Middle School Music Program

Recruitment PlanContained in this packet is, as the title states, a recruitment plan for the middle school music program. To understand a few things, here’s some context for this packet.

This packet was originally developed for a class project during my undergraduate studies. Some parameters for the assignment was that I was a middle school band director in a relatively small district. We started band in 6th grade, and there were 85 5th-grade students from two elementary schools to recruit from. There are also sections of this packet that reflect the nature of the method I use for teaching music, which is the aural-oral method. (You’ll read some details about the method in the packet.) I have since made adjustments to this packet, but the adjustments were made for me, so please keep that in mind as we move forward.

Every teacher is different, and you are more than welcome (in fact, encouraged) to edit this packet as needed. I’ve done my best to adjust this packet so that it may easily be modified to fit other music programs’ needs, but of course you may like things a little differently. NOTE: THIS PACKET WILL CONTINUE WITH THE BAND PERSPECTIVE. Those teaching choir, orchestra, or another genre of music course will need to modify accordingly.

If you have any questions or would like to discuss any points brought up in this packet, please contact me! You’ll find my contact information on my blog at rosegoldwarrior.wordpress.com.

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I hope this packet makes things a little easier when it comes to recruiting for your program. Remember, recruitment is a continual process, so it’s never too late – or too early! – to start planning.

Best wishes,Ms. Epperly

Table of ContentsTimeline Overview

3Elementary Visits Details

7Musical Aptitude Test Details

8Run-Out Concert Details

9Instrument Fair Details

11Instrument Fair Ticket and Rubric

13Student Placement Strategies

14Uncommitted Student Strategies

15“Come Jump on the Band Wagon” Letter

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Parent Information Letter17

List of Preferred Instruments and Equipment Letter19

Timeline OverviewThis overview is formatted to follow a specific class of

incoming students. Take note that the beginning and end of this overview overlap with one another – after all,

recruitment is a never-ending process!

Augusto Online Resources

o Before classes start

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o Make sure that the program website is up to date, accurate, correctly linked to Facebook and YouTube pages, and running smoothly

o Calendar should be updated and color-coded for events for 5th, 6th, 7th, 8th, and All grades

Septembero Elementary Music Games

o 1st or 2nd week of the montho Visit the 5th graders at the elementary schools. Go to

either the specialized music classroom or their home classrooms. While there, play music games designed for the students that will not require a musical background. Get them excited for music!

Octobero Elementary Music Games

o 1st week of the montho Same as above

o Homecoming o At the high school, most likely second half of the montho The high school is bound to have a homecoming

football game this month, which is typically a large event that often includes a parade. Coordinate with the high school director to have the middle school students walk with the high school band and toss candy to parade watchers. (Candy tossers will be encouraged to give more candy to elementary students if any are passed.) Middle school students will also make a banner and posters to carry in the parade for those not tossing candy.

Novembero Musical Aptitude Test

o Week before Thanksgivingo Collaborate with the high school director and

elementary music teachers. May also wish to collaborate with other music directors at the middle and

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high school as appropriate. Visit the elementary schools and give the Selmer Music Guidance Survey (or aptitude test of your choice) to 5th grade students. Send the students home with flyers that have information about enrolling in band (or music generally), what we do, and where to find the program websites for the middle and high schools.

Decembero Run-Out Concert

o Same week as the middle school concerto This will involve the entire middle school band, and will

align with the main winter concert. Send 5th grade students home with information about band and a form for them to fill out and return to their elementary music teacher. Collect that week.

January/Februaryo Contact Potential Band Students

o Before the semester starts/first week of spring semester

o Compile list of aptitude test scores and student interest forms from the run-out concert. Send out information about the Informance to students already interested. For parents of students not interested in band but with a high aptitude score, see Uncommitted Student Strategies.

o Informance o Last week of January/first week of Februaryo Fifth grade students and their parents will be invited to

the middle school for an Informance by the 6th grade students. Students will not only perform concert pieces, but will also sing and demonstrate other musical skills that we’ve been working on. May simulate a typical day in the classroom. Discuss responsibilities for participating in the program, goals for the students, and benefits of a music education. Answer any questions that may come up as well.

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Februaryo Class Registration Due

o Middle of the month – varies depending on school district

o Send out reminders about enrollment in band to families who attended the informance/have shown interest in enrolling.

o For additional information here, see Uncommitted Student Strategies

Marcho Instrument Fair

o Before Spring Breako Invite all students enrolled in band for the next year to

the band room to try out the different instruments they can start on in the Fall. Students will fill out a form with their preferred instruments.

o See Instrument Fair Detailso Parent/Student Instrument Meetings

o After Spring Breako Contact families of newly enrolled students to arrange

private meetings throughout the week. Meetings will be half an hour long and will discuss instrument choices based on data collected from the instrument fair and the needs of the program. Go into details about instrument procurement and give them a calendar at least through the winter concert, if not the entire next school year.

o See Student Placement Strategies for more details.

Aprilo Confirm next year’s calendar

o By late Aprilo Confirm with all elementary teachers, high school

director, and all necessary administration and personnel for the calendar for the next school year. Distribute to all students and parents accordingly.

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Mayo Spring Concert

o Early May – varies depending on program and school calendar

o Invite all incoming band students and families to the spring concert. Take a moment from the concert to recognize them in the audience. Have them stand and give them a round of applause – get them excited to join band!

Juneo Reminders

o Mid-Late Juneo Send out any reminders/calendars/information packets

to everyone. o Confirm numbers for band camp.

July/Augusto Band Camp

o Last week before school starts o For new 6th graders and upperclassmen wishing to

learn a new instrument. Weeklong. o See Parent Information Letter for more details about

Band Camp.

Septembero Band Parent Boot Camp

o Second weekend of the montho This will be a Saturday where parents are encouraged

to attend and learn their child’s instrument. At the end of the day, parents will perform for the students. Not only will this event give the parents a better appreciation for what their child is learning, they will also have a greater understanding to be able to help their child practice at home.

o Not a mandatory event, but encouraged. Both parents don’t need to participate, only one is fine. Parents will use their child’s instrument.

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Elementary Visits DetailsVisiting the 5th graders at the elementary schools will be vital to the enrollment process. This will not only allow you the opportunity to get to know the students you want to recruit, it also gives the students an opportunity to get to know you. This can be a double-edged sword, as there’s always the chance something could happen to turn the students off from your program, but if done right, this method will win you more than it loses, if you lose any at all.

You’ll travel to the elementary schools a couple of times at the beginning of the school year and play some musical games with them. These will be fun for the students, but will also serve as tools for assessment for you. These games can test things like musical aptitude (check for pulse by playing musical chairs while walking to the beat of a song) or their ability to follow instructions (musical red-light-green-light) and the like. Keep track of students who try hard and who you would like to have in your class, and reach out to those students who don’t seem too keen on music. They may be the student who needs music the most!

These won’t be times to bog the students down with information and handouts. They will know that you’re a middle school music teacher, though, and you can use that to your advantage. For example, try a rhythm game you may play with

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your beginning band with the 5th graders. Now imagine those 5th

graders going home and telling their parents what they did that day (“We got to do what the middle schoolers do today!”)

Regardless of what you do with the students in these visits, make sure that showcases a love for music is the priority. Show them that music can relate to them in ways they may not have thought about, and that it is completely a viable option for them in the future. Ultimately, make it fun!

Musical Aptitude Test DetailsLet’s be real for a second. The reason for including an aptitude test in this process is NOT to use it to only bring the students with the highest aptitudes into our music programs and exclude the others. Music is for all, and excluding anyone from our classroom just because they may not have the highest aptitude is a great, deep shame. The real purpose for this aptitude test is two-fold: (1) to understand the baseline and the potential for your incoming class of musicians, and (2) to find those students who do have a high chance of being successful in your program and reach out to those who don’t initially enroll in your program. I am a firm believer that any student who wants to be in the music classroom should be there. This test will just help you in reaching out to those students who may not see a possibility that is indeed a viable option for them.

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My selection for the musical aptitude test has been the Selmer Musical Aptitude Test. However, there are many other similar tests that exist. It is up to you, ultimately, to decide which one you use.

When putting these exams together, there will be some things to take into consideration, logistically. Confirm the number of students who will be taking the exam. You will likely need to purchase the exam packets, so this is important. Coordinate with the music teacher(s) at the elementary school(s) to see what time of day would work best for these tests. The best time to do it obviously would be during the students’ regularly scheduled music time, but please show respect for your fellow music educator and ensure that their lesson plans can accommodate the testing. Collect all necessary supplies and materials. For example, have pencils on hand for students, double check sound equipment for any sound clips that may need to be played, or have a piano ready in the room if need be. Additionally, coordinate with whoever may be necessary to monitor the exam. Some exams may require you send the results back to them for grading (which may incur additional fees, yikes) but the one you choose may mean you need to do the grading. Plan accordingly to have that done in a timely manner in whatever way works best for you and your program.

Run-Out Concert DetailsThe run-out concert will benefit recruitment because it gives your program more of a presence with your potential beginners. It also will help develop your program currently, instilling pride in your current students as they show off what they’ve learned in as little as four months.

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Coordinate with the elementary schools to find a day best for your program to visit on the same day. I would recommend making a day out of it. Doing so will get your students excited about performing (and getting them out of class all day is just another perk they’ll love). Be sure to have enough buses to transport your students and transportation for any equipment as well.

The key to success on this day is organization, so make sure that you develop a schedule that has everything accounted for: loading time, transit, lunch, set up, tear down, questions from audience, concert duration, etc. When you’ve gotten your timetable for the day in place, send it to everyone who could possibly need it, such as bus drivers, parents, administration at the elementary schools, your administration, and of course your students. Even if someone on this list doesn’t look at your schedule, just sending it out ahead of time can ease a lot of headaches and show others that you’re prepared and know what you’re doing. The schedule I made when initially developing this recruitment plan involved visiting two elementary schools, so I had one concert in the morning, one in the afternoon, and take the students somewhere they can spend $5 on lunch in between. But of course, your school district may operate differently, so adjust as desired.

Now, the actual concert composition. Depending on the size of your program, you may want to involve all of your students or only one grade level. That’s up to you. To give you an idea, my plan originally involved taking all of the middle school band students. The sixth grade band would play a piece then introduce the woodwind family. The seventh grade band would play a piece then introduce the brass family. The eighth grade band would play and piece and introduce the percussion family. While setting up for the final piece, the director would give some information about being in band and answer any questions the audience may have. Then the sixth, seventh, and eighth grade bands would together play a finale piece and end the concert.

If you decide to only take one grade level, then I would suggest still alternating between playing a piece and introducing instruments. Additional adjustments you could make would be to have a performance portion by your current students, and an

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instrument “Petting Zoo” portion, where the potential students could walk around and try to play the instruments. I personally prefer having a separate instrument fair in the spring for enrolled beginners only, but I have seen some orchestras be successful with a petting zoo at run-out concerts before.

This run-out concert should align sometime close to the winter concert for your program. That way, you can invite all of your potential students to the concert if they liked what they heard at the run-out concert. (S/N: Be sure to acknowledge those students at the concert that night – they will think it is the coolest thing!)

After the run-out concert is finished and your potential students head back to their classrooms, send with them forms to fill out about how they enjoyed the concert and if they would be interested in band. These forms would also have their name, their parents’ names, and their parents’ contact information. Since you’ll be busy with your program during that day, you will have to come back later to collect that information from their music or homeroom teachers. These forms will help you out later when wanting to follow up with students about joining your program, and it will also give you feedback for refining the program for next year. Another option would be asking for feedback from the elementary teachers who were at the concert as well. After all, peer feedback is always a good idea.

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Instrument Fair DetailsThe Instrument Fair is always one of my favorite events with incoming students. This evening is to get students enrolled in your beginning ensemble for the next year with the instruments they can choose to play. (Disclaimer: I am a band person, so for those of you directing programs with other instrumentation, I’m afraid I don’t have as much information about assessing aptitude for other instruments.)

For this event, you will need some volunteers to help you out. I always like involving students, so these volunteers can be high school students or even some of your more advanced middle school students. Asking the other directors either on site or at the high school is also a great idea. Before the night begins, you will need to have a meeting with everyone and ensure that they’re all on the same page about the process, what you’re looking for, etc. Also, to thank them, it’s always a nice idea to provide them with dinner.

The Instrument Fair will be a come-and-go event on a night that works well for your program and school district. I recommend at least an hour-and-a-half minimum, but the ultimate duration of the event is up to your discretion. When a student and their parent show up, they’ll be greeted at the door and given a “ticket” (see below) and directions to their first station. There will be several stations set up around the room for each instrument you’ll be starting. At each station will be at least two volunteers, the instruments (or parts of the instruments) the incoming

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students will be playing, and a gratuitous amount of disinfectant and cleaning supplies. The student and their parent will head to all of these stations in the time that they’re there and tryout each instrument. The volunteers at each station will assess the student’s potential to be successful at each instrument and give them a score on their fair ticket (rubric below). After visiting each station, the student will write on the bottom of their ticket their top three choices. They’ll return the ticket to you, who will be waiting near the entrance to answer any additional questions the families may have and to get to know them.

Here are some assessment points and instructions for volunteers I’ve developed for beginning band instruments. I start on flute, clarinet, trumpet, trombone, and percussion, but don’t feel like you have to follow that some process. Feel free to use these or find parallels with other instruments to help you out.

Fluteo Playing on head joint onlyo They can find the right angle to blow to produce a pitcho They can hold the note for several secondso They can hit the high and the low note on the head jointo Head joints sterilized between each student

Clarineto Playing on short horn onlyo They can produce a tone with a good tone qualityo They can maintain a good embouchureo They can hold a strong, square noteo Reed and mouthpieces sterilized between each student

Trumpeto Play on mouthpiece; horn may be added and operated

by station volunteero They can buzz on and off the mouthpieceo They can support their air while playingo They can hit partials while buzzing and on the

instrumento Sterilize mouthpieces between each student

Tromboneo Play on mouthpiece; horn may be added and operated

by station volunteers

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o They can buzz on and off the mouthpieceo They can support their air while playingo They can hit partials while buzzing and on the

instrumento Sterilize mouthpieces between each student

Percussion is a bit of a different beast, so I’m giving it it’s own paragraph. At the station will be a pair of drum pads and drum sticks. The incoming student and volunteer will play together. First, the volunteer will get the student tapping the big beat with in their foot. Then keeping the foot going, you’ll add in play the subdivision in just the right hand, then the left hand, then alternating. All this while, you’re assessing their coordination and their ability to maintain pulse. Have them continue to tap their foot and alternating their hands while you ask them questions (e.g. “How are you liking the instrument fair so far?” “Are you excited about joining band?”). See if they can respond and still maintain tempo. For the last portion of this station, play two or three rhythms and see if the student can play them back for you, which tests their aural and rhythmic skills. After that, the assessment is done. Keep some hand sanitizer at this station.

Earlier I mentioned a rubric for the fair. At each station, each student will seemingly be given a score from 1-10, but it will actually be scored 6-10. It’s easiest to have the tickets travel with the students, and this way they won’t get discouraged if they really struggled with an instrument. The specific for the rating scale and the layout for the fair ticket are included in the section below.

Instrument Fair Ticket

Name: ________________________________________________________ H#: _____________________

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Parent Name(s): ________________________________________________________________________

Flute Clarinet Trumpet Trombone Percussion

Score: Score: Score: Score: Score:

Comments: Comments: Comments: Comments: Comments:

Which were your favorites? Write your top three!

1.) __________________________ 2.) _________________________ 3.) __________________________

________________________________________________________________________

The form above will be printed two on a page. For now, the remainder of the page will be for rubric.

Score Assessment10 Student showed great ability to play

instrument and would be extremely successful on this instrument.

9 Student showed good ability to play after some additional instruction and would be very

successful on this instrument.8 Student showed fair ability to play after

additional instruction and would be successful on this instrument with extra attention to

practice.7 Student struggle with this instrument, even

with additional instruction, but progress was made throughout the session. Could be

successful on this instrument, but private lessons would be highly encouraged for

success.

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6 Student struggled greatly with this instrument, and may not be able to be successful if assigned this instrument.

Selecting another instrument is encouraged.

Student Placement Strategies

Once you have your enrollment numbers for the next year, you should sit down and work out what you would like your instrumentation to look like in your beginning band. If you’re only starting on the certain instruments and not others, take into account where you would like some of those students to go in later years. For example, if you don’t start saxophone, be sure to accommodate those numbers in the clarinet section. So you’re not doing everything at once, it may be a good idea to do this before the Instrument Fair.

After the Instrument Fair, you’ll need to sit down and compile the student choices for instruments. I like to make a chart of my ideal set-up and the set-up I have with all of the first choice instruments. Assess some changes you might make to get closer to your ideal set-up, though understand that the odds of it happening are incredibly slim.

Schedule meetings with the families of your incoming students. These are best done in person, but could be done over the phone is scheduling is an issue. First, you’ll want to ask them how they felt the instrument fair went. Glean as much feedback from this as you can. Second, explain that ensembles have optimal instrumentations. Adhering to them helps the band play more standard rep and create the full, complex, and diverse sound of an ensemble. Make sure to frame this in a way that showcases how optimal instrumentations aid in ensemble success. Discuss what their student wants to play, what they scored well on and could be successful at, and what the ensemble needs.

Do not assign a student an instrument they don’t want to play. Sacrificing student enthusiasm for a desired ensemble instrumentation is not worth it. There will also be students who will be dead set in only playing their top choice, no matter what

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they scored on it. If a child really wants to play an instrument that they scored a six or a seven on, let the parent know that private lessons are very highly encouraged, or it may become difficult to be successful at the instrument. Understand that compromises are going to have to be made. But don’t be afraid of saying that a student might be more successful in another area. In the end, what we want are musicians who love what they do. As long as that’s the goal, everything should work itself out.

Uncommitted Student Strategies

There will be students who may have a very high chance of being successful and happy in band who haven’t really explored the option yet. These may be students who reacted well in your elementary visits or who scored well on the aptitude test, but who didn’t attend the winter concert or enrolled in music. This section touches on reaching out to those students.

Sometime during winter break, look through the list of students interested in joining band and the musical aptitude scores. Find any student who scored average or higher who hasn’t shown any interest in your program yet. Get in contact with their parents. Give them a call (during a normal day time hour) and explain that you’ve noticed their child would have a good chance of being successful in music. Give them an idea of what your program is like, how beginners learn the basics, and what a music education can do for a child. Answer any questions they might have.

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Regardless of how interested they may seem in enrolling, invite them to attend your January informance, a night where you give parents and students a glimpse into what you do each day in your classroom. Offer to put them on the mailing list to receive your program’s newsletter, or send them newsletters from the past few months. Email them a link the program’s website. Give them every opportunity to see your program and get a sense for what it’s all about. Explain the different ways to afford an instrument, especially if you or your booster program have some sort of scholarship system in place. No matter what you do, really get them to feel like your program will be doable for them.

If they still miss the informance, or any other event that you’ve invitied them to, let them know that they’re still welcome to enroll and that you will gladly answer any questions they may still have. Let them schedule a meeting with you if need be.

My philosophy is to ask three times. The third time’s the charm, after all. If after you’ve reached to them on three separate and appropriate occasions, though, it’s time to respect their decision. You may not be able to get them all, but reaching out already shows an investment in the student, and that alone may just be enough to convince them..

Come Jump on the Band Wagon!

Middle school is the first time you get to choose your classes. It’s a time of freedom and a time to explore all kinds of subjects. Our

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middle school has many electives to choose from, so why choose band?

It’s fun! – Band is a co-curricular class – a class that meets both during and outside of regular school hours. You get to learn a whole new instrument, spend time with friends, and travel to events in your community, music competitions, and even out-of-state band trips!

A great community! – In band class, students are always coming together to perform beautiful pieces of music. There’s no way you can come together with a group of positive people to put together something like a concert and not walk away feeling like a family!

So much learning! – Not everyone gets to learn how to play a musical instrument. At our middle school, we don’t just learn how to play music; we also learn how to make it! Students are encouraged to make their own arrangements of sonds and even compose their own. We team up with the high school in the spring to put together a chamber concert that features pieces written by our own students!

Still need convincing? Well, band is more than just fun; it’s so practical and incredibly healthy for the brain! Below you’ll find some highlights from C.D. Shelton’s book Music and the Brain: How Music Changes the Brain (2013). This is from his list of “12 Benefits of Music Education”:

“Musical training helps develop brain areas involved with language and reasoning.”

Through music study, students learn the value of sustained effort to achieve excellence and concrete rewards of hard work.”

“Music provides children with a means of self-expression. Self-esteem is a by-product of self-expression.”

“Music performance teaches young people to conquer fear and to take risks.”

“An arts education exposes children to an incomparable self-confidence building experience.”

Don’t just take our word for it! Check out our middle school band online!

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www.ourband.comwww.facebook.com/ourband www.youtube.com/ourband

Be on the lookout for our upcoming performances and elementary school visits!

We can’t wait to show you what you can do in band!Parent Information Letter

Our Middle School Band1234 School StreetFunky Town, USA 12345

Greetings, Parents!

I am so excited to welcome you and your children to our band family. The music programs in this district word endlessly to ensure that our students are as successful as they can be. We have an outstanding incoming class, and I cannot wait to get started!

This letter contains information about acquiring instruments, band camp, and the structure of the first semester of the school year.

Band camp is coming up at the end of July. By then, your child needs to have their instrument. There are several options:

Purchase – You can always purchase your child’s instrument. This is not common practice for beginners, but if your child is determined to continue to perform in the future, this will be an excellent investment. If purchasing is not an option now, doing so in the future is.

Renting – There are several options to rent instruments. First, you may rent an instrument through the school. Our middle school band has several models of each of the beginning instruments to rent out. There is a rental fee of $50 per school year. The fees goes towards covering the cost of any repairs that may need to be made to the instrument, and is not refundable. The music store in town also has instruments for rent for a fee of $75 per school year. Renting through our music store ensures free repairs up to a certain amount, but they also share rentals with several other nearby school

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districts, so there may not be any of the model you are looking for. Most students in our program rent through the school band until we run out of instruments. Instruments for rent are on a first-come-first-serve basis.

Borrowing/Using Pre-Owned instruments – You may know a family member or friend who has an instrument they no longer use. You are more than welcome to use instruments already owned that way. If you do choose to follow this option, please contact me ahead of time to make sure that your instrument is in proper working condition and is appropriate for beginners.

I’m attaching to this letter a list of models and additional equipment each instrument should acquire. Please note that while the school does rent out instruments, there may be some item (like reeds or valve oil) that you will need to purchase on your own. If you’re having any issues finding instruments or equipment, or are unsure of what equipment to purchase, please contact me.

Band camp is a weeklong program. Students meet Monday-Thursday from 9:00am-3:00pm and Friday from 12:00pm-3:00pm. During this time, we work on establishing fundamental music skills and beginning playing technique. Band camp is not mandatory but is highly encouraged. It allows us to put basic skills in place before the school year starts so that we may start the first day strong. If your child cannot attend band camp, please let me know and we will work to ensure that they are able to easily stay on track with the rest of the band. The Friday of band camp, students meet at 12:00pm. At 2:30pm, they put on a performance of all the things they’ve learned. That’s right, they’ll go from complete beginners to performing pros in just one week. All parents and family members are invited to the performance, and there will be light refreshments afterwards. Once the performance is over, the students are dismissed from band camp.

During the course of the week, students will need to bring their lunch, their instruments, a pencil, and a positive attitude!

The week after band camp, classes will start on Tuesday. Once classes start, our time in band will be spent divided on different subjects. Students will spend their time between learning aural skills and instrument technique. The aural skills portion will involve singing and understanding music not through their instrument, but

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through their ears and their minds. We will be working towards full musical understanding and independence, and then transferring those skills to the students’ instruments. Students will then be able to apply those skills to repertoire that comes our way in class. Later in the semester, we’ll begin learning to read notation. Students will be able to transfer their skills of hearing, singing, and performing music to reading it. Think of this process as similar to learning a language. First you learn to speak it, and then you learn to read. Later you learn to write, and by then, you’re fluent in that language. One of our goals is to give the students the skills they need to be fluent in music so that they can function independently.

Of course, our ultimate goal is much more important. Our middle school band is, of course, dedicated to music, but it is this program’s sincerest hope that what our students pick up in the classroom isn’t just learning music, but learning what it means to work hard, to achieve goals, and to take pride in one’s accomplishments. We hope that your student will learn to love what they do, and that they will carry that passion and drive into all aspects of their lives.

I so look forward to working with you and your children, and I cannot wait for the successes that are in store for us. Thank you so very much.

Respectfully,The Teacherteacher_the@ourschool.eduDirector of BandsOur Middle School

List of Preferred Instruments and Equipment

FluteInstruments:

Yamaha YFL200ADYamaha YFL281

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Germeinhardt 3Additional Equipment:

Nametag for caseMetal cleaning rod (should be included with instrument)Cleaning cloth (a piece of cotton, a handkerchief, or a

bandana)

ClarinetInstruments:

Selmer CL211Selmer 1310SYamaha YCL450N

Additional Equipment:Nametag for caseCork greaseSilk cleaning swabThumb rest cushionVandoren 2 reedsReed case (holds up to 4)

TrumpetInstruments:

Bach TR300HConn 23BYamaha YTR2335

Additional Equipment:Bach 7C, 5C, 5B, or 3C mouthpieceLight valve oilSlide greaseNametag for case

TromboneInstruments:

Bach TB200BBach TB301Conn 23HConn 88H** - contact director first before

purchasing/rentingYamaha TSL354

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Additional Equipment:Mouthpiece

Bach 12C, 11, 7C, 6.5AL, or 301 ORYamaha 48

Nametag for caseSlide oilSlide grease

PercussionInstruments*:

Pearl PK800Vic Firth V8705Yamaha Percussion Pack

*Regardless of the kit you choose, please make sure that your kit contains a set of bells (2.5 octave), a drum pad, a two-part stand (the base and the upper frame), a pair of bell mallets, a pair of drum sticks, and a case to carry it all in (preferably one with wheels). Some kits that are rented or borrowed may be missing some of these items.

Additional Equipment:If your kit does not come with drumsticks, fin a pair of:

Vic Firth SD1If your kit does not come with bell mallets, find a pair

of:Innovative James Ross IP902

(In the future, percussionists will be required to purchase stick bags and their own sticks and mallets for various instruments. The school will provide mallets for 6th grade percussion and specialized instruments. More information on what to fill your stick bag with will come during 7th grade.)

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