 1 per flute player Primary Instrument

Oboe 1 per oboe player Primary Instrument

Bassoon 1 per bassoon player Primary Instrument

Clairnet 1 per clarinet player Primary Instrument

Saxophone 1 per saxophone player Primary Instrument

Trumpet 1 per trumpet player Primary Instrument

French Horn 1 per french horn player Primary Instrument

Trombone 1 per trombone player Primary Instrument

Euphonium 1 per euphonium player Primary Instrument

Tuba 1 per tuba player Primary Instrument

Snare Drum 1 per snare drummer Primary Instrument

Mallet Percussion 1 per mallet percussion player Primary Instrument

Musical Instruments With Case 1 per cadet S013.01

Poster (Instrument Parts) 12 (1 per instrument type) S013.01

Instrument Polishing Cloth 1 per brass instrument S013.02B

Rotary Valve Oil 1 per French horn S013.02B

Slide Cream 1 per trombone S013.02B


2C-2

Item Qty PO/EO

Slide Grease 1 per trombone S013.02B

Valve Oil 1 per trumpet,euphonium, and tuba

S013.02B

Drumsticks (pair) 1 per percussion player S013.02P

Mallets (pair) 1 per percussion player S013.02P

Cloth 1 per cadet S013.02P/W

Bassoon Swabs - Large 1 per bassoon S013.02W

Bassoon Swabs - Small 1 per bassoon S013.02W

Clairnet Swabs 1 per clarinet S013.02W

Cork Grease 1 per clarinet, saxophone,oboe and bassoon

S013.02W

Flute Cleaning Rod 1 per flute S013.02W

Oboe Swabs 1 per oboe S013.02W

Saxophone Swabs 1 per saxophone S013.02W

Glockenspiel 1 per mallet percussion player S017.01G

Primary Instrument 1 per cadet S017.01M, S019.01,SBM22.01, .02 & .04

Music Stand 1 per cadet S019.01,SBM22.01 & .04

Mace 1 SBM21.01 - .04

Parade Bass Drum 1 SBM21.01, .02 & .04

March Pack 1 per cadet SBM21.04

Conductor’s Baton 1 SBM22.02 & .04

Conductor’s Podium 1 SBM22.02 & .04

Conductor’s Music Stand 1 SBM22.02 & .04

Chair 1 per cadet SBM22.04

Concert Percussion as required SBM22.04

A-CR-CCP-904/PG-001Chapter 2, Annex D

2D-1

REFERENCES

TEXTS HELD BY UNIT

A0-002 A-PD-201-000/PT-000 DHH 3-2 (2005). The Canadian Forces Manual of Drill and Ceremonial.Ottawa, ON: Department of National Defence.

A0-031 A-PD-202-001/FP-000 DC (1993). Canadian Forces Military Bands and Marches: BandInstructions. Ottawa, ON: Department of National Defence.

A0-100 A-CR-CCP-910/PG-001 Directorate Cadets and Junior Canadian Rangers (2008). CanadianCadet Organizations Military Band - Music Prociency Levels Qualification Standard. Ottawa, ON:Department of National Defence.

A0-108 A-CR-CCP-910/PX-001 Director Cadets and Junior Canadian Rangers (2008). Canadian CadetOrganizations Military Band - Music Prociency Levels Theory Assessments. Ottawa, ON:Department of National Defence.

A0-109 A-CR-CCP-910/PY-001 Director Cadets and Junior Canadian Rangers (2008). Canadian CadetOrganizations Military Band - Music Prociency Levels Theory Assessments - Answer Keys.Ottawa, ON: Department of National Defence.

A0-144 A-CR-CCP-166/PT-006 Directorate Cadets and Junior Canadian Rangers (2004). Scales andArpeggios. Ottawa, ON: Department of National Defence.

Note: IAW A-CR-CCP-910/PG-001, CSTCs conducting training and/or assessment related to PO X19(Perform Proficiency Level Music) must have the applicable method book from the RubankEducational Library published by Hal Leonard Corporation available for use by each cadet.

1. Best in Class: Book One series of method books,

2. Rubank Elementary Method series of method books,

3. Rubank Intermediate Method series of method books,

4. Rubank Advanced Method Volume I series of method books,

5. Rubank Advanced Method Volume II series of method books, and

6. Rubank Concert and Contest Collection series of method books.

ADDITIONAL TEXTS REFERENCED DURING DEVELOPMENT

C0-115 (ISBN 0-7879-4059-3) van Linden & Fertman (1998). Youth Leadership. San Francisco, CA:Jeossey-Bass Inc. Publisher.

C0-237 (ISBN 0-19-541816-6) Barber, K. (Ed.) (2004). Oxford Dictionary (2nd ed.). Don Mills, ON: OxfordUniversity Press Canada.

C0-242 (ISBN 978-0-9682160-2-1) Gregory, K. (2000). Knowing What Counts: Self-Assessment andGoal Setting. Courtenay, BC: Building Connections Publishing Inc.

C0-245 (ISBN 1-58062-513-4) Adams, B. (2001). The Everything Leadership Book. Avon, MA: AdamsMedia Corp.

C0-246 (ISBN 1-58062-578-9) Adamson, E. (2002). The Everything Stress Management Book. Avon,MA: Adams Media Corp.


2D-2

C0-250 (ISBN 0-697-04392-4) Westphal, F.W. (1990). Guide to Teaching Woodwinds (5th Edition).Sacramento, CA: McGraw-Hill.

C0-257 (ISBN 1-55440-011-2) Wharram, Barbara (2005). Elementary Rudiments of Music. Mississauga,ON: The Frederick Harris Music Co.

C0-258 (ISBN 978-1-59869-450-5) Nigro, N. (2008). The Everything Coaching and Mentoring Book.Avon, MA: F+W Publications Company.

C0-259 (ISBN 0-02-864597-9) Whitener, Scott (1997). A Complete Guide to Brass (2nd Edition). NewYork, NY: Scrimer Books.

C0-276 (ISBN 0-88284-075-4) Stanley, Burton (1978). Instrument Repair for the Music Teacher. VanNuys, CA: Alfred Publishing Co., Inc.

C0-277 (ISBN 0-9697948-7-8) Major Cairns, Archie MMM CD (2002). The “How to” Manual, Learn toPlay the Great Highland Bagpipe. London, ON: Scott’s Highland Services Ltd.

C0-302 (ISBN 0-534-50990-8) Cook, Gary (2006). Teaching Percussion. Belmont, CA: Thomson HigherEducation.

C0-303 (ISBN 0-495-09575-3) Whitener, Scott (2007). A Complete Guide to Brass (3rd Edition). Belmont,CA: Thomson Higher Education.

WEBSITES

A0-101 Héritage. (2006). Retrieved March 10, 2008, from http://www.cadets.net/est/commun/mus/musique/heritage/heritage_e.asp.

C0-251 Instrument Care Tips. (2006). Retrieved February 20, 2008, from http://www.cosmomusic.ca/frame/mfrepair.htm.

C0-252 Maintenance Manuals for Wind Instruments. (2006). Retrieved February 20, 2008, from http://www.yamaha.ca/content/bandorchestra/coolstuff/manuals/index.jsp?from=coolstuff.

C0-260 The Ten Rules of Concert Etiquette. (2006). Retrieved February 26, 2008, from http://www.menc.org/guides/etiquette/students.pdf.

C0-261 Attending the Concert: What You Need to Know. (2006). Retrieved February 26, 2008, fromhttp://www.wso.mb.ca/attend.asp.

C0-263 The Method Behind the Music. (2006). Retrieved February 29, 2008, from http://numbera.com/musictheory/.

C0-264 Lesson Tutor. (2006). Retrieved February 29, 2008, from http://www.lessontutor.com/index.html.

C0-305 Choosing the Right Drumstick. (2006). Retrieved May 1, 2008, from http://www.rockdrummingsystem.com/underground/drum-articles/choosing-the-right-drumstick.php.

A-CR-CCP-904/PG-001

3-1

CHAPTER 3CADET EVALUATION

PURPOSE

1. The purpose of this chapter is to outline the specific evaluation requirements for Military Band – BasicMusician qualification.

LEARNER EVALUATION

2. “Learner evaluation is the assessment of progress made by participants during an instructionalprogramme (formative evaluation) and of their achievement at the end of the programme (summativeevaluation).” (A-P9-050-000/PT-Z01, Manual of Individual Training and Education, Volume 1 (1), Glossary).

3. Summative evaluation, or assessment of learning, takes place to determine whether learners haveachieved POs, or critical EOs (those deemed prerequisites to further individual training and education) and areused at the end of a phase of instruction. Details for assessment of learning are detailed within this chapter.

4. Formative evaluation, or assessment for learning, takes place during a phase of instruction and helpscadets and instructors recognize progress or lapses in learning. Through formative evaluation, the instructorcan identify when corrective or remedial action is required, plan the next steps in instruction, provide cadetswith feedback so they can improve, and reinforce learning to aid the cadet in retaining information. Formativeevaluation includes in-lesson confirmation activities, focuses on self-assessment opportunities available duringtraining and any opportunity where cadets practice Performance Checks (PCs) associated with assessment oflearning, performing the required skills related to the PO. Details for assessment for learning are outlined withinthe applicable lesson specifications located in Chapter 4 and in A-CR-CCP-904/PF-001.

CADET EVALUATION DESIGN AND DEVELOPMENT

5. Cadet evaluation is designed and developed incorporating contemporary professional practices from thefields of education and youth development as well as considering best practices in use within the CanadianCadet Organizations (CCO).

6. Cadet evaluation for Military Band – Basic Musician qualification was designed and developed assumingthat all cadets are capable of achieving all POs and associated EOs. To motivate cadets to learn, cadetevaluation builds on success and confidence rather than demotivating cadets with failure and defeat.

7. The following fundamental assessment principles guide the design, development and conduct of MilitaryBand – Basic Musician assessment activities:

a. the instructor shall inform the cadet of the Military Band – Basic Musician qualification course POsand EOs in advance of training;

b. the instructor shall ensure that the cadet is informed about the assessment activities requiredfor Military Band – Basic Musician qualification in advance of training and shall have had anopportunity to see the applicable forms used in assessment;

c. the instructor and cadet shall share assessment information and use it to revise and guideinstruction and learning;

d. the instructor shall provide feedback that is descriptive, constructive, frequent, and timely; helpingthe cadet to identify strengths and address areas requiring improvement;

e. the cadet shall be actively, consistently, and effectively involved in assessment, including learningto manage their own learning through the skills of self-assessment; and

A-CR-CCP-904/PG-001

3-2

f. the cadet shall be encouraged to actively, consistently, and effectively communicate with othersabout their learning progress.

CADET PROGRAM DEVELOPMENTAL PERIODS (DPs)

8. The CP is designed across adolescent development periods (DP) adapted to suit the cadet programtarget population. Outlined in each DP are specific philosophies and approaches to learning and assessmentthat influence design, development and conduct of cadet training and assessment.

9. A DP is a time frame, during a cadet’s progression through the cadet program, in which the cadetparticipates in training and is provided opportunities to develop desired knowledge, skills and attitudes thatsupport the aims of the CP and contribute to the achievement of the CP outcomes.

10. Progressive training levels, and associated learning objectives, distinguish each DP; ensuring trainingis relevant, achievable and age-appropriate for the cadet population. DPs and associated training levels aredesigned to be completed in a sequential manner and are also fluid to allow a cadet to progress to the nexttraining level or DP while still working on completion of learning objectives from the previous level or DP.

11. The design and development of Military Band – Basic Musician training and evaluation is based on thebasic overview of the DP characteristics located in Annex A.

MILITARY BAND – BASIC MUSICIAN CADET ASSESSMENT OF LEARNING PLAN

12. The Assessment of Learning Plan located in Annex B, provides an overall strategy for using assessmentactivities to determine if the cadet meets the requirements for the Military Band – Basic Musician qualification.The Assessment of Learning Plan will:

a. provide an outline of each assessment of learning activity including its purpose, when it will occur,and details the assessment instrument(s) used to support cadet evaluation;

b. identify the learning target(s) associated with the PO and/or EO being assessed, to include:

(1) Knowledge Mastery. The facts, concepts and theory a cadet needs to know;

(2) Reasoning Proficiency. A cadet uses what they know to solve a problem, make a decision,make a plan, think critically, set goals, or self-assess;

(3) Skills. Performance demonstration; where the cadet demonstrates their ability to performa skill. To be assessed, these performances must be demonstrated by the cadet andobserved by an assessor;

(4) Ability to Create Products. A cadet uses their knowledge, reasoning and skills to createa concrete product; and/or

(5) Attitudinal/Dispositional Changes. A cadet’s attitude about learning, safety, conduct, etc.Targets in this realm reflect attitude and feeling. They represent important affective goalswe hold for a cadet as a by-product of their CP experience, and as such are not generallyassessed for the purpose of attaining a qualification; and

c. identify the assessment method(s) that best matches PO and/or EO learning targets, to include:

(1) Selected Response. A cadet selects the correct or best response from a list provided.Formats include multiple choice, true/false, matching, short answer, and fill-in questions.Although short answer and fill-in-the-blank do require cadets to generate an answer, theycall for a very brief answer that is counted right or wrong, so these have been included inthe selection response category;

A-CR-CCP-904/PG-001

3-3

(2) Extended Written Response. A cadet is required to construct a written answer in responseto a question or task rather than select one from a list. An extended written response is onethat is at least several sentences in length;

(3) Performance Assessment. This assessment method is based on observation andjudgment; performance or product is observed and a determination is made as to its quality;and/or

(4) Personal Communication. Gathering information about a cadet through personalcommunication; learning is assessed through interpersonal interaction with the cadet.

MILITARY BAND – BASIC MUSICIAN ASSESSMENT INSTRUCTIONS AND ASSESSMENTINSTRUMENTS

13. Specific assessment instructions and assessment instruments have been designed to support eachassessment activity within the Military Band – Basic Musician Assessment of Learning Plan. These are meantto standardize assessment activities and cadet evaluation for all cadets attempting the Military Band – BasicMusician qualification. Assessment instruments are located in the appendices to Annex B.

ADDITIONAL ASSESSMENT OF LEARNING ACTIVITIES

14. No additional cadet evaluations, eg, theory tests, performance checks, are to be used to determineMilitary Band – Basic Musician qualification. Therefore, these national standards are not to be supplementedwith additional CSTC standards.

MILITARY BAND – BASIC MUSICIAN QUALIFICATION STANDARD

15. The standard for the Military Band – Basic Musician qualification is successful completion of all POs asoutlined in the Military Band – Basic Musician Qualification Record.

RECOGNITION OF ENHANCED PROFICIENCY ACHIEVEMENT

16. Certain POs within the Assessment of Learning Plan allow for recognition of an enhanced proficiencylevel of achievement. The assessment instructions for the applicable PCs outline how proficiency levels areachieved and recorded on the Qualification Record. This information highlights cadet’s strength(s) within theachievement within the qualification. The following definitions differentiate baseline proficiency and enhancedproficiency levels of achievement:

a. Baseline Proficiency. A cadet achieves baseline proficiency by demonstrating the performancestandard outlined in the applicable PO; and

b. Enhanced Proficiency. A cadet achieves enhanced proficiency by exceeding the performancestandard outlined in the applicable PO.

CADETS NOT MEETING THE MILITARY BAND – BASIC MUSICIAN QUALIFICATION STANDARD

17. A cadet who does not meet the qualification standard for any PO shall be given additional opportunitiesto achieve the standard. Unless otherwise specified in the Assessment of Learning Plan and associatedassessment instruments, there is no limit to the number of additional opportunities that may be afforded to thecadet, provided it is within the time and resource limitations of the CSTC.

18. If, by the end of the course, a cadet has yet to successfully complete any PO, they will be assessedas incomplete.

19. CATO 15-22, Conduct and Discipline – Cadets, and CATO 13-26, Return to Unit – Cadets, providedirection on dealing with cadets not meeting the qualification standard due to:

A-CR-CCP-904/PG-001

3-4

a. attendance at mandatory training,

b. conduct, or

c. medical reasons.

RECORDING AND REPORTING CADET ACHIEVEMENT

20. The results of each PO are recorded on the Military Band – Basic Musician Qualification Record locatedin Annex C. The Military Band – Basic Musician Qualification Record for each cadet shall be forwarded tothe applicable corps/squadron and to the RCMA, through the appropriate chain of command. Commandingofficers are responsible for recording Military Band – Basic Musician qualification results on DND 2399, CadetPersonnel Record.

MILITARY BAND – BASIC MUSICIAN CERTIFICATE OF QUALIFICATION

21. The Cadet Certificate of Qualification, CF 558 (NSN 7530-21-870-7685), shall be awarded to each cadetupon successful completion of the Military Band – Basic Musician qualification.

MONITORING CADET PROGRESS

22. An initial interview shall be conducted with each cadet at the start of the course to discuss the MilitaryBand – Basic Musician qualification course; objectives, schedule, and assessment activities. Course staffshould take this opportunity to get to know the cadet and to help the cadet set personal course goals. Guidelinesfor conducting cadet interviews are located in Annex D and the Cadet Interview Form is located in Annex D,Appendix 1.

23. Course staff will be required to meet with each cadet throughout the course to discuss learning progresstowards Military Band – Basic Musician qualification. These feedback interviews are related to the assessmentfor learning activities outlined within the applicable lesson specifications located in Chapter 4 and in A-CR-CCP-904/PF-001.

24. A final interview shall be conducted with each cadet at the end of the course to discuss; the completedMilitary Band – Basic Musician Qualification Record, the cadet’s goals that were discussed during the initialinterview, and new goals for returning to the corps/squadron. Guidelines for conducting cadet interviews arelocated in Annex D and the Cadet Interview Form is located in Annex D, Appendix 1.

TRAINING COUNSELLING SESSION

25. A training counselling session is used when a cadet is having difficulties progressing toward MilitaryBand – Basic Musician qualification and an intervention is required to set goals for corrective action and/or remedial instruction. These counselling sessions focus on training related issues. The DO/Pl Comd/FltComd is responsible for conducting training counselling sessions. Guidelines for conducting training counsellingsessions are located in Annex E and the Training Counselling Session Form is located in Annex E, Appendix 1.

TRAINING REVIEW BOARD (TRB)

26. When a cadet continues to have difficulties or has a significant difficulty progressing towards MilitaryBand – Basic Musician qualification, the DO/Pl Comd/Flt Comd should meet with the Crse O to determinewhat additional intervention is required to ensure improvement or determine if another course of action is moreappropriate considering the circumstances, eg, Return to Unit (RTU). The Crse O is responsible for conductingthe TRB and may include other staff, eg, Specialty Instructors, Medical Staff, Standards Staff. Normally, thecadet is not present during the TRB, but the cadet’s perspective and participation can help determine the bestcourse of action. Guidelines for conducting a TRB are located in Annex F and the Training Review Board Formis located in Annex F, Appendix 1.


3A-1

CHARACTERISTICS OF CP DPs



3A-2


3B-1

ASSESSMENT OF LEARNING PLAN – MILITARY BAND – BASIC MUSICIAN


3B-2

A-CR-CCP-904/PG-001Chapter 3, Annex B, Appendix 1

3B1-1

SBM21 PC – ASSESSMENT INSTRUCTIONS

PREPARATION

PRE-ASSESSMENT INSTRUCTIONS

Review the assessment plan, assessment instructions, SBM21 PC Group Checklist and SBM21 PCAssessment Checklist and become familiar with the material prior to conducting the assessment.

There is no time allocated for this assessment, however, for a cadets who are consistently demonstrating theapplicable skills, this assessment may be conducted during the end of lesson confirmation of the lessons relatedto Instructional Guides SBM21.01 to SBM21.03 (Execute Drill as a Member of a Band, A-CR-CCP-904/PF-001, Chapter 6, Sections 1 to 3). Though this time may be allocated for the cadet’s initial attempt to achievethe performance standard additional opportunities throughout the course should also be used as assessmentopportunities.

Assistant instructors will be required to perform the drum major and bass drum signals.

Make a photocopy of the SBM21 PC Group Checklist and photocopies of the SBM21 PC Assessment Checklistto assess each cadet.

PRE-ASSESSMENT ASSIGNMENT

N/A.

ASSESSMENT METHOD

Performance assessment was chosen as it allows the assessor to observe the cadet’s ability to perform therequired skills and make a judgment on the quality of the performance.

CONDUCT OF ASSESSMENT

PURPOSE

The purpose of this PC is to assess the cadet’s ability to execute band drill as a member of a band.

RESOURCES

SBM21 PC Group Checklist,

SBM21 PC Assessment Checklist,

Primary instrument,

Bass drum,

Bass drum mallets,

Snare drum,

Snare drum sticks, and

Mace.

ASSESSMENT ACTIVITY LAYOUT

N/A.


3B1-2

ASSESSMENT ACTIVITY INSTRUCTIONS

The cadet may be provided assistance (eg, reminders, guided questions).

While observing each task being performed, make a judgment and indicate on the SBM21PC Group Checklist whether the task was:

Incomplete. The task was not attempted or not completed even with assistance (I).

Completed With Difficulty. The task was completed with difficulty and/or assistance(D).

Completed Without Difficulty. The task was completed without difficulty and/orassistance (W).

Exceeded Standard. The task was completed with enhanced proficiency (E).

Make notes of observations to provide descriptive post-assessment feedback.

Observe each cadet while practicing band drill and assess the correctness of each movement.

POST-ASSESSMENT INSTRUCTIONS

RECORDING ASSESSMENT RESULTS

1. A group checklist has been provided for each of use while conducting the assessment. Upon completionof the assessment, the results shall be recorded on the SBM21 PC Assessment Checklist, to becompleted for each cadet.

2. Indicate the overall performance assessment on the SBM21 PC Assessment Checklist. The overallperformance assessment is determined by reviewing the analytical performance assessment andconsidering the frequency of assessment ratings obtained for all criteria and the observational notesmade during the performance. Make a judgment on the quality of the overall performance by indicating theOverall Performance Assessment the statement that best represents this judgment. Overall performanceassessment is assessed as:

Incomplete. Overall, the cadet has not achieved the performance standard;

Completed With Difficulty. Overall, the cadet has achieved the performance standard withdifficulty;

Completed Without Difficulty. Overall, the cadet has achieved the performance standard withoutdifficulty; or

Exceeded Standard. Overall, the cadet has exceeded the performance standard.


3B1-3

If an overall performance of incomplete is given to a cadet, record as many notes asnecessary to substantiate the results.

A cadet who does not meet the performance standard shall be given additionalopportunities to succeed. There is no limit to the number of additional opportunities that maybe afforded to the cadet, provided it is within the time and resource limitations of the CSTC.

Should a cadet’s lack of progress be significant enough after multiple opportunities, theprocesses found in this Chapter outlining the Training Counselling Session and the TrainingReview Board shall be followed.

3. Sign and date the SBM21 PC Assessment Checklist.

4. After the cadet has completed the assessment, record the results on the Military Band – Basic MusicianQualification Record, Annex C.

5. File the SBM21 PC Group Checklist and SBM21 PC Assessment Checklist so that it may be referredto as necessary.

PROVIDING ASSESSMENT FEEDBACK

Discuss the results with each cadet during a feedback session following the completion of the assessment.


3B1-4


3B1-5


3B1-6


3B2-1

SBM22 PC – ASSESSMENT INSTRUCTIONS

PREPARATION

PRE-ASSESSMENT INSTRUCTIONS

Review the assessment plan, assessment instructions and SBM22 PC Assessment Checklist/Rubric andbecome familiar with the material prior to conducting the assessment.

There is no time allocated for this assessment, however, for a cadets who are consistently demonstrating theapplicable skills, this assessment may be conducted during the end of lesson confirmation of the lessons relatedto Instructional Guides SBM22.01–SBM22.02 (Perform Ensemble Music as a Member of a Band, A-CR-CCP-904/PF-001, Chapter 7, Sections 1 and 2). Though this time may be allocated for the cadet’s initial attemptto achieve the performance standard additional opportunities throughout the course should also be used asassessment opportunities.

Make a photocopy of the SBM22 PC Assessment Checklist/Rubric for each cadet.

PRE-ASSESSMENT ASSIGNMENT

N/A.

ASSESSMENT METHOD

Performance assessment was chosen as it allows the assessor to observe the cadet’s ability to perform therequired skills and make a judgment on the quality of the performance.

CONDUCT OF ASSESSMENT

PURPOSE

The purpose of this PC is to assess the cadet’s ability to participate as a member of a band.

RESOURCES

SBM22 PC Assessment Checklist/Rubric,

Primary instrument.

ASSESSMENT ACTIVITY LAYOUT

N/A.

ASSESSMENT ACTIVITY INSTRUCTIONS

Rehearsal Type

Incomplete. The cadet was not an active participant during the rehearsal type.

Complete. The cadet was an active participant during the rehearsal type.


Indicate the cadets’ participation in each of the rehearsal types.


3B2-2

Individual Practice

While reflecting on the cadets’ performance during individual practice, assess the qualityof each criterion by indicating (eg, highlighting, circling) on the SBM22 PC AssessmentChecklist/Rubric, the descriptive statement that best represents this judgment. Criteria forthis performance are assessed as:

Incomplete,

Completed With Difficulty,

Completed Without Difficulty, or

Exceeded Standard.


Evaluate the cadet’s performance. Record the result (eg, highlighting, circling) on the SBM22 PC AssessmentChecklist/Rubric for each criteria.

Sectional/Ensemble Rehearsal

While reflecting on the cadets’ performance during sectional/ensemble practices, assessthe quality of each criterion by indicating (eg, highlighting, circling) on the SBM22 PCAssessment Checklist/Rubric, the descriptive statement that best represents this judgment.Criteria for this performance are assessed as:

Incomplete,

Completed With Difficulty,

Completed Without Difficulty, or

Exceeded Standard.


Evaluate the cadet’s performance. Record the result (eg, highlighting, circling) on the SBM22 PC AssessmentChecklist/Rubric for each criteria.

POST-ASSESSMENT INSTRUCTIONS

RECORDING ASSESSMENT RESULTS

1. Indicate the overall performance assessment on the SBM22 PC Assessment Checklist/Rubric. Theoverall performance assessment is determined by reviewing the analytical performance assessment andconsidering the frequency of assessment ratings obtained for all criteria and the observational notes madeduring the performance. If any of the criteria is assessed as “incomplete” then the overall performanceassessment will be assessed as “incomplete”. If no criterion has been assessed as “incomplete” make ajudgment on the quality of the overall performance by indicating (eg, highlighting, circling) on the SBM22PC Assessment Checklist/Rubric the statement that best represents this judgment. Overall performanceassessment is assessed as:


3B2-3

Incomplete. Overall, the cadet has not achieved the performance standard;

Completed With Difficulty. Overall, the cadet has achieved the performance standard withdifficulty;

Completed Without Difficulty. Overall, the cadet has achieved the performance standard withoutdifficulty; or

Exceeded Standard. Overall, the cadet has exceeded the performance standard.

2. Record notes made in the assessor’s feedback section of the SBM22 PC Assessment Checklist/Rubric.

3. Sign and date the SBM22 PC Assessment Checklist/Rubric.

4. After the cadet has completed the assessment, record the results on the Military Band – Basic MusicianQualification Record, Annex C.

5. File the SBM22 PC Assessment Checklist/Rubric so that it may be referred to as necessary.

PROVIDING ASSESSMENT FEEDBACK

Discuss the results with each cadet during a feedback session following the completion of the assessment.


3B2-4


3B2-5



3B2-6


3C-1

MILITARY BAND – BASIC MUSICIAN QUALIFICATION RECORD



3C-2


3D-1

CADET INTERVIEW GUIDELINES

PREPARATION FOR INITIAL INTERVIEW

PRE-INTERVIEW INSTRUCTIONS

Review the interview guidelines and the cadet interview form in Appendix 1 and become familiar with thematerial prior to conducting the interview.

Make copies of the course schedule, Assessment of Learning Plan located in Annex B and associated PCassessment instruments located in the appendices of Annex B, and make them available to each cadet a dayprior to the interview.

Schedule interviews to allow approximately 10–15 minutes per cadet.

PRE-INTERVIEW ASSIGNMENT

Have the cadets review the course objectives, schedule and assessment activities and come to the interviewprepared to discuss these aspects of the course and expectations and personal goals they may have for thecourse.

CONDUCT OF INITIAL INTERVIEW

PURPOSE

The purpose of the initial interview is to discuss course objectives, schedule and assessment activities. This isalso an opportunity to get to know the cadet and help the cadet set personal goals.

RESOURCES

Cadet Interview Form,

Pen/pencil, and

Suitable interview location.

INTERVIEW LAYOUT

Set up the interview location so that both the interviewer and cadet will be comfortable.

INTERVIEW INSTRUCTIONS

Tips for a successful interview:

Ask questions that will provoke thought; in other words avoid questions with a yes orno answer.

Manage time by ensuring the cadet stays on topic.

Listen and respond in a way that indicates you have heard and understood the cadet.This can be done by paraphrasing their ideas.

Give the cadet time to respond to your questions.

1. Have the cadet enter the area of the interview.

2. Ask the cadet the questions on the Cadet Interview Form, Part 1.


3D-2

3. Have the cadet sign the Cadet Interview Form, Section 2.

4. Sign the initial Cadet Interview Form, Section 2.

POST-INTERVIEW INSTRUCTIONS

Meet with each cadet throughout the course to discuss their progress towards achieving the qualification.These feedback interviews should be directly related to the assessment for learning activities outlined withinthe applicable lesson specifications located in Chapter 4.

PREPARATION FOR FINAL INTERVIEW

PRE-INTERVIEW INSTRUCTIONS

Review the interview guidelines and Cadet Interview Form and become familiar with the material prior toconducting the interview.

Review the cadet’s completed Qualification Record and related assessment instruments as well as thecompleted Cadet Interview Form, Sections 1 and 2.

Schedule interviews to allow approximately 10–15 minutes per cadet.

PRE-INTERVIEW ASSIGNMENT

Have the cadets review the personal goals they established at the beginning of the course and come to theinterview prepared to discuss their success in reaching those goals. Have cadets think about their personalgoals for returning to their corps/squadron.

CONDUCT OF FINAL INTERVIEW

PURPOSE

The purpose of the final interview is to discuss the completed Qualification Record, the cadet’s goals that werediscussed during the initial interview, and new goals for returning to the corps/squadron.

RESOURCES

Cadet Interview Form,

Pen/pencil, and

Suitable interview location.

INTERVIEW LAYOUT

Set up the interview location so that both the cadet and the interviewer will be comfortable.


3D-3

INTERVIEW INSTRUCTIONS






1. Ask the cadet questions in the Cadet Interview Form, Section 3.

2. Provide the cadet with a copy of their completed Qualification Record and discuss their learning progresstowards course objectives.

3. Ask the cadet the remaining questions on the form.

4. Have the cadet sign the Cadet Interview Form.

5. Sign the Cadet Interview Form.

POST-INTERVIEW INSTRUCTIONS

Ensure the Cadet Certificate of Qualification, CF 558 (NSN 7530-21-870-7685), is awarded to each cadet uponsuccessful completion of the qualification.

Ensure the completed Qualification Record for each cadet is forwarded to the applicable corps/squadron,through the appropriate chain of command.



3D-4

A-CR-CCP-904/PG-001Chapter 3, Annex D, Appendix 1

3D1-1

CADET INTERVIEW FORM

SECTION 1 – CADET PARTICULARS

Surname:

Name:

Course

Division/Platoon/Flight:

Corps/Squadron:

Rank:

SECTION 2 – INITIAL INTERVIEW

1. What are your expectations for the course?

2. Do you have any questions of curiosity about the course objectives,schedule and/or assessment of learning activities?

3. What course activities do you enjoy most?

4. What are your strengths?

5. What are some areas you would like to improve during the course?What personal goals would you like to establish while on course?

6. Do you have any medical conditions/allergies that course staffshould be aware of?

ADDITIONAL COMMENTS

Cadet’s Signature:

DO/Pl Comd/Flt Comd Signature: Date:

A-CR-CCP-904/PG-001Chapter 3, Annex D, Appendix 1

3D1-2

SECTION 3 – FINAL INTERVIEW

1. How did you enjoy the course?

2. What were some of your likes and dislikes about the trainingactivities?

Likes:

Dislikes:

3. How can you apply what you have learned on this course at yourhome corps/squadron?

4. What are some new personal goals you will establish upon returningto the corps/squadron?

5. What training opportunities are you interested in next summer?

ADDITIONAL COMMENTS

Cadet’s Signature:


A-CR-CCP-904/PG-001Chapter 3, Annex E

3E-1

TRAINING COUNSELING SESSION GUIDELINES

PREPARATION

PRE-COUNSELLING SESSION INSTRUCTIONS

Review the counselling instructions and Training Counselling Session Form and become familiar with thematerial prior to conducting the training counselling session.

CONDUCT OF TRAINING COUNSELLING SESSION

PURPOSE

The purpose of the Training Counselling Session is to formally meet with a cadet who is having difficultyachieving and/or maintaining course standards and to create an action plan to assist this cadet.

RESOURCES

Training Counselling Session Form,

Pen/pencil, and

Suitable boardroom.

COUNSELLING SESSION LAYOUT

Set up a table and provide chairs for the cadet and the staff.

COUNSELLING SESSION INSTRUCTIONS






1. Have the cadet enter the counselling room.

2. Inform the cadet of the situation; the cadet is not achieving and/or maintaining course standards.

3. Determine the following:

a. the seriousness of the failure,

b. areas of difficulty,

c. exceptional circumstances affecting the training progress,

d. the behaviour of the cadet,

e. the effort and motivation of the cadet, and

f. whether or not sufficient training support was provided.

A-CR-CCP-904/PG-001Chapter 3, Annex E

3E-2

4. Create an action plan with the cadet that addresses the reasons for the failure and the action the cadetshould take to be successful.

The action plan must be achievable for the cadet, address the reasons for the failure andprovide the cadet with guidelines on the action they must take to be successful.

5. Brief the cadet on the consequences should no improvement be noticed.

6. Have the cadet sign the Training Counselling Form.

7. Sign the Training Counselling Form.

POST-COUNSELLING INSTRUCTIONS

Provide a recommendation to the cadet’s staff. The outcome of a training counselling session can lead to thefollowing:

recommend continued training with further counselling and retesting following additional instruction;

recommend continued training with further counselling and retesting following additional practice; or

recommend a Training Review Board (TRB).

A-CR-CCP-904/PG-001Chapter 3, Annex E, Appendix 1

3E1-1

TRAINING COUNSELLING SESSION FORM

SECTION 1 – CADET PERS INFORMATION

Surname:

Name:

CSTC:

Course:


Corps/Squadron:

Circumstances requiring TCS convening:

SECTION 2 – SESSION FINDINGS

(To include training progression to date, effort and motivation of cadet, training support provided,exceptional circumstances, etc.)

Seriousness of failure:

Performance in related POs:

Previous difficulties and action taken:

Overall course performance:

Exceptional circumstances affecting training progress:

Conduct assessment of cadet:

A-CR-CCP-904/PG-001Chapter 3, Annex E, Appendix 1

3E1-2

SECTION 3 – SESSION RECOMMENDATIONS

____ Continued training with further counselling and retesting following additionalinstruction.

____ Continued training with further counselling and retesting following additionalpractice.

____ Training Review Board (TRB).

Cadet Signature:


SECTION 4 – Crse O Review

____ I agree with the above recommendation.

____ I disagree with the above recommendation.

Reasons:

Alternate course of action:

Crse O Signature: Date:

A-CR-CCP-904/PG-001Chapter 3, Annex F

3F-1

TRAINING REVIEW BOARD (TRB) GUIDELINES

PREPARATION

PRE-TRB INSTRUCTIONS

Review the TRB instructions and Training Review Board Form in Appendix 1 and become familiar with thematerial prior to conducting the training review board.

CONDUCT OF TRB

PURPOSE

The purpose of the TRB is to determine the feasibility of continuing the cadet’s training.

RESOURCES

Training Review Board Form,

Pen/pencil, and

Suitable boardroom.

TRB INSTRUCTIONS

1. Discuss the following:

a. progression of training to date,

b. seriousness of failure,

c. performance in related POs,

d. overall course performance,

e. behaviour assessment of the cadet,

f. effort and motivation of the cadet,

g. whether or not sufficient training support was provided, and

h. exceptional circumstances affecting training progression.

The action plan must be achievable for the cadet, address the reasons for the failure andprovide the cadet with guidelines on the action they must take to be successful.

2. Have the cadet sign the Training Review Board Form.

3. Sign the Training Review Board Form.

A-CR-CCP-904/PG-001Chapter 3, Annex F

3F-2

POST-TRB INSTRUCTIONS

1. Provide a recommendation to the Executive Officer (XO)/Deputy Commanding Officer (DCO). Possibleoutcomes of a TRB are:

a. a recommendation of continued training with further counselling and/or a retest following additionalinstruction/practice;

b. a recommendation of continued training with a suitable arrangement agreed to by the boardmembers that is in the best interest of all parties; or

c. a recommendation of RTU to the Commanding Officer.

2. Section 5 and 6 will be completed in cases where a RTU is recommended.

A-CR-CCP-904/PG-001Chapter 3, Annex F, Appendix 1

3F1-1

TRAINING REVIEW BOARD FORM

SECTION 1 – CADET PERS INFORMATION

Surname:

Name:

CSTC:

Course:


Corps/Squadron:

Circumstances requiring TRB convening:

SECTION 2 - BOARD MEMBERS (NAME AND RANK)

Dept Head/Coy Comd/Sqn Comd:

Stds Officer:

Crse O:

SECTION 3 – BOARD FINDINGS

(To include training progression to date, effort and motivation of cadet, training support provided,exceptional circumstances, etc.)

Seriousness of failure:

Performance in related POs:

Previous difficulties and action taken:

Overall course performance:

Exceptional circumstances affecting training progress:

Assessment of the cadet’s conduct:


3F1-2

SECTION 4 – BOARD RECOMMENDATIONS

Recommendation to the Commanding Officer for:

____ Continued training with further counselling and/or additional training and anassessment.

____ Other:

Recommendation of RTU to the Commanding Officer for:

____ Unsatisfactory performance, if the cadet is unlikely to meet the requiredstandard for the course and there is no developmental benefit for the cadet toremain with the course (ie. lack of effort, too far behind, etc.).

____ Disciplinary reasons if the cadet’s behaviour is unacceptable. Comments:

Crse O Signature:

Stds O Signature:

Dept Head/Coy Comd/Sqn Comd Signature: Date:

SECTION 5 – EXECUTIVE OFFICER (XO)/DEPUTYCOMMANDING OFFICER (DCO) RECOMMENDATIONS



Reason:


XO/DCO Signature: Date:


3F1-3

SECTION 6 – COMMANDING OFFICER DECISION



Reason:


CO Signature: Date:



3F1-4

A-CR-CCP-904/PG-001

4-1-1

CHAPTER 4PERFORMANCE OBJECTIVES

SECTION 1PERFORMANCE OBJECTIVES AND TRAINING PLAN

PURPOSE

1. The purpose of this chapter is to outline the specific POs associated with Military Band – Basic Musicianqualification.

PERFORMANCE OBJECTIVES

2. POs are a description of the cadet’s ability after training is complete. They include a description, inperformance terms, of what the individual must do, the conditions under which the performance must becompleted, and the standard to which the performance must conform. These three elements are respectivelydefined as:

a. a performance statement,

b. a conditions statement, and

c. a standard.

TRAINING PLAN

3. This chapter also details the training plan that is designed to assist cadets to achieve the required POsusing EOs and lesson specifications (LSs) that are the key reference used for development of A-CR-CCP-904/PF-001.

ENABLING OBJECTIVES

4. EOs are a description of the cadet’s ability after each unit of learning is complete and constitute a majorstep towards achieving the PO. EOs may correspond to the major components identified in the first round ofdeconstructing POs or they may result from grouping several related components. They are composed of threeessential parts:

a. a performance statement,

b. a conditions statement, and

c. a standard.

LESSON SPECIFICATIONS

5. LSs describe the instructional strategy to be applied to each EO:

a. supporting teaching points,

b. references,

c. learning activities (methods, media and environment),

d. estimated timings,

e. assessment directions, and

f. any remarks that further clarify the design intent.

A-CR-CCP-904/PG-001

4-1-2

ASSESSMENT FOR LEARNING

6. Formative evaluation, or assessment for learning, takes place during a phase of instruction and helpscadets and instructors recognize progress or lapses in learning. Through formative evaluation, the instructorcan identify when corrective or remedial action is required, plan the next steps in instruction, provide cadetswith feedback so they can improve, and reinforce learning to aid the cadet in retaining information. Formativeevaluation includes in-lesson confirmation activities, focuses on self-assessment opportunities available duringtraining and any opportunity where cadets practice Performance Checks (PCs) associated with assessment oflearning, performing the required skills related to the PO. Details for assessment for learning are outlined withinthe applicable lesson specifications located in Chapter 4 and in A-CR-CCP-904/PF-001.

A-CR-CCP-904/PG-001

4-2-1

SECTION 2PO S013 – MAINTAIN A PRIMARY INSTRUMENT

1. Performance Objectives. The following instrument maintenance POs are detailed in A-CR-CCP-910/PG-001, Chapter 2, Section 2:

a. PO 013W, Maintain a Primary Woodwind Instrument,

b. PO 013B, Maintain a Primary Brass Instrument, and

c. PO 013P, Maintain a Primary Percussion Instrument.

2. Enabling Objectives. The following instrument maintenance EOs are located in this section:

a. EO S013.01, Assemble, Disassemble and Store a Primary Instrument,

b. EO S013.02W, Maintain a Primary Woodwind Instrument,

c. EO S013.02B, Maintain a Primary Brass Instrument, and

d. EO S013.02P, Maintain a Primary Percussion Instrument.

A-CR-CCP-904/PG-001

4-2-2

EO S013.01 – ASSEMBLE, DISASSEMBLE AND STORE A PRIMARY INSTRUMENT

1. Performance. Assemble, Disassemble and Store a Primary Instrument.

2. Conditions

a. Given:

(1) Primary instrument,

(2) Supervision, and

(3) Assistance as required.

b. Denied: N/A.

c. Environmental: Classroom or training area large enough to accommodate the entire group.

3. Standard. The cadet shall assemble, disassemble and store a primary instrument.

4. Teaching Points

TP Description Method Time Ref

TP1 Identify the parts of the following instruments:a. flute,b. oboe,c. bassoon,d. clarinet,e. saxophone,f. trumpet,g. French horn,h. trombone,i. euphonium,j. tuba,k. snare drum, andl. mallet percussion.

DemonstrationandPerformance

15 min

TP2 Explain, demonstrate and have the cadetsassemble, disassemble and store theirinstruments.


20 min C0-250(pp. 14–15,pp. 53–57,pp. 120–124, pp. 166–169 andpp. 206–209)C0-252

A-CR-CCP-904/PG-001

4-2-3

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Demonstration and Performance: d. Total:

5 min15 min20 min40 min

6. Substantiation

a. An interactive lecture was chosen for TP 1 to present the parts of the instruments.

b. Demonstration and performance was chosen for TP 2 as it allows the instructor to explain anddemonstrate assembling, disassembling, and storing a primary instrument to the cadet, whileproviding an opportunity for the cadet to practice the skill under supervision.

7. References

a. C0-250 (ISBN 0-697-04392-4) Westphal, Frederick W. (1990). Guide to Teaching Woodwinds(5th ed). Sacramento, CA: McGraw-Hill.

b. C0-252 Yamaha Canada Music. (n.d.). Maintenance Manuals for Brass Instruments.Retrieved February 20, 2008, from http://www.yamaha.ca/content/bandorchestra/coolstuff/manuals/index.jsp?from=coolstuff.

8. Training Aids

a. Musical instruments with cases, and

b. Posters displaying names of instrument parts.

9. Learning Aids

a. Primary instrument with case, and

b. Handout of primary instruments.

10. Test Details. This lesson is assessed IAW A-CR-CCP-910/PG-001, Chapter 3, Annex A, Appendix 1.

11. Remarks

a. For this EO, cadets shall be divided into instrument-specific groups (eg, flute, trumpet, percussion).

b. Assistant instructors with knowledge of each instrument are required.

A-CR-CCP-904/PG-001

4-2-4

EO S013.02B – MAINTAIN A PRIMARY BRASS INSTRUMENT

1. Performance. Maintain a Primary Brass Instrument.

2. Conditions

a. Given:

(1) Primary brass instrument,

(2) Instrument cleaning supplies,



b. Denied: N/A.


3. Standard. The cadet shall maintain a primary brass instrument by:

a. lubricating the moving parts;

b. removing water; and

c. cleaning the exterior.

4. Teaching Points


TP1 Identify types of lubricants, to include:a. valve oil,b. rotary valve oil,c. slide cream,d. slide oil, ande. slide grease.

InteractiveLecture

5 min C0-252C0-259

TP2 Explain, demonstrate and have the cadets removethe valves/outer slide.


5 min C0-252C0-259

TP3 Explain, demonstrate and have the cadetslubricate the valves/inner slide.


15 min C0-252C0-259

TP4 Explain, demonstrate and have the cadets removewater from the instrument.


5 min C0-252C0-259

TP5 Explain, demonstrate and have the cadets cleanthe exterior of the instrument.


5 min C0-252C0-259

A-CR-CCP-904/PG-001

4-2-5

5. Time


5 min5 min

30 min40 min

6. Substantiation

a. An interactive lecture was chosen for TP 1 to present types of lubricants.

b. Demonstration and performance was chosen for TPs 2–5 as it allows the instructor to explainand demonstrate maintaining a primary instrument while providing an opportunity for the cadet topractice maintaining a brass instrument under supervision.

7. References

a. C0-252 Yamaha Canada Music. (n.d.). Maintenance Manuals for Brass Instruments.Retrieved February 20, 2008, from http://www.yamaha.ca/content/bandorchestra/coolstuff/manuals/index.jsp?from=coolstuff.

b. C0-259 (ISBN 0-02-864597-9) Whitner S. (1997). A Complete Guide to Brass. New York, NY:Schirmer Books.

8. Training Aids

a. Brass instrument for specific group (eg, trumpet, trombone), and

b. Instrument cleaning supplies, to include:

(1) valve oil,

(2) rotary valve oil,

(3) slide oil,

(4) slide cream,

(5) slide grease, and

(6) instrument polishing cloth.

9. Learning Aids

a. Primary brass instrument, and

b. Instrument cleaning supplies.


11. Remarks

a. For this EO cadets shall be divided into instrument specific groups (eg, trombone, trumpet).

b. Assistant instructors with instrument specific knowledge are required.

A-CR-CCP-904/PG-001

4-2-6

EO S013.02W – MAINTAIN A PRIMARY WOODWIND INSTRUMENT

1. Performance. Maintain a Primary Woodwind Instrument.

2. Conditions

a. Given:

(1) Primary woodwind instrument,

(2) Instrument cleaning supplies,



b. Denied: N/A.


3. Standard. The cadet shall maintain a primary woodwind instrument by:

a. greasing cork joints, if applicable;

b. swabbing the interior of the instrument;

c. replacing a reed, if applicable; and

d. storing a reed, if applicable.

4. Teaching Points


TP1 Explain, demonstrate, and have the cadets greasecork tenons.


10 min C0-250C0-252

TP2 Explain, demonstrate and have the cadets swabthe interior of the instrument.


15 min C0-250C0-252

TP3 Discuss care of reeds, to include:a. storage, andb. replacement.

InteractiveLecture

10 min C0-250(pp. 247–279)

5. Time



A-CR-CCP-904/PG-001

4-2-7

6. Substantiation

a. Demonstration and performance was chosen for TPs 1 and 2 as it allows the instructor to explainand demonstrate maintaining a primary instrument while providing an opportunity for the cadet topractice maintaining a woodwind instrument under supervision.

b. An interactive lecture was chosen for TP 3 to present care of reeds.

7. References

a. C0-250 (ISBN 0-697-04392-4) Westphal, F. W. (1990). Guide to Teaching Woodwinds (5th ed).Sacramento, California: McGraw-Hill.

b. C0-252 Yamaha Canada Music. (n.d.). Maintenance Manuals for Wind Instruments.Retrieved February 20, 2008, from http://www.yamaha.ca/content/bandorchestra/coolstuff/manuals/index.jsp?from=coolstuff.

8. Training Aids

a. Woodwind instrument for the specific group (eg, flute, clarinet), and

b. Instrument cleaning supplies, to include:

(1) cork grease,

(2) instrument swabs,

(3) flute cleaning rod, and

(4) thin strips of cloth.

9. Learning Aids

a. Primary woodwind instrument, and

b. Instrument cleaning supplies.


11. Remarks

a. For this EO, cadets shall be divided into instrument-specific groups (eg, flute, clarinet).

b. Assistant instructors are required for TP 2.

A-CR-CCP-904/PG-001

4-2-8

EO S013.02P – MAINTAIN A PRIMARY PERCUSSION INSTRUMENT

1. Performance. Maintain a Primary Percussion Instrument.

2. Conditions

a. Given:

(1) Primary percussion instrument,

(2) Drumsticks,

(3) Mallets,

(4) Cleaning cloth,



b. Denied: N/A.


3. Standard. The cadet shall maintain a primary percussion instrument by cleaning the drumhead andglockenspiel with a cleaning cloth.

4. Teaching Points


TP1 Explain the types and selection of drumsticks, toinclude:a. types of woods used,b. types of drumstick tips,c. shapes of drumstick tips, andd. size of drumsticks.

InteractiveLecture

20 min C0-305

TP2 Explain the maintenance of drumsticks andmallets.

InteractiveLecture

5 min

TP3 Explain, demonstrate and have the cadets cleanthe drumhead with a cloth.


5 min

TP4 Explain, demonstrate and have the cadets clean amallet percussion instrument.


5 min

5. Time



A-CR-CCP-904/PG-001

4-2-9

6. Substantiation

a. An interactive lecture was chosen for TPs 1 and 2 to present the types, selection and maintenanceof drumsticks and mallets.

b. Demonstration and performance was chosen for TPs 3 and 4 as it allows the instructor to explainand demonstrate maintaining a percussion instrument while providing an opportunity for the cadetto practice maintaining percussion instruments under supervision.

7. References. C0-305 Rock Drumming Underground. (N.D.) Choosing the Right Drumstick. RetrievedMay 1, 2008, from http://www.rockdrummingsystem.com/underground/drum-articles/choosing-the-right-drumsticks.php.

8. Training Aids

a. Snare drum,

b. Glockenspiel,

c. Drumsticks,

d. Mallets, and

e. Cloth.

9. Learning Aids

a. Snare drum,

b. Glockenspiel,

c. Drumsticks,

d. Mallets, and

e. Cloth.


11. Remarks. N/A.

A-CR-CCP-904/PG-001


4-2-10

A-CR-CCP-904/PG-001

4-3-1

SECTION 3PO S015 – APPLY MUSIC THEORY

1. Performance Objectives. PO 015, Apply Music Theory is detailed in A-CR-CCP-910/PG-001, Chapter 2,Section 2.

2. Enabling Objectives. The following music theory EOs are located in this section:

a. EO S015.01, Identify Elements of Pitch,

b. EO S015.02, Recognize Rythm,

c. EO S015.03, Define Musical Symbols and Terms, and

d. EO S015.04, Analyze Sheet Music.

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EO S015.01 – IDENTIFY ELEMENTS OF PITCH

1. Performance. Identify Elements of Pitch.

2. Conditions

a. Given:



b. Denied: N/A.


3. Standard. The cadet shall identify elements of pitch, to include:

a. treble clef and bass clef,

b. note names in the treble and bass clef, and

c. ledger lines.

4. Teaching Points


TP1 Describe staves, to include:a. structure, andb. numbering of lines and spaces.

InteractiveLecture

5 min C0-257 (p. 4)

TP2 Describe the musical alphabet. InteractiveLecture

5 min C0-257 (p. 4)

TP3 Describe the treble clef, to include:a. alternate name,b. shape and location on the staff, andc. names of lines and spaces.

InteractiveLecture

25 min C0-257 (pp. 4–5)

TP4 Describe the bass clef, to include:a. alternate name,b. shape and location on the staff, andc. names of lines and spaces.

InteractiveLecture

25 min C0-257 (pp. 4–5)

TP5 Describe the relationship between the treble clefand bass clef, to include:a. the grand staff, andb. ledger lines.

InteractiveLecture

10 min C0-257 (pp. 5–6)

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4-3-3

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Total:

10 min70 min80 min

6. Substantiation. An interactive lecture was chosen for this lesson to present elements of pitch.

7. References. C0-257 (ISBN 1-55440-011-2) Wharram, B. (2005). Elementary Rudiments of Music.Mississauga, ON: The Frederick Harris Music Co.

8. Training Aids

a. Presentation aids (eg, whiteboard/flip chart/OHP) appropriate for the classroom/training area, and

b. Note name game.

9. Learning Aids. N/A.


11. Remarks. N/A.

A-CR-CCP-904/PG-001

4-3-4

EO S015.02 – RECOGNIZE RHYTHM

1. Performance. Recognize Rhythm.

2. Conditions

a. Given:



b. Denied: N/A.


3. Standard. The cadet shall recognize rhythm, to include:

a. note and rest values, to include:

(1) whole note and whole rest,

(2) half note and half rest,

(3) quarter note and quarter rest,

(4) eighth note and eighth rest, and

(5) sixteenth note and sixteenth rest;

b. time signatures, to include:

(1) 2/4,

(2) 3/4, and

(3) 4/4 (common); and

c. strong and weak beats.

4. Teaching Points


TP1 Discuss the value of:a. a whole note,b. a half note,c. a quarter note,d. an eighth note, ande. a sixteenth note.

InteractiveLecture

20 min C0-257 (pp. 9–10)

TP2 Conduct a game on rest values, to include:a. a whole rest,b. a half rest,c. a quarter rest,d. an eighth rest, and

In-ClassActivity

15 min C0-257 (pp. 9–10)

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e. a sixteenth rest.

TP3 Discuss time signatures, to include:a. the function of the upper figure, andb. the function and limits of the lower figure.

InteractiveLecture

15 min C0-257(pp. 179–180)

TP4 Discuss strong and weak beats in time signatures,to include:a. 2/4,b. 3/4, andc. 4/4 (common).

In-ClassActivity

20 min C0-257(pp. 180–181)

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. In-Class Activity: d. Total:


6. Substantiation

a. An interactive lecture was chosen for TPs 1 and 3 to present basic rhythm.

b. An in-class activity was chosen for TPs 2 and 4 as it is an interactive way to provoke thought andstimulate interest among the cadets.


8. Training Aids

a. Presentation aids (eg, whiteboard/flip chart/OHP) appropriate for the classroom/training area, and

b. Activity pieces, to include:

(1) treble clef,

(2) bass clef, and

(3) two copies of letters A-G.



11. Remarks. Activity pieces should be on individual pieces of paper.

A-CR-CCP-904/PG-001

4-3-6

EO S015.03 – DEFINE MUSIC SYMBOLS AND TERMS

1. Performance. Define Music Symbols and Terms.

2. Conditions

a. Given:



b. Denied: N/A.


3. Standard. The cadet shall define music symbols and terms, to include:

a. dynamics, to include:

(1) pianissimo,

(2) piano,

(3) mezzo piano,

(4) mezzo forte,

(5) forte, and

(6) fortissimo;

b. crescendo,

c. decrescendo (diminuendo),

d. fortepiano,

e. sforzando,

f. repeat signs,

g. da capo (D.C.),

h. dal segno (D.S.),

i. coda, and

j. fine.

4. Teaching Points


TP1 Describe dynamics, to include:a. pianissimo,b. piano,c. mezzo piano,d. mezzo forte,

InteractiveLecture

15 min C0-257 (p. 257)

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4-3-7


e. forte, andf. fortissimo.

TP2 Describe dynamic variations, to include:a. crescendo,b. decrescendo (diminuendo),c. fortepiano, andd. sforzando.

InteractiveLecture

10 min C0-257 (p. 257)

TP3 Describe:a. repeat signs,b. D.C.,c. D.S.,d. coda, ande. fine.

InteractiveLecture

10 min C0-257 (p. 261)

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Total:

5 min35 min40 min

6. Substantiation. An interactive lecture was chosen for this lesson to introduce music symbols and terms.


8. Training Aids. Presentation aids (eg, whiteboard/flip chart/OHP) appropriate for the classroom/trainingarea.

9. Learning Aids. Theory handout.


11. Remarks. N/A.

A-CR-CCP-904/PG-001

4-3-8

EO S015.04 – ANALYZE SHEET MUSIC

1. Performance. Analyze Sheet Music.

2. Conditions

a. Given:

(1) Sheet music,



b. Denied: N/A.


3. Standard. The cadet shall analyze sheet music by describing the function of:

a. repeat signs,

b. da capo (D.C.),

c. dal segno (D.S.),

d. coda, and

e. fine.

4. Teaching Points


TP1 Conduct a game to describe the functions of:a. repeat signs,b. D.C.,c. D.S.,d. coda, ande. fine.

Game 25 min C0-257 (p. 261)

TP2 Have the cadets analyze sheet music. PracticalActivity

10 min

5. Time

a. Introduction/Conclusion: b. Game: c. Practical Activity: d. Total:


6. Substantiation

a. A game was chosen for TP 1 as it is a fun and challenging way to introduce analyzing sheet musicand practice the skills taught in the lesson.

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4-3-9

b. A practical activity was chosen for TP 2 as it is an interactive way to allow the cadets to analyzesheet music.


8. Training Aids

a. Music theory game, and

b. Sheet music.

9. Learning Aids

a. Music theory game, and

b. Sheet music.


11. Remarks. N/A.

A-CR-CCP-904/PG-001


4-3-10

A-CR-CCP-904/PG-001

4-4-1

SECTION 4PO S016 – DEMONSTRATE RHYTHM SKILLS

1. Performance Objectives. PO 016, Demonstrate Rhythm Skills is detailed in A-CR-CCP-910/PG-001,Chapter 2, Section 2.

2. Enabling Objectives. EO S016.01, Demonstrate Rhythm Skills is located in this section.

A-CR-CCP-904/PG-001

4-4-2

EO S016.01 – DEMONSTRATE RHYTHM SKILLS

1. Performance. Demonstrate Rhythm Skills.

2. Conditions

a. Given:

(1) Level Basic Rhythm Sheet,

(2) Chair,

(3) Music stand,

(4) Pen/pencil,



b. Denied: N/A.

c. Environmental: Quiet room with adequate lighting free from distractions.

3. Standard. The cadet shall demonstrate rhythm skills.

4. Teaching Points


TP1 Explain, demonstrate and have the cadet analyzeLevel Basic rhythms, to include:a. time signature, andb. subdivision.


20 min

TP2 Explain, demonstrate and have the cadets clap,tap, or count Level Basic Rhythms.


15 min

5. Time

a. Introduction/Conclusion: b. Demonstration and Performance: c. Total:

5 min35 min40 min

6. Substantiation

a. Demonstration and performance was chosen for this lesson as it allows the instructor to explainand demonstrate how to demonstrate Level Basic rhythms while providing an opportunity for thecadets to practice demonstrating Level Basic rhythms under supervision.

7. References. N/A.

A-CR-CCP-904/PG-001

4-4-3

8. Training Aids

a. Level Basic Rhythm Sheet, and

b. Presentation aids (eg, whiteboard/flip chart/OHP).

9. Learning Aids

a. Level Basic Rhythm Sheet, and

b. Pencil/pen.


11. Remarks. N/A.

A-CR-CCP-904/PG-001


4-4-4

A-CR-CCP-904/PG-001

4-5-1

SECTION 5PO S017 – PLAY A SCALE OR RUDIMENTS

1. Performance Objectives. The following scales and rudiments POs are detailed in A-CR-CCP-910/PG-001, Chapter 2, Section 2:

a. PO 017M, Play a Scale,

b. PO 017G, Play a Scale, and

c. PO 017D, Play Rudiments.

2. Enabling Objectives. The following scales and rudiments EOs are located in this section:

a. EO S017M, Play a Scale,

b. EO S017G, Play a Scale, and

c. EO S017D, Play Level Basic Rudiments.

A-CR-CCP-904/PG-001

4-5-2

EO S017.01M – PLAY A SCALE

1. Performance. Play a Scale.

2. Conditions

a. Given:


(2) Scale sheet,

(3) Fingering chart,

(4) Music Stand,

(5) Chair,



b. Denied: N/A.

c. Environmental: Quiet room with adequate lighting and free from distractions.

3. Standard. The cadet shall play a scale by analyzing the scale.

4. Teaching Points


TP1 Explain how to analyze a scale. In-ClassActivity

15 min

5. Time

a. Introduction/Conclusion: b. In-Class Activity: c. Total:

5 min15 min20 min

6. Substantiation. An in-class activity was chosen for this lesson as it is an interactive way to present thecontent and the learning objects of analyzing scales.

7. References. N/A.

8. Training Aids. Primary music instrument.

9. Learning Aids

a. Primary music instrument, and

b. Level Basic scale sheet.


A-CR-CCP-904/PG-001

4-5-3

11. Remarks

a. This lesson should be scheduled during the same period of instruction as EO S019.01 (PerformLevel Basic Music, Section 6).

b. Cadets will practice Level Basic rudiments during EO SBM22.01 (Participate in Individual Practice,Section 9).

A-CR-CCP-904/PG-001

4-5-4

EO S017.01G – PLAY A SCALE

1. Performance. Play a Scale.

2. Conditions

a. Given:


(2) Scale sheet,

(3) Music stand,

(4) Chair,



b. Denied: N/A.


3. Standard. The cadet shall play a scale by analyzing the scale.

4. Teaching Points


TP1 Explain how to analyze a scale. In-ClassActivity

15 min

5. Time


5 min15 min20 min

6. Substantiation. An in-class activity was chosen for this lesson as it is an interactive way to present thecontent and the learning objects of analyzing scales.

7. References. N/A.


9. Learning Aids


b. Level Basic scale sheet.


A-CR-CCP-904/PG-001

4-5-5

11. Remarks



A-CR-CCP-904/PG-001

4-5-6

EO S017.01D – PLAY LEVEL BASIC RUDIMENTS

1. Performance. Play Level Basic Rudiments.

2. Conditions

a. Given:


(2) Rudiment sheet,

(3) Drumsticks

(4) Music stand,

(5) Chair,



b. Denied: N/A.


3. Standard. The cadet shall play Level Basic rudiments by analyzing the rudiments.

4. Teaching Points


TP1 Explain how to analyze rudiment stickingtechniques.

In-ClassActivity

15 min

5. Time


5 min15 min20 min

6. Substantiation. An in-class activity was chosen for this lesson as it is an interactive way to present thecontent and the learning objects of analyzing rudiments.

7. References. N/A.


9. Learning Aids


b. Level Basic rudiment sheet.


A-CR-CCP-904/PG-001

4-5-7

11. Remarks



A-CR-CCP-904/PG-001


4-5-8

A-CR-CCP-904/PG-001

4-6-1

SECTION 6PO S019 – PERFORM LEVEL BASIC MUSIC

1. Performance Objectives. PO 019, Perform Level Basic Music is detailed in A-CR-CCP-910/PG-001,Chapter 2, Section 2.

2. Enabling Objectives. EO S019.01, Perform Level Basic Music is located in this section.

A-CR-CCP-904/PG-001

4-6-2

EO S019.01 – PERFORM LEVEL BASIC MUSIC

1. Performance. Perform Level Basic Music.

2. Conditions

a. Given:


(2) Prepared music piece from Level Basic list,

(3) Chair,

(4) Music stand,



b. Denied: N/A.

c. Environmental: Quiet room with adequate lighting free from distractions.

3. Standard. The cadet shall perform Music Proficiency Level Basic music by analyzing Level Basic music.

4. Teaching Points


TP1 Explain how to analyze Level Basic music, toinclude:a. time signature,b. key signature,c. accidentals,d. rhythms,e. signs, andf. fingerings/sticking techniques.

In-ClassActivity

15 min

5. Time


5 min15 min20 min

6. Substantiation. An in-class activity was chosen for this lesson as it is an interactive way to present thecontent and the learning objectives of analyzing Music Proficiency Level Basic music.

7. References. N/A.

8. Training Aids

a. Primary instrument, and

b. Prepared music piece from Level Basic list.

A-CR-CCP-904/PG-001

4-6-3

9. Learning Aids

a. Primary instrument,

b. Prepared music piece from Level Basic list, and

c. Music stand.


11. Remarks

a. This lesson should be scheduled during the same period of instruction as EO S017.01M/G/D (Playa Scale or Rudiments, Section 5).

b. Cadets will practice Level Basic music during EO SBM22.01 (Participate in Individual Practice,Section 9).

A-CR-CCP-904/PG-001


4-6-4

A-CR-CCP-904/PG-001

4-7-1

SECTION 7PO SBM20 – PERFORM THE LEADERSHIP ROLE OF A BASIC MUSICIAN

1. Performance Objectives. PO SBM20, Perform the Leadership Role of a Basic Musician is located inthis section.

2. Enabling Objectives. The following leadership EOs are located in this section:

a. EO SBM20.01, Perform the Role of a Peer Senior, and

b. EO SBM20.02, Practice Self-Assessment.

A-CR-CCP-904/PG-001

4-7-2

1. Performance. Perform the Leadership Role of a Basic Musician.

2. Conditions

a. Given:



b. Denied: N/A.

c. Environmental: Any.

3. Standard. The cadet will perform the leadership role of a Basic Musician, to include:

a. defining the leadership role of a Basic Musician, to include:

(1) identifying the responsibilities of a Basic Musician;

(2) recognizing the position of a peer senior within the leadership team;

b. setting music goals for the course; and

c. leading an assigned team, to include:

(1) setting a positive example;

(2) fostering teamwork by contributing to positive team dynamics;

(3) communicating clearly the task(s) to be accomplished;

(4) supervising cadets;

(5) solving problems, as required;

(6) debriefing the team; and

(7) reporting to superiors.

4. Remarks. N/A.

A-CR-CCP-904/PG-001

4-7-3

EO SBM20.01 – PERFORM THE ROLE OF A PEER SENIOR

1. Performance. Perform the Role of a Peer Senior.

2. Conditions

a. Given:



b. Denied: N/A.

c. Environmental: Any.

3. Standard. The cadet shall perform the role of a peer senior, to include:

a. communicating effectively within the leadership team;

b. preparing peers for scheduled activities;

c. moving a squad or division/platoon/flight to scheduled activities, as required;

d. preparing peers for inspections (eg, uniform, quarters), as required;

e. assisting staff with supervision, as required;

f. assisting peers with morning/evening routine, as required;

g. assisting peers with classroom routine, as required; and

h. assisting members of a set-up and tear-down crew, to include:

(1) preparing music equipment for transport;

(2) loading and unloading a transport vehicle;

(3) setting up and tearing down a rehearsal space; and

(4) setting up and tearing down a musical performance space.

4. Teaching Points


TP1 Discuss the role of a Military Band – BasicMusician peer senior and associatedresponsibilities, to include:a. communicating effectively within the

leadership team;b. preparing peers for inspections (eg, uniform,

quarters), as required;c. preparing peers for scheduled activities;d. moving a squad or division/platoon/flight to

scheduled activities, as required;e. assisting staff with supervision, as required;

GroupDiscussion

10 min

A-CR-CCP-904/PG-001

4-7-4


f. assisting peers with morning/eveningroutine, as required;

g. assisting peers with classroom routine asrequired; and

h. assisting members of a set-up and tear-down crew, to include:(1) preparing music equipment for

transport;(2) loading and unloading a transport

vehicle;(3) setting up and tearing down a

rehearsal space; and(4) setting up and tearing down a musical

performance space.

TP2 Discuss communicating information effectively asa peer senior within the leadership team by:a. receiving;b. interpreting; andc. responding.

InteractiveLecture

10 min C0-115(pp. 42–44)

TP3 Explain the following responsibilities associatedwith preparing peers for scheduled activities:a. falling the cadets in;b. ensuring all cadets are accounted for;c. preparing for inspection (if required);d. ensuring the cadets are dressed in

appropriate attire and have all required kitfor scheduled activities; and

e. moving the squad to the next scheduledactivity by:(1) ensuring the safety of the cadets at all

times;(2) marching a squad; and(3) preparing a squad to move via

provided transportation.

InteractiveLecture

15 min

5. Time

a. Introduction/Conclusion: b. Group Discussion: c. Interactive Lecture: d. Total:


A-CR-CCP-904/PG-001

4-7-5

6. Substantiation

a. A group discussion was chosen for TP 1 as it allows the cadets to interact with their peers andshare their knowledge, experiences, opinions and feelings about the responsibilities of a militaryband basic musician.

b. An interactive lecture was chosen for TPs 2 and 3 to give an overview of the responsibilities of amilitary band basic musician peer senior.

7. References. C0-115 (ISBN 0-7879-4059-3) van Linden, J. A., & Fertman, C. I. (1998). Youth Leadership.San Francisco, CA: Jossey-Bass Inc., Publishers.

8. Training Aids. N/A.

9. Learning Aids

a. Handout of Peer Senior Responsibilities, and

b. Self-Assessment Form.

10. Test Details. N/A.

11. Remarks

a. Time will be scheduled for cadets to perform the role of a peer senior throughout the course. Staffshould consider the activities involved in the assignments and the abilities of the cadest whencreating the schedule.

b. Cadets shall be provided ongoing feedback as well as a debriefing after their scheduled time aspeer senior.

A-CR-CCP-904/PG-001

4-7-6

EO SBM20.02 – PRACTICE SELF-ASSESSMENT

1. Performance. Practice Self-Assessment.

2. Conditions

a. Given:

(1) Self-assessment rubrics,

(2) Cadet Interview Form,

(3) Personal Goals Update form,



b. Denied: N/A.


3. Standard. The cadet shall practice self-assessment by:

a. reflecting on abilities;

b. setting goals;

c. seeking feedback as required; and

d. seeking assistance as required.

4. Teaching Points


TP1 Define reflection and self-assessment. InteractiveLecture

5 min C0-237C0-242 (pp. 9–11)

TP2 Have the cadets conduct self-assessmentactivities about:a. their core leadership qualities, andb. how they contribute to positive team

dynamics.

In-ClassActivity

10 min

TP3 Review and update personal goals set during theinitial interview.

In-ClassActivity

10 min

TP4 Conduct a group discussion on how and when toseek feedback and assistance.

GroupDiscussion

10 min C0-258(pp. 97–98)

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4-7-7

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. In-Class Activity: d. Group Discussion: e. Total:

5 min5 min

20 min10 min40 min

6. Substantiation

a. An interactive lecture was chosen for TP 1 to define reflection and self-assessment.

b. An in-class activity was chosen for TPs 2 and 3 as an interactive way to provoke thought,to stimulate an interest among cadets, to conduct self-assessments and to review and updatepersonal goals.

c. A group discussion was chosen for TP 4 as it allows the cadets to interact with their peers andshare their knowledge, experiences, opinions and feelings about the benefits of seeking feedbackand assistance.

7. References

a. C0-237 (ISBN 0-19-541816-6) Barber, K. (Ed.). (2004). Canadian Oxford Dictionary (2nd ed.). DonMills, ON: Oxford University Press Canada.

b. C0-242 (ISBN 978-0-9682160-2-1) Gregory, K., Cameron, C., & Davies, A. (2000). Knowing WhatCounts: Self-Assessment and Goal Setting. Courtenay, BC: Building Connections Publishing Inc.

c. C0-258 (ISBN 978-1-59869-450-5) Nigro, N. (2008). The Everything Coaching and MentoringBook. (2nd ed.). Avon, MA: F+W Publications Company.

8. Training Aids. Presentation aids (eg, whiteboard/flip chart/OHP/multimedia projector) appropriate forthe classroom/training area.

9. Learning Aids

a. Handout of self-assessment guidelines,

b. Self-assessment rubric for core leadership qualities,

c. Self-assessment rubric for positive team dynamics,

d. Cadet Interview Form,

e. Personal Goals Update form, and

f. Pen/pencil.


11. Remarks. N/A.

A-CR-CCP-904/PG-001


4-7-8

A-CR-CCP-904/PG-001

4-8-1

SECTION 8PO SBM21 – EXECUTE DRILL AS A MEMBER OF A BAND

1. Performance Objective. PO SBM21, Execute Drill as a Member of a Band is located in this section.

2. Enabling Objectives. The following drill and ceremonial EOs are located in this section:

a. EO SBM21.01, Execute Band Drill at the Halt,

b. EO SBM21.02, Execute Band Drill on the March,

c. EO SBM21.03, Execute Countermarches, and

d. EO SBM21.04, Execute Band Drill as Part of a Ceremonial Event.

A-CR-CCP-904/PG-001

4-8-2

1. Performance. Execute Drill as a Member of a Band.

2. Conditions

a. Given:

(1) Words of command,

(2) Mace signals,


(4) Bass drum signals,



b. Denied: N/A.

c. Environmental: A drill hall or outdoor parade square in favourable weather.

3. Standard. IAW specified references, the cadet will execute drill as a member of a band, to include:

a. performing instrument drill, to include:

(1) stand easy position,

(2) stand at ease position,

(3) carrying position,

(4) playing position,

(5) commence play, and

(6) cease play;

b. executing centre and right dress;

c. responding to signals, to include:

(1) stepping off/marking time,

(2) halt,

(3) commence play,

(4) cease play,

(5) left and right wheel, and

(6) standard and spiral countermarches; and

d. grounding and taking up instruments.

4. Remarks. N/A.

A-CR-CCP-904/PG-001

4-8-3

EO SBM21.01 – EXECUTE BAND DRILL AT THE HALT

1. Performance. Execute Band Drill at the Halt.

2. Conditions

a. Given:



(3) Mace signals,




b. Denied: N/A.

c. Environmental: Drill hall or outdoor parade square in favourable weather.

3. Standard. IAW specified references, the cadet shall execute band drill at the halt, to include:

a. carrying position,

b. attention,

c. stand at ease from attention,

d. stand easy from stand at ease,

e. stand at ease from stand easy,

f. playing position,

g. commence play,

h. cease play,

i. fall in,

j. centre and right dress,

k. dismiss,

l. ground instruments, and

m. take up instruments.

4. Teaching Points


TP1 Demonstrate, explain, and have the cadetspractice:a. carrying position,b. attention,


15 min A0-031 (pp. 3-2-3 to 3-2-26)

A-CR-CCP-904/PG-001

4-8-4


c. stand at ease from attention,d. stand easy from stand at ease, ande. stand at ease from stand easy.

TP2 Demonstrate, explain, and have the cadetspractice:a. playing position,b. commence play, andc. cease play.


20 min A0-002 (pp. 2-1to 2-6)A0-031 (pp. 3-2-3 to 3-2-26)

TP3 Demonstrate, explain, and have the cadetspractice:a. falling in,b. centre (right) dress, andc. dismissing.


20 min A0-002 (pp. 2-18 to 2-21)A0-031 (p. 3-3-1, p. 3-3-3)

TP4 Demonstrate, explain, and have the cadetspractice:a. ground instruments, andb. take up instruments.


15 min A0-031 (p. 3-2-1, p. 3-2-2,pp. 3-2-3 to 3-2-26)

5. Time


10 min70 min80 min

6. Substantiation. Demonstration and performance was chosen for this lesson as it allows the instructorto demonstrate and explain band drill at the halt while providing an opportunity for the cadets to practiceunder supervision.

7. References

a. A0-002 A-PD-201-000/PT-000 Director History and Heritage 3-2. (2005). The Canadian ForcesManual of Drill and Ceremonial. Ottawa, ON: Department of National Defence.

b. A0-031 A-PD-202-001/FP-000 Director Ceremonial. (1993). Canadian Forces Military Bands andMarches: Band Instructions. Ottawa, ON: Department of National Defence.

8. Training Aids

a. Music instruments,

b. Mace, and

c. Bass drum.

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9. Learning Aids. Primary instrument.


11. Remarks. Assistant instructors may be required to perform the drum major and bass drum signals.

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EO SBM21.02 – EXECUTE BAND DRILL ON THE MARCH

1. Performance. Execute Band Drill on the March.

2. Conditions

a. Given:

(1) Mace signals,




b. Denied: N/A.


3. Standard. IAW specified references, the cadet shall execute band drill on the march, to include:

a. mark time,

b. halt,

c. step off, and

d. left and right wheels.

4. Teaching Points


TP1 Demonstrate, explain, and have the cadetspractice marking time.


5 min A0-002 (pp. 3-15 to 3-17)A0-031 (p. 3-4-1, p. 3-4-5)

TP2 Demonstrate, explain, and have the cadetspractice halting.


15 min A0-002 (pp. 3-15 to 3-17)A0-031 (p. 3-4-1, p. 3-4-7, p. 3-5-2, p. 3-5-6)

TP3 Demonstrate, explain, and have the cadetspractice:a. stepping off from the halt; andb. stepping off from mark time.


15 min A0-002 (pp. 3-15 to 3-17)A0-031 (p. 3-4-1, p. 3-4-5, p. 3-5-6)

TP4 Demonstrate, explain, and have the cadetspractice left and right wheels.


35 min A0-002 (pp. 3-17 to 3-19)A0-031 (p. 3-4-1, p. 3-4-8)

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5. Time


10 min70 min80 min

6. Substantiation. Demonstration and performance was chosen for this lesson as it allows the instructor todemonstrate and explain band drill on the march while providing an opportunity for the cadets to practiceunder supervision.

7. References



8. Training Aids

a. Bass drum, and

b. Mace.



11. Remarks. Assistant instructors may be required to perform the drum major and bass drum signals.

A-CR-CCP-904/PG-001

4-8-8

EO SBM21.03 – EXECUTE COUNTERMARCHES

1. Performance. Execute Countermarches.

2. Conditions

a. Given:

(1) Mace signals,



b. Denied: N/A.


3. Standard. IAW A-PD-202-001/FP-000, Canadian Forces Military Bands and Marches: Band Instructions,the cadet shall execute countermarches, to include:

a. standard countermarch, and

b. spiral countermarch.

4. Teaching Points


TP1 Demonstrate, explain, and have the cadetspractice a standard countermarch.


35 min A0-031 (p. 3-3-1, p. 3-3-4)

TP2 Demonstrate, explain, and have the cadetspractice a spiral countermarch.


35 min A0-031 (p. 3-3-2, p. 3-3-5/3-3-6)

5. Time


10 min70 min80 min

6. Substantiation. Demonstration and performance was chosen for this lesson as it allows the instructorto demonstrate and explain executing countermarches while providing an opportunity for the cadets topractice under supervision.

7. References. A0-031 A-PD-202-001/FP-000 Director Ceremonial. (1993). Canadian Forces MilitaryBands and Marches: Band Instructions. Ottawa, ON: Department of National Defence.

8. Training Aids. Mace.



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11. Remarks

a. It is recommended that each cadet take a turn acting as a member of the front rank forcountermarches.

b. Assistant instructors may be required to perform the drum major signals.

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4-8-10

EO SBM21.04 – EXECUTE BAND DRILL AS PART OF A CEREMONIAL EVENT

1. Performance. Execute Band Drill as Part of a Ceremonial Event.

2. Conditions

a. Given:


(2) Mace signals,



(5) March pack with music,



b. Denied: N/A.


3. Standard. IAW specified references, the cadet shall execute drill as a part of a ceremonial event, such as:

a. a graduation parade,

b. a Commanding Officer’s parade,

c. a morning parade,

d. a parade for visiting dignitaries, or

e. a parade for a community service event.

4. Teaching Points


TP1 Have the cadets practice marching on for aceremonial event, to include:a. playing a march;b. stepping off;c. marching into position;d. marking time;e. cutting off;f. halting; andg. executing a centre dress.

PracticalActivity

40 min A0-002 (pp. 2-18 to 2-21)A0-031 (pp. 3-2-3 to 3-2-26)

TP2 Have the cadets practice playing at the halt for aceremonial event, to include playing:a. O Canada,

PracticalActivity

40 min A0-031 (pp. 3-2-3 to 3-2-26)

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b. General Salute,c. a concert piece as an inspection piece,d. a march past piece, ande. the advance.

TP3 Have the cadets practice executing a march pastfor a ceremonial event, to include:a. playing a march;b. stepping off;c. executing wheels;d. executing countermarches;e. marking time;f. cutting off;g. halting; andh. executing a centre dress.

PracticalActivity

40 min A0-002 (pp. 3-15 to 3-19)A0-031 (pp. 3-2-3 to 3-2-26,p. 3-4-1, p. 3-4-8)

TP4 Have the cadets practice marching off for aceremonial event, to include:a. playing a march;b. stepping off;c. marching to a designated area outside the

drill hall or parade square;d. marking time;e. cutting off;f. halting; andg. dismissing.

PracticalActivity

40 min A0-002 (pp. 2-18 to 2-21,pp. 3-15 to 3-17)A0-031 (pp. 3-2-3 to 3-2-26,p. 3-4-1, p. 3-4-5)

TP5 Have the cadets practice for the ceremonial event,to include:a. marching on;b. playing at the halt;c. executing a march past;d. playing the advance; ande. executing a march off.

PracticalActivity

120 min A0-002 (pp. 2-18 to 2-21)A0-031 (pp. 3-2-3 to 3-2-26)

TP6 Have the cadets execute band drill as part of aceremonial event.

PracticalActivity

40 min A0-002 (pp. 2-18 to 2-21)A0-031 (pp. 3-2-3 to 3-2-26,p. 3-4-1, p. 3-4-5)

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5. Time

a. Introduction/Conclusion: b. Practical Activity (Practice):c. Practical Activity: d. Total:

10 min270 min

40 min320 min

6. Substantiation. A practical activity was chosen for this lesson as it contributes to the development ofband drill in a fun and challenging setting.

7. References



8. Training Aids

a. Mace,

b. Bass drum, and

c. Drill and ceremonial equipment, as required.

9. Learning Aids


b. March pack with music,

c. Band Drill Reflection Form, and

d. Pen/pencil.


11. Remarks

a. TP 5 should be scheduled as three separate periods.

b. Assistant instructors may be required to perform the drum major and bass drum signals.

A-CR-CCP-904/PG-001

4-9-1

SECTION 9PO SBM22 – PERFORM ENSEMBLE MUSIC AS A MEMBER OF A BAND

1. Performance Objective. PO SBM22, Perform Ensemble Music as a Member of a Band is located inthis section.

2. Enabling Objectives. The following ensemble music EOs are located in this section:

a. EO SBM22.01, Participate in Individual Practice,

b. EO SBM22.02, Perform Ensemble Music as a Member of a Band,

c. EO SBM22.03, Attend a Musical Performance, and

d. EO SBM22.04, Perform in a Concert.

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1. Performance. Perform Ensemble Music as a Member of a Band.

2. Conditions

a. Given:


(2) Chair,

(3) Music stand,

(4) Concert music,

(5) Ceremonial music,

(6) March music, and


b. Denied: N/A

c. Environmental: Classroom or training area large enough to accommodate the ensemble withadequate lighting and acoustics.

3. Standard. The cadet, as a member of a band, will:

a. participate in rehearsals;

b. perform ceremonial music, to include:

(1) O Canada,

(2) Canadian Forces General Salute, and

(3) Advance;

c. perform a march;

d. perform a concert piece; and

e. perform in a concert.

4. Remarks. N/A.

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EO SBM22.01 – PARTICIPATE IN INDIVIDUAL PRACTICE

1. Performance. Participate in Individual Practice.

2. Conditions

a. Given:

(1) Primary practice instrument,

(2) Level Basic Rhythm sheet,

(3) Level Basic music,

(4) Scale or rudiment sheet,

(5) Ensemble music,

(6) Individual Practice Plan,



b. Denied: N/A.

c. Environmental: Classroom or training area with adequate lighting and acoustics.

3. Standard. The cadet shall participate in individual practice.

4. Teaching Points


TP1 Describe how to sight-read. InteractiveLecture

10 min

TP2 Explain the following time-management strategies:a. setting small, achievable goals;b. prioritizing tasks;c. making a schedule;d. focusing on one task at a time;e. being flexible; andf. recognizing and dealing with distractions.

InteractiveLecture

5 min C0-245(pp. 91–92)C0-246(pp. 231–233)

TP3 Describe how to practice individually. InteractiveLecture

20 min

TP4 Have the cadets participate in a individualpractice.

PracticalActivity

40 min

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5. Time

a. Group Lecture:(1) Introduction/Conclusion: (2) Interactive Lecture: (3) Subtotal:

b. Individual Practice:(1) Practical Activity: (2) Subtotal (18 occurrences):

c. Total:

5 min

35 min40 min

40 min

720 min760 min

6. Substantiation

a. An interactive lecture was chosen for TPs 1, 2 and 3 to give an overview of how to sight-read,manage time and practice individually.

b. A practical activity was chosen for TP 4 as it provides the cadets an opportunity to practice individualpractice.

7. References

a. C0-245 (ISBN 1-58062-513-4) Adams, B. (2001). The Everything Leadership Book. Avon, MA:Adams Media Corp.

b. C0-246 (ISBN 1-58062-578-9) Adamson, E. (2002). The Everything Stress Management Book.Avon, MA: Adams Media Corp.

8. Training Aids


b. Level Basic Rhythm sheet,

c. Music Proficiency Level Basic music,

d. Scale or rudiment sheet, and

e. Ensemble music.

9. Learning Aids


b. Music stand,

c. Level Basic Rhythm sheet,

d. Level Basic music,

e. Scale or rudiment sheet, and

f. Ensemble music.


11. Remarks. Individual practice will consist of three 40-minute private lessons and 15 periods of self study.

A-CR-CCP-904/PG-001

4-9-5

EO SBM22.02 – PERFORM ENSEMBLE MUSIC AS A MEMBER OF A BAND

1. Performance. Perform Ensemble Music as a Member of a Band.

2. Conditions

a. Given:


(2) Chair,

(3) Music stand,

(4) Ceremonial pieces (score and parts),

(5) March piece (score and parts),

(6) Concert piece (score and parts),

(7) Concert percussion,



b. Denied: N/A.

c. Environmental: Classroom or training area large enough to accommodate the entire ensemble withadequate lighting and acoustics.

3. Standard. The cadet shall perform ensemble music as a member of a band, to include:

a. ceremonial pieces, to include:

(1) O Canada,

(2) Canadian Forces General Salute, and

(3) Advance;

b. a march piece, and

c. a concert piece; and

4. Teaching Points


TP1 Describe types of rehearsals, to include:a. individual practice,b. sectional rehearsal, andc. ensemble rehearsal.

InteractiveLecture

10 min

TP2 Describe the function of instrument groups withinthe band, to include:a. soprano,b. alto,

In-ClassActivity

15 min

A-CR-CCP-904/PG-001

4-9-6


c. tenor,d. bass, ande. percussion.

TP3 Discuss personal conduct during a rehearsal, toinclude:a. contributing to the accomplishment of

ensemble and section goals;b. following the conductor and section leader;c. appreciating ensemble and section

members;d. encouraging ensemble and section

members;e. trusting the ensemble or section; andf. respecting the concentration of the other

musicians and their contributions to thepiece of music.

GroupDiscussion

10 min

TP4 Conduct an ensemble/sectional rehearsal, toinclude:a. a warm-up activity,b. sight-reading, andc. practice of pieces.

PracticalActivity

35 min

5. Time

a. Group Instruction:(1) Introduction/Conclusion: (2) Interactive Lecture: (3) In-Class Activity: (4) Group Discussion: (5) Subtotal:

b. Rehearsal:a. Introduction/Conclusion: b. Practical Activity: c. Subtotal (28 periods):

c. Total:

5 min


5 min

35 min1120 min1160 min

6. Substantiation

a. An interactive lecture was chosen for TP 1 to orient the cadets to rehearsals and to give an overviewof types of the different rehearsals.

b. An in-class activity was chosen for TP 2 as it is an interactive way to provoke thought and stimulateinterest among cadets and present the function of instrument groups within the ensemble.

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c. A group discussion was chosen for TP 3 as it allows the cadets to interact with their peers and sharetheir knowledge, experiences, opinions, and feelings about personal conduct during a rehearsal.This helps develop rapport by allowing the instructor to evaluate the cadets’ responses in a non-threatening way while helping them refine their ideas. A group discussion also helps the cadetsimprove their listening skills and develop as members of a team.

d. A practical activity was chosen for TPs 4 as it is an interactive way to allow the cadets to experienceperforming in a rehearsal space.

7. References. N/A.

8. Training Aids

a. Presentation aids (eg, whiteboard/flip chart) appropriate for the classroom/training area,

b. Score for concert piece,

c. Score for march piece,

d. Score for ceremonial pieces,

e. Conductor’s baton,

f. Conductor’s stand,

g. Conductor’s podium,

h. Instrument names located at A-CR-CCP-904/PF-001, Chapter 7, Annex D,

i. Five large pieces of bristol board or five flip chart pages, and

j. Adhesive putty.

9. Learning Aids


b. Pencil,

c. Part for concert piece,

d. Part for march piece, and

e. Parts for ceremonial pieces.


11. Remarks

a. Additional pieces may be added depending on the ability of the cadets.

b. Rehearsals shall consist of ensemble and sectional rehearsals.

A-CR-CCP-904/PG-001

4-9-8

EO SBM22.03 – ATTEND A MUSICAL PERFORMANCE

1. Performance. Attend a Musical Performance.

2. Conditions

a. Given:

(1) Musical performance,

(2) Pen/pencil,



b. Denied: N/A.

c. Environmental: Performance location.

3. Standard. The cadet shall attend a musical performance.

4. Teaching Points

a. Discuss concert etiquette, to include:

(1) behaviour,

(2) applauding, to include:

(a) when to applaud, and

(b) duration of applause.

b. Have the cadets attend a musical performance, to include:

(1) observing personnel involved in the musical performance, to include:

(a) ensemble personnel, to include:

i. conductor,

ii. musicians,

iii. soloists, and

iv. sections of the ensemble; and

(b) stage crew personnel, to include:

i. master of ceremonies (MC),

ii. stage hands, and

iii. set-up and tear down crew;

(2) observing performance routine, to include:

(a) warm-up activities,

(b) order and types of music played, and

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(c) introduction of pieces by the MC; and

(3) observing performer’s behaviour:

c. Discuss the musical performance.

5. Time

a. Introduction/Conclusion: b. Field Trip: c. Total:

10 min70 min80 min

6. Substantiation. A field trip was chosen for this lesson as it will reinforce the cadets’ knowledge of theproduction of a concert and concert etiquette by attending a musical performance.

7. References

a. C0-260 The National Association for Music Education. (n.d.). The Ten Rules of Concert Etiquette.Retrieved February 26, 2008, from http://www.menc.org/guides/etiquette/students.pdf.

b. C0-261 Winnipeg Symphony Orchestra. (2007). Attending the Concert: What You Need to Know.Retrieved February 26, 2008, from http://www.menc.org/guides/etiquette/students.pdf.

8. Training Aids. Attend a musical performance handout.

9. Learning Aids. Attend a musical performance handout.


11. Remarks. Musical performance may include:

a. a Intermediate/Advanced Musician band performance,

b. a Canadian Forces band performance, or

c. a local musical performance.

A-CR-CCP-904/PG-001

4-9-10

EO SBM22.04 – PERFORM IN A CONCERT

1. Performance. Perform in a Concert.

2. Conditions

a. Given:


(2) Chair,

(3) Pen/pencil,

(4) Music stand,

(5) Concert music,

(6) Ceremonial music,

(7) March music,



b. Denied: N/A.

c. Environmental: Training area large enough to accommodate the entire ensemble and audienceand with adequate lighting and acoustics.

3. Standard. The cadet shall perform in a concert for:

a. other cadets,

b. members of the CSTC staff, or

c. the general public.

4. Teaching Points. Have the cadets:

a. set up a concert;

b. perform in a concert;

c. tear down a concert; and

d. discuss the concert.

5. Time

a. Introduction/Conclusion: b. Practical Activity: c. Total:

10 min110 min120 min

6. Substantiation. A practical activity was chosen for this lesson as it is an dynamic way to allow the cadetsto experience playing in a concert.

7. References. N/A.

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4-9-11

8. Training Aids

a. Conductor’s stand,

b. Conductor’s podium,

c. Conducting baton,

d. Concert music (score),

e. Ceremonial music (score),

f. March music (score).

9. Learning Aids


b. Concert percussion,

c. Chair,

d. Music stand,

e. Pencil/pen,

f. Concert music (parts),

g. Ceremonial music (parts),

h. March music (parts), and

i. Perform in a Concert handout.


11. Remarks

a. Many aspects of planning a concert fall outside of the scope of this training document (eg, transportreservations for outside concerts, lighting and decorations in concert halls, creation and distributionof souvenir programs).

b. Cadets from the General Training course are the ideal audience for a Military Band – Basic Musicianconcert. Other course cadets, members of the CSTC staff or an outside audience may be invitedas well. Members of the senior staff, especially the Commanding Officer, should be invited to theconcert.

A-CR-CCP-904/PG-001


4-9-12


4A-1

INSTRUCTIONAL METHODOLOGIES AND THEIR APPLICATIONS


4A-2


4A-3


4A-4


4A-5


4A-6

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