SUMMARY:
The purpose of participation in the Concert Band at M.H.S. is to address (in part) the National Standards of Arts: “What Every Young American Should Know and Be Able to Do in the Arts”.
EXPECTATIONS FOR STUDENTS:
(1) Concert Band music will cover a variety of styles (show music & traditional) leading to a fall & spring concert. (2) Daily drills focus on all major and minor scales and arpeggios. (3) Students are encouraged to participate in the Winooski Valley, Vermont All State, and All New England music festivals. (4) Added activities will include community projects such as candle lighting ceremonies at City Hall. (5) Additional emphasis is placed on small ensembles (sax quartet, woodwind trio, flute choir, clarinet quartet, brass ensemble, and percussion ensemble).
ASSESSMENT:
Evaluation of work is based on attendance at all performances, amount of improvement from beginning of the semester and effort to learn all materials covered during the semester.
KEY STANDARDS:
&Mac183; Vital Results: 1.16 Artistic Dimensions, 2.2 Problem Solving Process, 3.1 Goal Setting
&Mac183; Field of Knowledge: 5.31 Elements of Instrumental Music, 5.32 Translate an idea into sound, 5.6 Critique and Revision
0.5 Credit – Semester
860 JAZZ ENSEMBLE (N) (Fall and/or Spring)
There are 2 sections of the class – with differences in focus….
MHS Jazz Study Ensemble [a.k.a. “BLUE TRAIN ENSEMBLE”]
Course Description
The MHS Jazz Study Ensemble is offered to anyone in grades 9–12 with an intermediate level of ability on the instrument they plan to play in the ensemble. Your suitability for inclusion is entirely up to the director. An audition for inclusion in this course may be required.
In addition to rehearsing during class time, assignments (written, listening, research, media, and performance) will be a part of the course work. A mix of individual and collaborative work will be common. There is more to learning about jazz than just playing it. A variety of topics will be addressed to help the student become a well-rounded jazz performer and more knowledgeable about the history, culture, and inner workings of jazz. There is also room for specialization in areas of particular interest to the student.
Expectations
A serious level of commitment to the group will be expected. The ensemble typically performs at 3 or more events each school year, with additional assemblies and events as scheduled. Students are expected to practice the material and attend and contribute to every rehearsal and performance.
The nature of this class requires attendance and full participation in out-of-school events as well as classroom activities. Plan ahead to meet this commitment. See the updated calendar for more info. Make Mr. D. aware of any potential conflicts ASAP. We’ll attempt to create a multi-day activity once per year to offer students a more intense jazz experience. Some fund-raising may be required to meet our expenses.
You can try it for two weeks. Then make the commitment for the school year or drop out. Concerns? See Mr. D.
Grading
The MHS Jazz Study Ensemble is a semesterized full-year course (offering 1 Fine Arts credit) and a grade is given each quarter. The grade will be based on the teacher’s evaluation of:
Attendance at all class events – in and out of the school day
Musical effort, skill & improvement
Practice habits
Performance quality
Class participation and non-musical contributions to the ensemble
Homework
Attitude and adaptation
Special projects (minimum of 2)
Greater weight will be given to improvement than achievement. Homework and practice habits will be more important than performance quality. More details about grading will be covered during the first weeks of the course.
KEY STANDARDS:
&Mac183; Vital Results: 1.13 Clarification and Restatement, 1.16 Artistic Dimensions
&Mac183; Field of Knowledge: 5.22 Intent, 5.31 & 5.32 Music
0.5 Credit – Semester
MHS Jazz Performance Ensemble [a.k.a. “RED KLAY ENSEMBLE”]
Course Description
The MHS Jazz Performance Ensemble is our premier performing jazz group. It is offered to anyone in grades 9–12 with a moderate to advanced level of ability on the instrument they plan to play in the ensemble. Your suitability for inclusion is entirely up to the director. An audition for inclusion in this course will be required.
In addition to rehearsing during class time, assignments (written, listening, research, media, and performance) will be a part of the course work. A mix of individual and collaborative work will be common. A variety of topics will be addressed to help the student become a well-rounded jazz performer and more knowledgeable about the history, culture and inner workings of jazz. . There is also room for specialization in areas of particular interest to the student.
Expectations
A serious level of commitment to the group will be expected. The ensemble typically performs at 4 or more events each school year, with additional assemblies and events as scheduled. Students are expected to practice the material and attend and contribute to every rehearsal and performance. Each student will develop his/her skills to become a performing jazz musician.
The nature of this class requires attendance and full participation in out-of-school events as well as classroom activities. Plan ahead to meet this commitment. See the updated calendar for more info. Make Mr. D. aware of any potential conflicts ASAP. We’ll attempt to create a multi-day activity once per year to offer students a more intense jazz experience. Some fund-raising may be required to meet our expenses.
You can try it for two weeks. Then make the commitment for the school year or drop out. Concerns? See Mr. D.
Grading
The MHS Jazz Performance Ensemble is a semesterized full-year course (offering 1 Fine Arts credit) and a grade is given each quarter. The grade will be based on the teacher’s evaluation of:
Attendance at all class events – in and out of the school day
Musical effort, skill & improvement
Practice habits
Performance quality
Class participation and non-musical contributions to the ensemble
Homework
Attitude and adaptation
Special projects (minimum of 4)
Greater weight will be given to achievement and skill building than effort. Performance quality and attitude will be more important than practicing habits and homework. More details about grading will be covered during the first weeks of the course.
KEY STANDARDS:
&Mac183; Vital Results: 1.13 Clarification and Restatement, 1.16 Artistic Dimensions
&Mac183; Field of Knowledge: 5.22 Intent, 5.31 & 5.32 Music
0.5 Credit – Semester
SUMMARY:
The purpose of participation in the string ensemble is to address (in part) the National Standards for Arts Education: “What Every Young American Should Know and Be Able to Do in the Arts”.
EXPECTATIONS FOR STUDENTS:
Orchestra music will cover a variety of styles (show music, folk and traditional) leading to a fall and spring concert. Students are encouraged to participate in Vermont All State and All New England Music Festivals. Daily drills focus on all major and minor scales and arpeggios with additional emphasis on tone production and bow technique. A winter recital will focus on small ensembles; duets, trios and quartets.
ASSESSMENT:
Evaluation of work is based on attendance at all performances, amount of improvement from the beginning of the semester and the effort put forth to learn all materials covered during the given semester.
KEY STANDARDS:
&Mac183; Vital Results: 1.16 Artistic Dimensions, 2.2 Problem Solving Process, 3.1 Goal Setting
&Mac183; Field of Knowledge: 5.31 Elements of Instrumental Music, 5.32 Translate an idea into sound, 5.6 Critique and Revision
0.5 Credit – Semester
859 MIDI Composition (N) PLP (Fall and/or Spring)
SUMMARY:
The purpose of beginning the MIDI composition program at MHS is to address the National Standards for Arts Education: What Every Young America Should Know and Be Able to Do in the Arts. Through the use of the MIDI program and the MIDI Distance Learning Network in Vermont, students will gain a growing sophistication in reading and notating music, learn to compose their own music and do arrangements, and learn to critique and analyze their own music and that of other musicians.
EXCEPTATIONS FOR STUDENTS:
(1) Get acquainted with Music Time software (2) Cover all steps leading to completing a composition (melody, harmony form) (3) Learn critiquing skills and critique others’ work as well as own (4) After demonstrating level of competence in #’s 2 & 3, upload original composition to WEB project site and download and critique students work from another school.
ASSESSMENT:
Assessment will be done on an ongoing basis with the students critiques as well as the teachers.
KEY STANDARDS:
&Mac183; Vital Results: 1.16 Artistic Dimensions, 2.2 Problem Solving Process, 3.1 Goal Setting
&Mac183; Field of Knowledge: 5.31 Music – Elements of vocal and instrumental music, 5.32 Music – Translate an idea into musical notation or sound, 5.6 Critique and Revision
0.5 credit - semester