During the first month of high school, you will be given (what can be) an overwhelming amount of information and choices to make. As we navigate these first few weeks together, feel free to reach out for support! We're here to help.
The first few classes, we will learn about the culture of the band room - how we enter, where things are, how we work together and support each other in our weird sound making adventures, and learn about each other. We will also be learning to read and write the language of music. Just like learning letters and numbers, we need to learn the symbols of music. You might already have some knowledge from previous lessons or music classes so you can think of this as a great refresher and way for you to help out your classmates who are beginning to learn. Our other big objective for the year is goal setting. We will set group goals and personalized goals on a regular basis and this will be part of a monthly assignment called "Goal Cards."
As we move through this process together, I request that you keep an open minded approach. There might be an instrument out there that you haven't tried yet - or have even heard about - that is YOUR perfect fit. Let's go through the five steps together.
1. Instrument demonstrations and information classes. In our first Band classes, we will learn about the different instrument families and the members of those families. For example, in Grade 8 Band, the Brass Family has five members: Trumpet, French Horn, Trombone, Baritone/Euphonium, Tuba. We will spent time with each of these instruments as a class and see/listen to some examples. The same will happen for the Woodwind Family. We are not starting percussion instruments until a later date. Percussion students find it very handy to already have some piano skills, though a piano background is not an absolute requirement.
2. Instrument Choice Sheets This is the time when you take all the information you have gathered about each instrument and make some educated decisions. Students (with support of their parent/guardians) will decide their top three instrument choices and write a little sales pitch as to why they should receive their top pick when instruments are assigned. Factors to consider (these are also on the forms): Do you take the bus or get a ride to school? Do you prone to frequent headaches? Will you be getting braces soon? Do you already own the instrument? Have you always wanted to play it? Have you played it before? All of these questions help guide the Instrument Assignment process.
3. Instrument Assignments Once the Instrument Choice sheets have been returned signed and on time, assignments will be made. If necessary, Mrs. Livingstone will phone home to discuss the choices with parent/guardians. Please note that there is a section on the form for parent/guardians to submit their comments - this is a truly helpful component of the process! The final assignments will be posted on the Music Room Door in advance of the Instrument Rental Night.