Centennial High School Instrumental Music Mission Statement

At Centennial High School, we strongly believe that music has the ability to enrich every person’s life in unique and powerful ways. Thus, our primary goal is to foster the development of a life-long relationship with music in every student. Whether our students go on to be symphony musicians, doctors who play in a community band or orchestra one night a week, or simply music fans, our goal is for them to have a love and appreciation of music and music-making. Beyond the purely musical goals of the program, we also aim to develop students’ interpersonal and intrapersonal skills. Teamwork is a requirement for orchestra playing. There are no “second-string” players in a orchestra. Instead each individual in the ensemble - down to the last chair player - plays a vital role in the quality of the whole. Additionally, there are no right or wrong answers in music. Each musical performance is unique and can never be perfect. Even the best professional musicians spend their entire lives reaching for perfection, never quite attaining it. These two characteristics separate music from other subjects and are what make it is such an irreplaceable aspect of a student’s education. Given all of this, we are not in the business of producing only “conservatory players” who have ambitions to pursue music as a profession. We are - very much - in the business, however, of developing a life-long relationship with music in every student. Along the way we will also be providing and encouraging positive interactions and personal growth through the medium of music. The road towards these goals is extremely rewarding, yet very challenging. Only through positive effort on the part of everybody involved in the program can true excellence be achieved.

GOALS AND OBJECTIVES

1. Students will continually improve their individual playing ability and musical knowledge by participating in full ensemble experiences, chamber groups, and solos.

2. Students will increase their skill and comprehension levels by understanding and working towards mastery of various musical concepts, including, but not limited to: posture, bow control, specific instrument background information, technical facility (including scales, articulation, rhythmic accuracy, sight-reading, sight singing, terminology, interpretation, form, style, etc.). These improvements will be monitored in class, but will require outside practice to master.

3. Students will be evaluated through various methods, including playing quizzes, verbal comprehension questions (in class), observation of class performance and participation, written work, teacher feedback and coaching in class, and performance outside of class time.

“Means to the End” Process

Providing a positive experience for all students is a weighty task and requires cooperation on the part of students, student leaders, and staff. We are dealing with students over their four-year high school career. Individual ability and comprehension levels will vary greatly from student to student over the four years. Consequently, students are requested to maintain a positive and helpful decorum as we work toward both individual skill enhancement and comprehension, and group progress and performance readiness.

Students should use class time to the best possible advantage. They should: concentrate, make a positive contribution, and study music when waiting for rehearsal to move on, etc. Individual learning styles will vary. Students will be evaluated on the basis of progress from their own starting point. The goal is to progress as far as possible toward the written objectives of the experience.

Specific Objectives

By the time a student graduates from Centennial High School, he or she will be able to demonstrate the following competencies to a high level of mastery:

1. The student will demonstrate - while standing or sitting - proper playing position, taking into consideration growth and motor ability.

2. The student will identify, define, and utilize the musical terms and symbols encountered in the musical literature being studied.

3. The student will perform music using mixed meters, changing meters, asymmetrical patterns, free rhythms, and non-traditional notation. Additionally, the student will perform music using rest and note values through the 32nd-note.

4. The student will play all major and minor scales and arpeggios in as many complete octaves as possible within the legitimate range of the instrument at a variety of speeds, articulations, and rhythms.

5. The student will play a chromatic scale encompassing the legitimate range of the instrument, performed in eighth-note values at a minimum tempo of 120 beats per minute, with a variety of different articulations.

6. The student will identify key signatures and apply them to any music being performed.

7. The student will describe - as a consumer and performer - musical literature of various styles, composers, and compositional techniques.

8. The student will interpret music with historical perspective and style.

9. The student will demonstrate sight-reading skills in music containing moderately difficult rhythmic structures and keys.

10. The student will demonstrate instrumental techniques including the use of advanced alternate fingerings and positions, as well as advanced techniques that are idiomatic to the full range of the instrument.

11. The student will demonstrate the ability to balance and blend his or her tone-quality within a performing group.

12. The student will describe career and vocational opportunities in music.

13. The student will produce a controlled and centered tone-quality throughout the legitimate range of his or her instrument.

14. The student will demonstrate the ability to perform an articulation found in the music in and style or period.

15. The student will produce a controlled and centered tone-quality throughout the legitimate range of his or her instrument.

16. The student will attend class regularly with music, instrument, musical equipment, and a sharpened pencil. Additionally, the student will complete homework assignments, pay attention in rehearsal, and participate fully in class and all performances.

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Did you know…..

• A 2000 Georgia Tech study indicates that a student who participates in at least one college elective music course is 4.5 times more likely to stay in college than the general student population.

Dr. Denise C. Gardner, Effects of Music Courses on Retention, Georgia Tech, 2000.

• Students who can perform complex rhythms can also make faster and more precise corrections in many academic and physical situations, according to the Center for Timing, Coordination, and Motor Skills.

- Rhythm seen as key to music’s evolutionary role in human intellectual development, Center for Timing, Coordination, and Motor Skills, 2000.

• Students who participate in All-State ensembles consistently score over 200 points higher on the SAT than non-music students. This figure indicates that students can pursue excellence in music while also excelling academically.

- Texas Music Educators Association, 1988-1996.

• Students who participate in school band or orchestra have the lowest levels of current and lifelong use of alcohol, tobacco, and illicit drugs among any group in our society.

- H. Con. Res 266, United States Senate, June 13, 2000.

• Taking a music elective course is a better indicator that a student will stay in college than high SAT scores or high GPA.

- Dr. Denise C. Gardner, Effect of Music Courses On Retention, Georgia Tech, 2000.

Assessment Plan

Students in all orchestra classes will be graded according to the following plan:

Participation (50%)

In the music classroom, students learn through experience. In orchestra, students learn and grow by playing their instruments and actively participating in classroom activities. This type of learning cannot be "made-up". Thus, full participation in the classroom is essential for musical growth. Students will be evaluated on their level of participation in the classroom on a daily basis. Active and full involvement in the rehearsal process is expected. Through observation the instructor will evaluate the individual student's participation and preparedness. Failure to fully participate in class by coming unprepared or not actively participating will result in a lower daily grade.

Performance Tests and Projects (25%)

Student performance will be periodically evaluated through both "live" and "taped" performance tests. These tests will measure student progress towards attainment of specific musical goals. Material for these tests will include both musical examples from the literature being performed and fundamental exercises such as scales, arpeggios, technique exercises, etc.

Written Assignments & Tests (15%)

A student's understanding of music theory, music history, and broad musical concepts is critical to a student's full understanding and appreciation of the subject. The student's comprehension of these topics and their relationship to the music being studied will be assessed periodically through written tests and other assignments.

Final Examination (10%)

At the conclusion of each term students will take a final examination. This exam will have both playing and written portions and will include material learned during the term.

Attendance Policy

Absence affects performance and the success of performance-oriented activities such as orchestra depends upon full participation. Each student's participation affects the group outcome, and each student plays a valuable role in this process. Attendance guidelines have been developed to support the learning process for both the student and the group. Attendance is related to both self-discipline and learning. If a student is not in rehearsal, he or she has missed that participatory portion of his or her educational experience and that experience cannot be made-up. A calendar of events is published in advance for your planning. Students and their families are requested to plan appropriately when scheduling appointments, etc. so that rehearsals and performances are not missed. The following attendance policy applies to both the orchestra class rehearsals and the extra-curricular rehearsals.

Excused Absences

Excused absences will only be granted for certain unforeseen conflicts. Excused absences include illness, death in the family, an important religious observance, and potentially some other circumstances. Personal conflicts such as doctor’s appointments, jobs, homework, etc. are not excused.

If a student wishes to receive an excused absence, the student must submit a request, in writing, to the director at least one week prior to the absence. Failure to do so will automatically result in the student’s absence being unexcused. Submission of a request does not guarantee approval. In the event that a student must be absent due to an unforeseen emergency such as personal illness, the student is required to call the orchestra director (770.650.4230 ext. 185) to inform him of the absence. If a student is well enough to attend class during the school day, the student is expected to attend rehearsal and will not be granted an “excused” status for missing the rehearsal without advance permission from a director. Additionally, the student is required to bring a parent note to the director on the day of his or her return to school. Failure to do so will automatically result in the student’s absence being unexcused.

Unexcused Absences

An unexcused absence is one that does not satisfy the requirements listed previously for excused absences. An unexcused absence from a rehearsal or performance will result in the student not being allowed to perform in the next performance. An unexcused absence from a performance will result in the student forfeiting any awards that he or she would have been eligible for that year and may also alter his or her participation status in that ensemble. Two unexcused absences from rehearsals will similarly result in forfeiture of awards. Multiple attendance issues may also result in an alteration of the student’s participation status. Any student who finds their participation level altered due to attendance issues or behavioral consequences will not be refunded or excused from any financial fees and responsibilities due for participation in the activities/events.

Promptness

The most important part of any orchestra rehearsal occurs in the first five or ten minutes. It is during that time that, in addition to warming-up physically, the student will focus his or her mind into the group rehearsal process. Tardies also follow the same guidelines and excuse procedures listed above. Two unexcused tardies equal one unexcused absence and with that comes all of the ramifications listed above. With respect to promptness students are encouraged to keep the following adage in mind:

To be early is to be on time

To be on time is to be late

 To be late is to be left!!!

During the school day, students are expected to be in the orchestra room preparing for rehearsal at the beginning of the assigned class time. Precisely two minutes after class is scheduled to begin, students must then be in their chairs warming up for class. Those students not in class when the tardy bell rings and/or not in their seats warming up two minutes afterwards will be marked tardy. Tardies will have an adverse effect on the daily participation grade.

Concert Attendance

A performance is the culmination of weeks and/or months of learning. Because concerts are the final step in this educational process, it is essential that students fully participate in all performances. Students will receive a grade for each concert. Full participation in the concert will result in the student receiving full credit. In the event that a student misses a concert, he or she has missed an educational experience that can not be replaced or “made-up”. However, an alternate assignment is available, for students who must miss a performance. This assignment is available, upon request, from the director and is due on the day following the performance.

Conduct

Students are expected to demonstrate positive and cooperative behavior when associated with the orchestras of Centennial High School. When you are representing the Centennial High School Orchestra inappropriate or offensive behavior or language will not be tolerated. We represent ourselves, each other, and the school, and we strive to represent the best in high standards and traditions.

Specific Behavior Guidelines

1. All Fulton County Board of Education disciplinary guidelines are in effect at all orchestra functions.

2. No use of alcohol, tobacco, or illicit drugs. Possession or use of any of these will result in disciplinary actions in accordance with school policy. This may include action by law-enforcement authorities. It may also result in expulsion from the program.

3. No abuse of school facilities or equipment. This includes uniforms, instruments, music, or the physical structures. Students will be charged for any damage to the above.

4. No unauthorized use of school instruments. A signed permission form must be on file for students to play school instruments.

5. Absolutely no hazing, bullying, or harassment of students.

6. No profanity will be tolerated.

7. No disrespect of authority. This includes all student leadership, administrators, teachers, staff, orchestra parents, and anyone else connected with the program.

8. No one is permitted to leave designated areas without permission. A director or chaperone must know where you are at all times.

Students who do not abide by these guidelines may be subject to administrative referral and participation in extra-curricular events may be modified or suspended. Continued behavior issues or extreme matters may result in the student being dismissed from extra-curricular events.

In the Orchestra Room

1. Students must be prompt and prepare for rehearsal in a positive manner (see attendance policy).

2. Over 61 students use the orchestra room each day. Let’s keep it clean and orderly. Trashcans are provided for your use. Instruments and music folders are to be kept only in the instrument storage located in the orchestra room. Inappropriate behaviors include activities such as playing other instruments without permission, careless treatment of room or equipment, use of room for reasons other than practice or music rehearsal. Common sense should take care of these issues.

3. There is to be absolutely no eating, drinking or gum chewing in the orchestra room - EVER!

4. Music stands and chairs are to be put back on the racks if requested, after each rehearsal.

5. Vandalism, use of school equipment, or other student’s property without permission is not tolerated.

Care of Instruments

All instruments should be treated with care whether they are student owned or school owned. Store them properly. Keep bows, strings, etc., in good playing condition.  It is the player’s responsibility to maintain his or her instrument and to keep the director informed of any problems with the instrument that could affect the player’s ability to participate fully.

·         Students may be excused for no more than two days of playing while an instrument is being repaired.

·         An excuse will only be granted if a repair note is provided.

·         If a store must keep an instrument for longer than two days to complete the repairs, a “loaner” instrument should be requested.

·         Students who use school owned instruments for one or both semesters, will be assessed an annual maintenance fee of $25 per instrument per year.

Care of Music

Orchestra music is extraordinarily expensive. Music folders are designed to help protect this music from damage. Despite this we still must be very careful handling the music.

·         All marks must be made in pencil and erased before turning in.

·         Music not returned in good condition will be charged at the replacement rate.

·         If replacement music parts are not available, the student may be required to purchase the complete set of parts.

Tuner and Metronome

All students are encouraged to purchase a personal tuner and metronome. These devices are necessary during

personal practices at home to improve his/her performance.

“Daily Required Materials”

All students are required to bring their instrument, personal copy of music, and pencils to class. Failure to bring these items will result in lowering of the student’s grade.

Dismissal

The Director reserves the right to remove a student from organization for:

- An unexcused absence from a performance

- Use of drug or alcoholic beverages while representing the Orchestra or Centennial High School

- Continued failure to demonstrate a cooperative behavior and attitude

Parents shall be notified immediately regarding the above circumstances for dismissal. Students dismissed from performing organizations shall continue to function in daily class until the end of the semester. He/she will have an alternative assignment during that time. A grade will be assigned based only on class work/assignment and participation.

Musical Development

I. Individual Practice

Absolutely essential to improving as a player is daily practice on your instrument. Your homework for orchestra is to practice. Here are some practice tips for making the most out of your practice sessions:

1. Practice every day! Remember, it is much better to practice 30 minutes each day than it is to practice 1 hour every other day.

2. Consider practicing in shifts. In other words, instead of playing for 60 minutes straight, practice for 30 minutes, take a break (do some homework), and then finish later.

3. Try to have a set time every day during which you practice.

4. Have a set place where you practice. Make sure that this place is where you will not be disturbed and where you may concentrate on your playing.

5. Have a goal or goals established for every practice session - be careful not to fall into the trap of simply playing your instrument and stumbling through a practice session.

6. The old adage of “practice makes perfect” is not totally accurate. Only perfect practice makes perfect! Isolate trouble areas by breaking them down. Begin slowly and then increase tempo.

7. Always begin each practice session with at least a brief warm-up.

8. Spend time every day working on your sound - this is your musical signature.

9. Spend time every day playing scales in as many different ways as you can.

10. Spend time every day working on technical skills including facility, shifting, bowing, dynamic range, and endurance.

11. Spend time every day practicing your orchestra music. Make sure you reinforce concepts covered in class on this music.

12. Spend time every day sight-reading.

II. Private Lessons

While participation in large and small ensembles is an integral part of musical development and promotes camaraderie and mutual effort, class instruction is, by necessity, very general. Those students who truly wish to excel musically are strongly encouraged to study privately with an instructor outside of school. In private lessons a professional player on your instrument will spend time with you individually, to develop your strengths as a musician. It is no coincidence that the vast majority of musicians who earn spots in the Centennial Chamber Orchestra, placement in District and All-State Orchestras, and college scholarships study with great private teachers. With a world-class symphony orchestra and many other professional ensembles, the Atlanta area is full of professional musicians who also teach privately. Shop wisely when in the market for a private teacher. Be sure you find someone who is truly a professional on your instrument, and who you feel comfortable with. Often a recommendation from a friend who has a private teacher that he or she is happy with is a good way to begin. Most of the major music stores in the area have full faculties of private teachers. Many private teachers also teach out of their homes.

III. Instrument Upgrades

Just as participants in any other specialized activity move up to better equipment in order to improve their performance, musicians are constantly striving to find strings, bows and instruments that enable them to progress towards their full potential. For many students, the first two years of high school is the time to consider investing in a better quality instrument. The beginner model that you started on in sixth grade was fine then, but you have undoubtedly outgrown the limitations imposed by your mass-produced student-line instrument.  You will never be able to perform any better than the quality of the equipment you use. Race car drivers do not drive economy cars, marathon runners do not wear Keds, and top-notch musicians do not play the instrument that they rented when they started “way-back-when”. The more advanced models of instruments do cost more, of course, but it is a worthwhile investment. If the cost of a professional level instrument is too much at this point, at least invest a few dollars in a better strings. What “came in the box” in sixth grade is simply too generic to be appropriate for you now.

IV. Additional Performance Opportunities

Orchestra students are strongly encouraged to continually seek opportunities outside of the orchestra program to make music. In addition to District and All-State Orchestras, etc. there are many opportunities for talented high school musicians to make music in the Atlanta area. Groups such as the Atlanta Symphony Youth Orchestra hold auditions in the fall. In addition, many of our students perform in a variety of church and community ensembles on a regular basis. Such outside experiences will only serve to further develop musical skills and concepts

Fulton County Honor Orchestra

Fulton County Honor Orchestra is an auditioned group open to any Fulton County string student.  Participation is highly encouraged because this is our opportunity to represent Centennial High School in the musical community of Fulton County, as well as a wonderful musical opportunity.  Auditions for the group will be held on November 7, 2010 at North Springs Charter High School from 4:30 pm – 7:00 pm. The auditions will be on first-come, first-served basis. However, the students must pre-registered at their local schools to audition. There is a $5 fee to audition per student. If a student is selected they will attend a rehearsal on Monday, November 14 (7pm-9pm) and Tuesday, November 15 (rehearsals – 10:00 am-4:30 pm. Concert on the evening of November 15 at 7pm). The entire event will be at Centennial High School.  The audition requirements are:

1.     SCALES and ARPEGGIOS: 

         Violins:  G Major and A Major, three (3) octaves

        Violas:   C Major and D Major, three (3) octaves

 Cellos:   C Major and D Major, three (3) octaves

  Bass:    F Major and G Major, two (2) octaves

2.      SIGHT READING (one selection)

3.        EXCERPTS – TBA

For more information Google: 2011 Fulton County High School Honor Orchestra Audition Information

Georgia All-State Orchestra

This is the state version of Honor Orchestra.  In order to participate in this group, students must pass a district level audition and then a state level audition.  Students who pass to the second auditions have different requirements than the first audition.  The requirements for the first audition are listed below.  For more information visit the Georgia Music Educators Association website at www.gmea.org

District All-State Auditions

Scales and Arpeggios for 9-10 High School:

Student will be asked to play the following scales, separate bows or slurred two notes per bow, and arpeggios with separate bows (QN = 60 or EN = 120 on slurred scales):

VIOLIN G and A major, 3 octaves

g and a melodic minor, 3 octaves

VIOLA C and D major, 3 octaves

c and d melodic minor, 3 octaves

CELLO C and D major, 3 octaves

c and d melodic minor, 3 octaves

BASS F and G major, 2 octaves

f and g melodic minor, 2 octaves

Scales and arpeggios for 11-12 High School:

Student will be asked to play the following scales, separate bows or slurred two notes per bow, and arpeggios with separate bows (QN = 60 or EN = 120 on slurred scales):

VIOLIN - Bb and C major, 3 octaves

g and a melodic minor, 3 octaves

VIOLA - Eb and F major, 3 octaves

c and d melodic minor, 3 octaves

CELLO - Eb and F major, 3 octaves

c and d melodic minor, 3 octaves

BASS - Ab and Bb major, 2 octavesf and g melodic minor, 2 octaves

Students who are auditioning for an All-State Orchestra must play the following:

Etude, Scales, and Sight Reading.

· Detache scale and arpeggio: 15 points (30 points for M. S. only)

· Slurred scale and arpeggio: 15 points (9-10 H. S. and 11-12 H. S. only)

· Etude: 30 points (see below info regarding Etude)

· Sight-reading: 20 points

Total 80 points (55 points needed to pass the 1st round)

ALL SCALES MUST BE PLAYED FROM MEMORY

Sight-reading:

There will be only one sight-reading selection at District Audition. This selection will be of a Lyrical/Technical nature.

ETUDE - District All-State Orchestra Audition

(1st Round)

9/10 Orchestra

VIOLIN

Mazas: Etudes Speciales, Galamian ed., International Music Co., Op. 36, Book 1, #8. QN=84

VIOLA

Mazas: Etudes Speciales, Pagels ed., International Music Co., Op. 36, Book 1,#8. QN=84

(correction: change rhythm in mm.6 to eighth note on the &-of-beat-two)

CELLO

Schroeder: 170 Foundation Studies, Carl Fischer, Volume 1, #55 QN=92

DOUBLE BASS

Simandl: 30 Etudes, Carl Fischer, #8. HN=80

11/12 Orchestra

VIOLIN

Mazas: Etudes Speciales, Galamian ed., International Music Co., Op. 36, Book 1, #27. QN =80

VIOLA

Mazas: Etudes Speciales, Pagels ed., International Music Co., Op. 36, Book 1, #27. QN=80

(correction: change rhythm on pg. 2 mm.5 after key change to a double dotted half note)

CELLO

Schroeder: 170 Foundation Studies, Carl Fischer, Volume 1, #49 QN=108

DOUBLE BASS

Simandl: 30 Etudes, Carl Fischer, #20. EN=132

SIGNATURE PAGE (Personal Copy)

I have received and read the Centennial High School Orchestra Handbook and understand the rules, guidelines, and consequences of my actions as an orchestra member.  As an orchestra member, I serve as an ambassador for Centennial High School and will follow all rules outline by Fulton County Schools and Centennial High School.  As a orchestra parent or guardian I will read and discuss this handbook with my child and ensure that he/she follows all rule and guidelines include in this handbook.  I will return the signature page by Friday, August 27, 2010.

Student Name:                                                                                                                         

                                                (Please Print)

Student

Signature:                                                                                                   Date:                                 

Parent

Signature (s):                                                                                              Date:                                 

-           -           -           -           -           -           -           -           -           -           -           -           -          

SIGNATURE PAGE (School Copy)

I have received and read the Centennial High School Orchestra Handbook and understand the rules, guidelines, and consequences of my actions as a orchestra member.  As an orchestra member, I serve as an ambassador for Centennial High School and will follow all rules outline by Fulton County Schools and Centennial High School.  As an orchestra parent or guardian I will read and discuss this handbook with my child and ensure that he/she follows all rule and guidelines include in this handbook.  I will return the signature page by Friday, September 2, 2011.

Student Name:                                                                                                                         

                                                (Please Print)

Student

Signature:                                                                                                   Date:                                 

Parent

Signature (s):                                                                                              Date: