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Recruiting Ideas For Beginning Band. Every band program depends upon recruiting new members to continue the pride and tradition established by the current band members. Winter Jazz Band Concert 2013. Patriotic Program 2014; Spring Concert 2014; Graduation 2014. Winter Beginning Band Concert 2013: Multicultural Day. Recruiting can be one of the hardest jobs a band director faces, and for some, the most unpleasant, while others love to meet potential students and . In the end, after all the recruiting is over, you actually get to teach them what you love: music! Beginning band worksheets PDF why you wanna hurt me gap band PDF rubber band gun plans pdf PDF. PDF File : Band Concert Program Template Pages Page : 3. Beginning Band and Orchestra, the roots of a successful program by. Research shows that the sooner beginning students play a concert the more likely they will continue in the program. With the change to the MYP program next year, Beginning Band will only be. Title – Found Music Unit, The Concert By – Melanie Marchand Primary. Language & Literature MYP Subject Overview. First Band Concert: The Best Online Music Education Resource for Teachers, Students, Parents and Administrators NEMC. Beginning Concert Band charts grades 1-1.5. A tribute to NASA's Apollo space program. Concert Program Updated April 22, 2009 Sunday April 26. Brother Rice Junior High Concert Band CBS Beginning Band. Rotary Concert Program april 22 2009.doc. A Small Group Project: A Beginning Concert Band Program for 7th Graders (3 Pages This article originally appeared in the Fall 2. Iowa Bandmaster Magazine and was written by Patti Bekkerus, a well established and respected music educator currently teaching in the Dennison, Iowa school district. Some directors walk into an existing program that numbers many students and their job is to maintain and continue the tradition. Others walk into programs with barely any members and not much interest in joining a program that is not thriving. For those programs, the director must be the best salesman ever! The important thing is to remember you are . There are several tests or surveys out there. I've used both the Selmer Music Survey and the UMI Recruiting Program for Band. I am also lucky enough to have the elementary general music teacher administer the test for me at my current school. She is a great advocate for our program and teaches them instrument families and names as well as giving the music test as well. A concert band, also called wind ensemble. The standard repertoire for the concert band does, however, contain concert marches. Recruiting. I am a firm believer in using the current band program and students to recruit beginners! I've also taken videos to show the kids and to publicize the program but I've found the band students themselves and a concert are much more effective. We invite the current recruiting class to a concert. We hold the concert in our high school Fine Arts Center (concert environment) and feature the High School Concert Band and the 7th Grade Concert Band. Each band performs two to three numbers for the students with the concert lasting a total of 3. I try to have the 7th grade band play something that is familiar to the students or a novelty piece. Our high school band director spends some time during the concert introducing a high school player from each instrument family. He strategically asks very well known students (even to the younger kids) ranging from our all- state musicians to the starting quarterback on our football team. Those kids all know those older students who are active in activities and they are true role models for them! The people he introduces play a short tune for the students to show off their instrument. It's amazing what hearing a familiar tune or an instrument just played well does for a beginner who is trying to decide which instrument he/she would like to play. He also has a way of really . Although it is a very short time and one may wonder what, if anything, you might accomplish in that five minutes, it is often enough to convince a student who thinks they can play something (or that it would be too hard) that they CAN get a sound on an instrument! It also serves the purpose of helping them make up their mind as to WHICH instrument to play. I've had several students change their mind about what instrument they should play just because something was . This year, we tried an assembly line procedure to test. There are only two band directors in our district and I tested all woodwind instruments and percussion and the high school band director tested the brass players. We also have the luxury of helping each other when we got stuck. From this list, we form our ideal. Approximately a week before our instrument display night, I take a few middle school students to visit the various classes and answer their questions about band and often just general questions about middle school! Again, the most effective way to promote your program is to showcase those who already love it! They come to us four days a week in like instrument classes. The first week we meet with them for 4. Starting the second week, they come for a 3. Although there are some students whose attendance is sporadic, the majority of the students are in attendance. The daily contact with us and the immediate daily feedback prove to be a great start for our beginners. The other part of the equation that works is that even though they are large classes and we don't get to spend individual time with each student, they are motivated by their peers and feel the need to play their lesson well to keep up with the best student in the class. At the end of the six weeks when school starts, I'm able to break them into smaller groups based on ability where we can work on special needs or let the gifted student take off and soar. I have also brought in some of our all state high school musicians to assist with the beginner classes. They are an extra set of eyes and ears and can also take a student one on one to work on an exercise or help with a problem they are experiencing. The beginners enjoy this because it is yet another picture of where they are headed in their band career. I am also lucky enough to have both the high school teacher and myself teaching the beginners. Every student responds differently to every teacher and many of them make a connection with our high school director which encourages retention into the high school band. We've had our highest retention numbers since we started our beginning program approach. Each instrument has its own issues for beginners. Here are a few tips that we have used. Some work with some students and not with others. I encourage you to continue to find strategies to help those students who might be struggling. We are one of the biggest classrooms of differentiated instruction! For all instruments, we only allow them to do mouthpiece workouts the first night of practice. Without the rest of their instrument to play on, they are concentrating only on their embouchure and what kind of sound/buzzing they are making. We have them practice long tones and 4x. We also have a mirror in class to show them what their face should look like when they get the correct sound. Encourage practicing in front of the mirror the first night! If and when they struggle with tone the first couple of weeks, keep that mirror handy and pull it out so they can see what their embouchure should look like. Tonguing: We start tonguing the very first day and check their tonguing daily- -even if it is simple as going around the room and having everyone play a single note. Another way we reinforce that the tongue starts the air (and this also helps develop a good air stream) is to have them . We just use a child's plastic pinwheel found in any toy department. Later in lessons when they are not using enough air, we say . When I first did this, we had EVERYONE come back the next day knowing how to hold the flute and where to put their fingers. That took one problem out of the equation so when they practiced, they could focus on their embouchure and tone production. The next step for them is fingering between their notes since they can't look at their fingers. I spend time with the class having them finger between the two pitches while looking at their fingers and then I have them finger while holding in playing position. After their fingers are moving correctly, we put sound with it. Part of their homework that night is to watch their favorite TV show and finger between whatever sets of notes we're working on over and over again. Even if they only finger during commercials, they will still get a good two- three minutes of finger repetition between those notes. After we are solidly producing good tone with good fingers, I spend the first five minutes of each lesson doing finger olympics. I find that technique is very effective even with my older band students. When they miss notes, I isolate the problem and ask them to finger only and then play only those two notes. In most cases, after they isolate the passage, they are able to put the entire lick together. In changing from C to D, I put stickers on their fingernails of the fingers they will push down for C. Then I tell them that the fingers with the stars must go up while the non- star fingers must go down. That gives them one more visual to help them work on a tough fingering. Clarinets: I attended a wonderful clinic at IBA this past year given by Kariann Voigts, Simpson clarinet instructor. She gave many tips, some I already use and some that I tried for the first time. Some favorites that I like and use: first note on the mouthpiece AND the barrel. I found that the students had much better intonation once the entire instrument was put together rather than starting on the mouthpiece only. Since the pitch is lower on both the mouthpiece and barrel, I think that it is more tolerable. Draw a line on the reed where the paper stops. Students should put their thumb under that line and the mouthpiece should go into their mouth up to their thumb. Sometimes I wait and use this technique a little later in their playing (not the first few weeks). It depends on if the student is ready for it. I find that the longer they play, some will get lazy and use less mouthpiece. I have them hold the thumb rest between their thumb and index finger for the first week. This allows them to feel they have a good grasp of their instrument when playing F. Don't allow them to do this for very long, however! You don't want it to become a habit that is HARD to break. Eb This gives the student security by pushing down their thumb and first finger without requiring them to put a lot of fingers down or to balance their instrument with their mouthpiece to play a G. I find that this helps improve hand position greatly and their low notes are clearer because they have good finger position. Brass: Buzzing is essential. My students buzz everyday at the beginning of their lesson using long tones and the 4x. Listen carefully for their tongues and demand that they use it even when buzzing. We also have them buzz high pitches and low pitches. Eventually we introduce the siren buzz. After a minute or so of buzzing, we match pitch DAILY. Volunteer Opportunities — Earth. Share Oregon. Where: Portland Metro (National)For whom: Northwest Earth Institute. Seeking: Individuals. 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Students engage fall and spring architecture and planning coursework (taught in English) as well as Chinese language seminars. The program also features a summer internship in Shanghai. Acceptance into the Master of Architecture program at UNC Charlotte does not guarantee admittance to the other graduate programs within the university. KEYWORDS best architecture schools / future of architecture / top architecture schools. RECORD’s 2016 rankings of top architecture school programs. Find the best architecture. Please note that this comparison only includes schools that provide professional programs. Best Architecture Schools Sorted.
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